My husband and I have two dogs. Ollie is a springer spaniel; Tobey is a rather unfortunate cross between a Yorkshire terrier and a miniature husky. We live near water and enjoy spending time in the lake when the temperatures rise.
Ollie took to the water immediately. In no time she figured out swimming, and she could be counted on to paddle leisurely until we were ready to leave. Not the case for Tobey. He surprised us with his reluctance to put a paw in the water.
Tobey did eventually learn to swim and now enjoys a quick lap or two, but it involved a process. We had to introduce him gradually, making sure he had the skills and confidence to move from the beach area to deeper water.
I mention my dogs because they serve as an example of how we make assumptions. I assumed that all dogs instinctively knew how to swim. After all, they enjoyed going down to the beach with us. As teachers, we are tempted to make the same assumption: because our students like to use technology, surely they know how to use it effectively.
A tenant of proficiency-based teaching and learning is that students will determine how and when they will “show what they know.” This implies that the student will be asked to direct their own learning. We avail ourselves as facilitators, flip our classrooms, determine pacing guides, and do less direct instruction. Time, not mastery, is now the variable. (more…)