Author: Kim Carter

Behavior Management Tools Might Not Be Best for Student-Centered Learning

October 12, 2017 by

This post originally appeared at Students at the Center on September 14, 2017. It is the first in a series on the practical side of cultivating student ownership of learning, produced by JFF’s Student-Centered Learning Research Collaborative.

High-quality learning is often messy. It can be noisy and nonlinear and full of surprises. That may be why many of us seek to control it. We establish rules, plans, and procedures to contain the unpredictable outcomes of our students’ learning. And we distinguish behavior from academics as if the way learners are expected to accomplish their learning teaches them nothing about how to behave as learners.

The trouble is, many educators were taught to think about classroom management and behavior management as activities of control. Classroom management is seen as organizing and structuring the flow of activities and expectations to maximize efficiency and task accomplishment, while behavior management is framed as the teacher’s efforts to manage and respond to disruptions.

But what if control was the wrong impulse? What if our efforts to control behavior sometimes worked against our loftiest educational goals regarding college/career readiness, critical thinking, social-emotional health, and civic preparedness? What if there was another way to achieve our objectives besides control?

There is! With the explicit goal of fostering learner independence, student-centered learning calls for a different set of approaches, ones that are more akin to learner facilitation than learner control. Rather than prioritizing efficiency, order, and compliance, student-centered approaches draw from a wide variety of educational research (see the Students at the Center Research Portal) to create learning environments that inspire students’ academic, social-emotional, and metacognitive development. Recognizing that emotion is an integral component of all learning, facilitators of student-centered learning seek to personalize an optimal mix of risk-taking, disequilibrium, accomplishment, and confidence in each individual student. By intentionally modeling and coaching empathy, cultivating relationships with and among learners, and establishing a culture of partnership, trust, and support, learner facilitators move past merely controlling behaviors to cultivating motivations and inspiring engagement. And in the busy, messy, nonlinear world of high-quality student-centered learning, these approaches are used to drive the goal setting, self-regulation, and success that lead to social behaviors and mature thinking processes.

Here’s an example for one learner facilitator’s opening activities, well-timed for the beginning of the school year. After introductions, first-year teacher Nate Gray launches his classes by engaging students in collaboratively creating a T-Chart with the headings “Expectations of Me” and “Expectations of Each Other”: (more…)

A Construction Kit for Personalized Assessment of Competency-Based Learning

December 18, 2014 by
mc2

From the MC2 Charter School Website

This post originally appeared December 15, 2014 at Q.E.D. Foundation.

“What Changes in the Learner Are You Trying to Cause?”

Our perspective at QED is that competency based learning is first and foremost performance based, which means assessments – and assessment literacy – are essential, even more essential than the curriculum. Years ago, (1990, long before it became a rallying cry for Common Core opponents), Grant Wiggins identified assessment as “the Trojan horse” of education restructuring, or the means to “adapt schools to meet the needs of learning.” (Ed Week, 10/10/90)

Citing Ralph Tyler’s Basic Principles of Curriculum and Instruction at a much more recent training (July, 2014, Lambertville, NJ), Wiggins exhorted educators to “honor the Ralph Tyler idea that you don’t design backward from the curriculum, but from the learner being different: what changes in the learner are you trying to cause?” (more…)

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