Exploring Methods of Teaching and Learning

 

       For many years, teachers were expected to deliver content then test students to see if they had the "right" answers. Teachers were actually encouraged not to tell students what was expected.  Students were supposed to listen and absorb whatever they could from the teacher, and try to figure out what was expected.  "Good" students figured it out.  "Bad" students didn't.  After studying and taking the test, they got their grade to find out if they had given the correct answers.  How different would it have been if teachers had told their students what they were going to learn, and provided explanations up front for exactly what was going to be expected?  No more guessing.  No more wondering what would be on the test.  No more stress over how to do projects or complete learning tasks. Knowing what is expected gives students the opportunity to understand and excel.  

       "Clarifying performance expectations for students offers another tangible benefit: when they understand the criteria upon which they will be judged, students are more apt to challenge themselves to rise to higher levels of performance."  (Goodwin, B. & Hubbell, E. 2013).  Teachers need to  "peel back the curtain and make performance expectations clear".

Rubrics are an excellent way to do this.  A clearly worded rubric can help students distinguish between different levels of understanding or performance, and help articulate specific tasks.  Rubrics can describe exactly what is expected, the degrees of achievement possible, and the criteria by which the work will be assessed.  

       An 8th grade assignment to write a scientific hypothesis and a simple accompanying rubric might look like this:

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       Another way to "peel back the curtain and make performance expectations clear" is to provide examples of superior work.  When a student can see a completed paper, essay, or poster that meets all of the expected standards and characteristics, they can visualize what to do.  In the assignment above, where students were asked to write a hypothesis, there was a well written example of what was expected.  Before the final hypothesis is written and submitted, the teacher could also provide other examples and explain how to write a scientific hypothesis for their science project.  Student groups or partners could practice writing a hypothesis for given examples of projects and share with the class.  Teachers have the opportunity to critique and give constructive advice.  Students could peer-assess examples using the rubric that will be used to assess their own work.  When students can see quality examples and rubrics before they work on an assignment, they know clearly what is expected of them and can choose to reach for the highest level. Whether they reach high or low, it is still their choice.  Many times, just seeing descriptions of the different levels of achievement on a rubric can motivate a student to reach for the highest level. 

       All of this goes beyond just delivering content and hoping students figure out what they should do or learn.  By making performance expectations clear, we remove fear and uncertainty.  If teachers can be open and clear about what performance we expect from our students, we are partnering with them and putting them in a more advantageous position to reach their learning goals and achieve the most possible.  

 

References

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day.   

       Alexandria, VA: Association for Supervision & Curriculum Development. [Bookshelf Online].