I’m talking about failure. Failure has become quite the educational buzzword these days. Articles, research journals, and blogposts all tout the need for failure as part of the learning process. I’d argue that most people mean “mistake” instead of “failure,” but that is an argument for another day. I’d just like to say that failure–necessary or not–is no fun.
One of my PD goals this year is to implement an improved standards-based assessment system into my Grade 12 English class. While I still believe in the idea, I have failed in a few ways during the process so far.
Communication has been a failure. It took me an embarrassingly long time to communicate the idea to students. My reporting of their progress was weak. I developed a pretty helpful grade book to keep track of student learning, but I was unable to adequately share that grade book with students and parents.
The structure let down a significant chunk of students in the class. About a third of the students in the class embraced the idea of building their own reading/writing portfolio and followed through with managing and completing the task. However, while the middle third eventually caught on, the bottom third floundered and produced very little. Upon reflection I think the top third already had the required academic and life skills necessary to manage and complete a long-term project, and I failed to scaffold instruction for the rest of the class, many of whom need smaller stages that would allow them to recognize the necessary skills and sometimes fail to execute them without jeopardizing the entire big picture.
I failed in execution. The heart and soul of this idea is that the teacher can spend 30 to 45 minutes per class in one-on-one conversation/instruction with students, giving immediate feedback and allowing students to articulate their learning. I accomplished this less than half as much as I would have liked as I tried to wrestle with the two failures mentioned above. It took me so long to communicate the big picture at the beginning of the course, that I didn’t firmly set up the necessary culture of conversation and conferencing.
I share all this because too often teachers feel isolated in their individual classrooms and that they are the only one struggling to improve. Certainly this post focuses on the negative, and in the middle of the semester I felt the weight of my shortcomings, but with the support of some amazing colleagues, I am past the negative. I can recognize some of the successes, and I have started to develop solutions that will prevent the same type of failure from happening again (or least they will happen to a lesser degree). I strongly believe this is professional learning (PD if you will). I’ll blog about my developing solutions as they…well, develop.