Chasing Learning
22 pairs of eyes eagerly follow me over to the Texas State Standards, written in “I can” statements on the board.
What questions will you chase today?” I ask excitedly.
At the beginning of the year, eyebrows furrow, eyes dart towards the floor, and shoulders shrug.
What do I mean? Aren’t I the TEACHER? Shouldn’t I TELL them what they are going to learn today? Teachers teach. Students learn. Isn’t that the process?
What I am doing, in asking the question above, is putting them in an ACTIVE, rather than passive role.
I’m setting the tone that they’re not here to just complete “work,” they’re here to be engaged with the process of learning.
However, I can’t ask that of them if I don’t give them space, time, and opportunity to do that.
We move at such a frantic pace in education, and I understand the pressure… educators are asked to pack a lot into a year. However, in haste, we’re sometimes operating in that “teacher imparts, student receives” model because it is more time efficient.
But that only works in the short term. When we try to “open kids' heads, fill them up, and close them back up” there’s a big piece missing. That method prioritizes “getting stuff in,” and much of what was just taught washes over them.
What we want to do is ignite their inner-motivation to think and build understanding.
Start lessons with goals of what you’re going to teach. “I can write expository text.” “I can subtract with regrouping.” Next, ask them to write a question about those.
Every learner can enter the learning wherever they are. One may ask, “What is expository text?” while another asks, “How can I use transitions more effectively in expository text?”
Whatever their question, that is a launching point. It gets their minds primed and pointed towards the learning. Their neuron connections are lit up. They place themselves in a curious stance…which their brain, which thrives on novelty and quest, loves. Their inquiry will ignite their motivation to put forth effort to learn, discover, and push to understand.
Here’s the really cool thing too. They become aware when they find answers for themselves in the lesson. “Oh my gosh! That was my question today! I found the answer!”
These initial questions are also tools for reflection. Students can see how they’ve gained understanding as they have found answers to their questions. If the whole question isn’t answered, that’s ok - what progress have they made towards it?
When kids see their own progress and skill mastery, that’s self-efficacy, and it’s a HUGE piece of self-motivation. It feels GOOD to learn. They see their GROWTH.
Flash forward to that same group of students, midyear.
“What questions will you chase today?” Every hand goes up, ready with a question on the tip of their tongue. They now expect it of themselves. It’s not just they learned that I expect them to do it. They’ve learned how good it feels – they have CONFIDENCE – they’ve built their own strong academic self esteem. When they have a foundational academic identity, they can sustain a cycle of curiosity and action which helps them grow and succeed.
