Over the last few years, my teaching partner Margit Boyesen and I have been working to help our young students develop persistence and grit…and to see themselves as producers in the learning process. We’ve been trying to explode the notion that learning is something that takes place only within the walls of the classroom and is assigned by teachers. We aim to have students learn more by doing than by listening, and as much as we can, we try to have students engage in meaningful projects that extend the learning environment beyond the school and whenever possible connect them to others who are interested in or engaged in similar endeavors.
These are lofty goals—and like other classroom teachers we are faced with state standards, accountability measures, and even the often slow to change expectations of parents, the community, and the educational system. But we also believe that students who are persistent problem solvers, designers, and communicators will have the skills they need to succeed in testing situations and in the world. But mostly, we believe learning should be fun…for our students and for ourselves.
And we’re lucky. Margit and I co-teach a multiage class of first, second, and third graders. Twice as many students, two interconnected classroom spaces, and students we get to teach for three years. Unlike many teachers, Margit and I don’t teach in isolation and our planning involves starting with an idea and building on each other’s thinking, adding to and challenging the whys and hows until we land on the lessons we will facilitate with our students. Two teachers in the classroom give us flexibility in supporting students…and in challenging them.
Thanks to our San Diego Area Writing Project colleague, Abby Robles, we added an advanced vocabulary routine to our instruction a few years ago. We include the target word without defining it (last week’s was precarious) in our morning message and ask students to think of possible synonyms based on the context. Students refine their guesses through the week, continuing to use new context clues from each day’s message until the definition is revealed on Thursday. Students help to generate a gesture to use each time they hear the word…a gesture that also helps with remembering the meaning. We select words to enhance the learning we have planned–to give authentic context for using the word and for our students to incorporate it into their personal vocabulary through experience.
Because we are interested in design and making, last year we introduced the word iteration to our class…and the practice of iteration as an intentional part of our teaching. (I wrote last year about a project that focused on iteration here.) And not only did our students learn the definition of the word iteration, they also began to recognize the value of iteration in their learning. It was obvious when we started programming using the app Hopscotch, that computer programmers value iteration. And that language of designing: imagining, trying out, testing, and improving as a continual loop began to permeate our classroom. Instead of talking about writing as drafting, revising, and final drafts…we started to talk about iterations, and gave students opportunities to plan, write, try out, improve. Another iteration became a much friendlier and positive way to talk about revision…and better yet, students started to ask for opportunities to iterate, in their writing and in all their projects.
“Do we get iterations?” became a common question as students began a new project or a new writing piece. And Margit and I found ourselves asking whether we had given students enough opportunity to iterate when we saw the elevated level of work and the increased creativity of products students produced when they could go beyond a single try.
As school began this year, we intentionally built opportunities for iteration into our instruction. And when we forgot, we often revised our lessons to allow for time to iterate. On our first day of school this year we planned a “mini make” out of a piece of aluminum foil and before the end of the lesson, we added time for a second iteration the following day. This practice of iteration has developed a culture in our classroom that supports collaboration, persistence and innovation. I was reminded of this today as students were working on an Alexander Calder-inspired mobile design challenge. Our forty-four students were at different stages of work on two projects: getting their individual blog titled and about me page posted and gathering materials to start on the mobile project. While it was “a lovely mess” in the words of my teaching partner, it was calm, productive, and collaborative. Margit and I each helped individual students…with their blogs, with cutting pipe cleaners and ribbon lengths, threading strings through “doo-dads,” and more. And what’s better, students were helping each other too. They were free to move around, collect materials as needed, be the second set of hands for tying a tricky piece of string or holding the growing mobile from the top as the creator worked on balance elements. And as time flew by, I could feel the flow of learning our students were engaged in.
When I think of cultivating a culture of innovation, I think of the power of iteration and the design process. In order to risk doing something new or different, its important to know that your first effort isn’t your only effort. When students ask about iterations, they are asking if they can try something new, if they can start over again, if they can learn from their attempts—even those that didn’t work the first time around. And they learn to persist and help each other out too, because that’s what we do in this culture of exploration and deep learning.
And even better, this attitude toward learning changes our teaching too. We also find ourselves in a culture of innovation, as teachers and co-learners. We can try that project that involves something new that we aren’t even sure exactly how it will work—especially with a classroom full of students—because we know that our first attempt isn’t the only attempt. Like our students, we get to iterate too, refining our teaching, our expectations, our processes as we innovate and work to provide meaningful learning experiences for this generation of learners.
I so enjoy when you write about what’s happening in the classroom! I know last year after I started using the “language of iteration” the students -6th & 7th graders – felt a lot more comfortable. “Coming up with Version 2.0” seems a lot less daunting than ‘revise’
What a wonderful opportunity for authentic learning you all have with the multiage, double size, partner teaming set up! I wish I could come down and run a string game workshop for you – string figures are a wonderful example of infinite and amazingly beautiful and complex iterations of the mathematical torus, and James Murphy developed a system to teach algebra at an arts high school in NYC based on iterations. His Web site is http://www.torusflex.com/
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