Steps Towards the Center

Two years ago, I posted about what my ideal learning environment would be. The two years since I wrote that, I’ve been able to realize a little of what I thought. The idea of implementing passion projects in my physics courses has helped allow a real opportunity for learners to bring their interests into the classroom as I help find those connections between a learner’s passions and physics concepts.

Moving to a more learner centered environment is a very daunting task. As we see videos online and hear stories from radically progressive student centered environments, it seems like an impossible shift to make. That’s why it’s so important for educators to see models proposed by great minds like Katie Martin who are able to get to the fundamentals of what make these experiences outside of the physical, for lack of a better word, “stuff” that first catches our eyes.

In Learner Centered Innovation, Katie outlines 10 characteristics of Learner-Centered Experiences.

Again, these may seem like a lot of things to hold onto at once, so don’t lose focus by doing too much.

It’s been a struggle trying to push for more learner centered experiences in my AP Physics classroom, but I’m trying. AP curriculum is highly standardized with the end goal of learners taking a standardized test. But a majority of my AP students taking the class aren’t taking the AP exam. This means that all learners clearly don’t have the same goals for the course. This gave me the freedom to start thinking beyond tests as unit assessments. At the end of our current unit on magnetism, I presented students with some options for assessment (click here for more info).

The options were

1. Traditional AP format test
2. Objective Mastery Presentation
3. Student Proposed Option

So reflecting on how these ideas fit into model presented by Katie, I’ll ask questions focusing on each aspect.

Personal: Do learners have flexibility to how they will meet goals?

This is really fundamental to my assessment design. In the end all learners will be required to meet the same outcomes, but the process and product is chosen by the students. It’s up to them to make an informed decision based on their personal goals.

Agency: Do learners have ability to make their own decisions and own the process?

The students can make a choice in the how of the assessment, but do they really own the process? In my opinion, not yet. Only one of my 60 students choose the option of proposing their own assessment idea. So the other students were all following a path that I had created for them.

Inquiry: Are learners posing the questions they will answer?

As stated above, only one of my learners took the opportunity to propose their own idea. A part of the Mastery Presentation there is a real world connection requirement, but many learners opt to construct one of the options I present.  In this unit, most of the learners choose the DC motor option.

Collaboration: Will others play a critical role in the process?

This was an individual assessment; I’d have to say no.

Authentic: Is the audience greater than the teacher who will grade the work?

In this case, the ultimate goal was to assign a grade.  But, would love to have assessments that are designed to go beyond the four walls of our classroom, like our passion projects.

Critique and Revision: Where feedback is part of the process?

One import part of my assessments is that they are not one and done.  Students are allowed to be reassessed if the take the test or make corrections and represent alternative assessments. I love that we can make assessments more of a dialogue rather than a one way conversation.

Productive Struggle: Is the goal learning and growth rather than perfection?

This is a tough one. I have found that those who take the alternative assessment process spend more time focused on the specific goals and aspects that make up each outcome. For those that take the test, our focus is more on a series of sample problems where the first question is “did I get it right?” then we can focus on the underlying learning of the concept.  

Goals & Accountability: Are learners asked to map their process with their goals and time constraints in mind?

Our assessment process in this unit covered 3 days. For the alternative, students had 3 days of work time. For those taking the test, it was 2 days of review before the test on the 3rd day. So, in that sense it is up to the student to plan what they need to to to reach their goal. But, this mapping is really short term.

Models: Are models used to inspire new ideas to build off and stimulate thinking and creativity?

To be honest, I do a poor job of giving models of alternative projects, because I feel like this process is still young. But, it’s clear that learners are looking for that bit of inspiration to latch onto. Most students aren’t ready to just take a leap of faith when a grade is at stake. I hope to do a better job of giving learners those models to help them take that leap.

Reflection: When is time taken time to pause and reflect on the process?

In terms of the assessment process, reflection tends to come after the process as we start the next unit.  In terms of what helped, didn’t help, and what could be done in the next unit. This data helps me in adjusting for the next unit. But, I think I could be doing a lot more before the assessment process to have learners reflect on their previous assessment to inform the current one.

We can’t expect every activity to hit every characteristic. Nor can we expect to have every activity.  Rather than trying to get an answer of yes to all the questions, start with one question or characteristic to address. You may be surprised how addressing one can snowball into other areas. The next thing you know, you’re answering yes to questions you didn’t even know you were addressing.