The Rookery

As I participated in conferences today, I was struck by the impressive work the children were doing.  I don't mean that in the most obvious sense.  Yes, it's fun to watch the students open their bulging blue books and flip through it to find what they wish to share, passing by page after tantalizing page of unsung work.  No, even more impressive to me is the reflective work the students have done and their ability to identify their strengths and where they need to go next.  

For most of their blue book picks, they often go far beyond "this was fun" to identify why the work was fun, or challenging, or frustrating, or exciting.  As I listen to them share, I hear echoes of what I have said in the narrative (unbeknownst to them.)  It pleases me so much that I am not the sole assessor of their work.  They are able to assess their own work, often very accurately.

Of course, this is something the students have been working on for years.  In kindergarten they may pick one or two items and share them with a simple grin.  In second and third grade, they may select more things but much of the determination for future goals comes from the analysis of the teachers and parents.  But, by fourth and especially fifth grade, Prairie Creek students are able to identify work that highlights their strengths and share what they still feel the need to learn.  Sometimes, a question or two from a parent of myself helps them deepen their meta-cognition but the onus for assessment has begun to shift to the student.  I think it's one of the most crucial "twenty-first century skills" this ability to be able to determine accurately what one knows and what one needs to know.  These kids will change careers multiple times — if they aren't able to evaluate and grow by themselves, no one will be there to provide that information to them.

This spring, I've participated in some interesting workshops that focus on "cognitive coaching."  In brief, these are techniques that help people clarify and hone their thinking.  One of the facilitator's statements  created a lot of debate among the other educators:  evaluating people does not lead to growth.  It was very provocative for many of the educators who are a part of the workshop — most of whom work in traditional schools.  "If I don't tell a student what they do well, how will they know?"  "How would people get better if we don't tell them what they're doing wrong?"

Well, you teach them over time how to honestly assess what they've done.  You help them to know how to recognize when a skill is secure and when it's still shaky.  You provide enough context and contact with other learners so that they see the next step.  They don't work in blind isolation, unable to compare themselves to others or imagine what they'd like to be able to do.  You give them language like the Habits of Mind to identify the less tangible elements that may be leading to their success so that they can go beyond "I did a good job."  You trust them to know themselves better than you could know them.

Conferences are intense — the days are long and demand a lot of focus.  But I wouldn't trade this opportunity to watch our kids show off what genuine assessment looks like.