Inquiry-Based Learning

How Do We Assess (And Possibly, Grade) Project Based Learning? #HackingPBL

Last week, Erin Murphy and I facilitated a two-day project based learning (PBL) workshop for an inspiring group of educators from Madison City Schools, Alabama. As part of the workshop, we spent some time focusing on what assessment (and possibly, grading) can look like within the context of PBL.

When discussing this topic, it’s first and foremost important to keep in mind there is a difference between assessment and grading. Whereas the goal of assessment is to improve student learning, grading (or a grade) is generally used to evaluate current level of performance.

Should Projects Be Graded?

In short, the answer is a resounding “No!”

Project based learning experiences should call for a great deal of student critical thinking and creativity. And, research tells us that “carroting and sticking” these types of skills isn’t just ineffective, but detrimental.

Pause for a second and watch this Daniel Pink TED Talk, The Puzzle of Motivation, which is based on his book, Drive. Or, if you are in a rush, just watch from 1 minute 30 seconds to about the 7-minute mark. And, if you really don’t want to watch the video, here is the take-home point for this segment:

If-then rewards work really well for those sorts of tasks, where there is a simple set of rules and a clear destination to go to. Rewards, by their very nature, narrow our focus, concentrate the mind; that’s why they work in so many cases…But for the real candle problem [a problem that requires creative problem solving], you don’t want to be looking like this [tunnel vision]. The solution is on the periphery. You want to be looking around. That reward actually narrows our focus and restricts our possibility.

Pink also makes it clear this experiment is not the exception to the rule: “What’s interesting about this experiment is that it’s not an aberration. This has been replicated over and over again for nearly 40 years.”

Looking back on my work as a fourth grade teacher, I can draw a straight line from Pink’s work to my use (or misuse) of grades as the carrot and the stick. The more I engaged my students in project based learning, the more I realized that grading the actual project was not only unnecessary, but potentially harmful.

If Not Grades, Then What?

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Flexible Learning Spaces: The Start of Our Journey

By Ross Cooper 2 Comments

Over the past few weeks, my teachers and I have been exploring flexible learning spaces. And our goal is to hit the ground running with implementation at the beginning of the 2018-2019 school year. (Of course, we can experiment when our supplies arrive before then.)

Here’s the email (slightly modified) that officially began this movement. It was sent out about three weeks ago.

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Professional Development: Focusing on Student Choice

By Ross Cooper 2 Comments

Under the leadership of our Middle School Principal, Ken Parliman, we’re in the process of rethinking some of our middle level electives to provide students with more personalized learning experiences.

In preparation for these shifts, not too long ago I led the facilitation of an all-day professional learning session for our middle level specialists (those who teach the electives). I planned for this day alongside Ken and my Assistant Superintendent, Lynn Fuini-Hetten.

The theme for the day was student choice, and everything was encompassed by the essential question:

What decisions am I making for students that they could make for themselves?

What decisions am I making for students that they could make for themselves? via @spencerideas & @ajjuliani #EmpowerBook Share on X

This question is from Empower, by John Spencer and A.J. Juliani. This a book I can highly recommend, and Spencer’s work served as the basis for what we accomplished.

The Agenda

Here’s the agenda for the professional learning:

The essential question was revealed and briefly discussed.
We watched and then discussed the YouTube video, 10 Ways to Empower Students With Choice, by John Spencer.

Each participating teacher chose a project he or she had already facilitated. With their projects in mind, each teacher filled out a T-Chart (in Google docs). The left-side contained the teacher choices that took place during the project, and the right-side contained the student choices.
With the following prompts in mind, participants analyzed and discussed each other’s T-Charts and projects:
- Looking at everyone’s examples of student choice, are there any possible ways you could group them into categories? What commonalities exist?
- How could you provide more student choice within your project?
- What are your reservations for providing more student choice?
With the following prompts in mind, participants read and then discussed the eBook, Getting Started with Student Choice, by John Spencer:
- Where is the author full of crap? (if at all)
- Where does the author hit the nail on the head?
- What practical tips are provided?

The Culminating Activity

Directions

Think of a project/activity you already use. Create ways to embed more student choice into it, based on “moving up” the diagram (p. 32 in the eBook, above) on your journey to the FroYo model. As you’re designing your project/activity, consider the following questions:
- Will students be designing a product? Solving a problem? Open-ended? Something else?
- As a result of the project/activity, what do you want students to understand?
- How will students be assessed and possibly, graded?
- For the lessons that take place within the context of your project/activity, (1) what content will need to be addressed, and (2) how will it be addressed?
After, share out the following:
- What was your “before” project? What is your “after” project? How do they contrast?
- What new opportunities are there for student choice? How do you think these opportunities will benefit your students?
Peer feedback.

In the End

Shortly after the session, I posted the following on Facebook:

Today I worked with my Middle School Principal to facilitate an all-day session on student choice during project design. Great stuff! Feeling inspired! (Sometimes if we remove the buzzwords and drill down to what matters, moving forward is that much easier.)

Through professional learning, there are countless ways to tackle such practices/topics as: inquiry-based learning, project based learning, personalized learning, learner agency, etc. However, often times, when we lead with these terms, we can easily intimidate and possibly “turn off” participants (especially when a district doesn’t have a common definition/understanding of what these terms involve). So, in this particular instance, we chose student choice as our entry point. By the end of the day we ended up exploring all of the above and a whole lot more. And, in the process, I do believe we comfortably “met participants where they were” without being disrespectful of the work they had already done.

Finally, as usual, I look forward to improving upon this professional learning for when we decide to roll it out again!

How do you encourage student choice?

Connect with Ross on Twitter.

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Yes, Learning Targets Can Make Our Lives Easier

By Ross Cooper 11 Comments

My first few years in the classroom I wasn’t a big fan of learning targets or posting learning targets prior to each lesson for students to see. These feelings were mostly driven by my experiences as a student teacher, during which I had to write the standard on the board prior to each lesson. (I mistakenly thought standards were the same as learning targets. But, in reality, posting the actual standard was even worse.) I also thought the learning target approach to revealing content was both generic and lame.

However, I can say now that I started to “get” learning targets when I began to give my students more choices in regards to how they expressed their learning. In short, I was making the transition from, “Learn this in this way!” to, “This is what we’re learning, and you can demonstrate your understandings however you’d like!”

This shift was most evident when examining the rubrics my students and I used during our project based learning experiences. Initially, these rubrics looked like project directions regurgitated in another format, which promoted compliance, not creative learning. Many of my students were able to “play the game of school” and earn an A by simply following what had been outlined for them in their rubric/directions: appropriately title your work, include three photographs related to your topic, include at least ten adjectives, cite five sources, etc. Furthermore, in the end, all finished products usually looked quite similar.

Then, after a few years of this productive struggle, it was nothing short of groundbreaking for my students and me when I decided to start populating each rubric’s left-hand column with learning targets (as opposed to tasks). As students made their way through these projects, I gave them feedback in relation to where they were on the continuum of hitting each target (instead of telling them what hoop to jump through next in order to earn an A). Increasingly, feedback and assessment focused on what students were supposed to learn, not what I wanted them to do. And, because feedback wasn’t task-specific, students were able to naturally own how they learned and displayed their knowledge.

The Graphic

As I continue to wrap my head around learning targets, I’ve created the graphic (above), which illustrates the various degrees to which learning targets can impact learning. From top to bottom, choices range from most restrictive to least restrictive. For example, after choosing one from each column (as the graphic indicates), we can end up with, “Teacher chooses target(s). Hit the target(s) this way, by this date, at this time.” Here, we’re one-size-fits-all without student choice. The other extreme is, “Learner creates target(s). Hit the target(s) however you want, at your own pace.” This path resembles personalized learning. And, with all the buzz about personalized learning (and student choice, student agency, learner-centered spaces, etc.), I have found that these abstract (and sometimes, intimidating) approaches are much more concrete (and far less scary) when considered through the lens of learning targets.

Two more ideas related to learning targets…

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The 6 Drivers of Inquiry-Based Learning

By Ross Cooper 4 Comments

Inquiry-based learning can be defined as learning that “starts by posing questions, problems or scenarios – rather than simply presenting established facts or portraying a smooth path to knowledge.” In short, we uncover material, as opposed to content coverage and the memorization and regurgitation of facts and knowledge.

As a teacher, everything I taught was infused, in one way or another, with inquiry, creativity, and/or literacy. And, inquiry was often integrated with the other two.

As an administrator, whenever I walk into a teacher’s classroom, one of the first things I almost always subconsciously look for is whether or not the students are engaged in inquiry. However, telling a teacher, “Your students need to engage in more inquiry,” is comparable to letting a comedian know she needs to be funnier or asking a pizzaiolo to make a better dough. And, vague directives in the absence of explicit instruction typically generate anxiety.

To avoid these anxieties, and for progress to actually take place, we need to drill down to the nitty gritty and be as explicit as possible. In other words, we need to be explicit about being explicit and leverage specific strategies to comfortably move forward for the benefit of our students.

With these thoughts in mind, I’ve been obsessing over inquiry’s common denominators – the strategies or drivers we should always consider when implementing an inquiry-based lesson.

That being said, here are the six drivers of inquiry-based learning. And, while I don’t think every lesson or activity must have all six, I do believe that once we (and our students) become comfortable with an inquiry approach, all drivers will naturally find a way into learning experiences on a regular, if not daily, basis.

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What Is School For?

By Ross Cooper 3 Comments

The other day, one of my former fourth grade students, who is now a high school sophomore, posted something on Facebook that struck a chord with me. And of course, as her former teacher (and as an educator), I saw it as my duty to appropriately respond.

Yesterday (about a week later), Faline followed up with another post, and I couldn’t help but smile.

So, here are a handful of thoughts that come to mind:

In Seth Godin’s must-see TEDx Talk – Stop Stealing Dreams – he repeatedly asks, “What is school for?” And in my opinion, one of the top priorities of school should be to help students accomplish exactly what Faline is asking – turning passions into careers. Seriously, if this isn’t our goal, what are we doing?
If students are able to turn their passions into careers, we have to ask ourselves, “Is this happening because of or in spite of school?” In other words, do students play the game of school and then go home to do what’s worthwhile and relevant? Or, does the worthwhile and relevant take place within our learning spaces?
In a previous post, I declared, “Not only should student be learning how to do their work, they should be learning and experiencing how to share and market their creations.” Why hasn’t this approach become the norm in our schools? Do students fear making their work public, or are teachers’ comfort zones serving as the main barrier?
Is school truly failing our students and/or entrepreneurs? (much like Gary Vaynerchuk tells us in this one-minute video)
In classes in which entrepreneurship is being taught (in isolation or integrated with other subject areas), could works by the likes of Vaynerchuk, Godin, Eric Ries, and Tom and David Kelley serve as “textbooks?” (much like I recommended today, at a middle school planning meeting for our project based learning school-within-a-school, which is scheduled to open next year)

And finally, if you haven’t read Crush It! (the book I recommended to Faline), make sure to check it out. Also, I can highly recommend Empower by John Spencer and A.J. Juliani (the guys responsible for the quote in this blog post’s featured image).

How can we help our students turn passions into careers?

Connect with Ross on Twitter.

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How Do Our Learning Beliefs and Project Based Learning Intersect?

By Ross Cooper 1 Comment

As mentioned in my previous post on how to promote student agency…in my school district we adopted the five learning beliefs from Education Reimagined to help drive our district vision: competency-based; personalized, relevant & contextualized; learner agency; socially embedded; open-walled.

This year, one of the main ways in which we are tackling these learning beliefs is through are innovation initiative, #YourSalisbury (formerly, Innovate Salisbury). The #YourSalisbury team consists of 15 teachers (3-4 from each of our four schools) and all of the district’s administrators. Throughout the year we meet for three all-day whole group sessions. After each of the first two, each school’s team follows up with their own full day of learning and planning at the building level. This entire initiative/framework was originally conceived of by my Superintendent, Randy Ziegenfuss, and Assistant Superintendent, Lynn Fuini-Hetten, and this is our third year of implementation.

About a week ago we held our first all-day session. In the afternoon I facilitated a one-hour activity with the goal of having participants uncover the various ways in which project based learning (PBL) provides us with a more concrete approach to realizing the learning beliefs in our learning spaces. In other words, PBL is our means; the learning beliefs are our end.

Here’s the activity, verbatim (and a printable version can be found here).

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Project Based Learning in Math Class: Easier Than You Think

By Ross Cooper 6 Comments

When working with educators to implement project based learning (PBL) in their districts/schools/classrooms, the one subject area that is consistently met with hesitation is math. On a regular basis, math teachers (across all grade levels) ask something to the effect of, “Yeah, this is great. But how does it work in math class?”

Here are two reasons why I believe this skepticism may exist:

Math textbooks are the curriculum, when they shouldn’t be. From my experiences, math is the subject area in which teachers are most likely to march through the textbook from beginning to end, treating the book as if it’s the curriculum (and yes, I have been guilty of this mistake). In reality, the textbook is one tool or resource that a teacher should leverage to meet the needs of students. However, veering away from the textbook (potentially in the direction of PBL) can be uncomfortable.
Math is inaccurately viewed as black and white. In other words, answers are either right or wrong, and a deep conceptual understanding of content simply doesn’t matter (or, for one reason or another, it’s not even on the teacher’s radar). And therefore, PBL (which is commonly leveraged to promote deep conceptual understanding), on the surface appears to be nothing but a roundabout way to get to the same old answers. So, why bother with it?

So, what does project based learning look like in math class?

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Book Review: Empower #EmpowerBook

By Ross Cooper Leave a Comment

There are a few education blogs I read on a consistent basis, and two of them belong to A.J. Juliani, who generally blogs about innovation, and John Spencer, who mostly blogs about creativity. Currently, A.J. is the Director of Technology and Innovation for a public school district in Pennsylvania, and John is a full-time professor of educational technology for a college in Oregon.

In May 2016, the due released their first book together – LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student. In short, LAUNCH (which I highly recommend), takes the increasingly popular design thinking process and makes it accessible and fun through A.J. and John’s LAUNCH Cycle. In fact, not too long ago I wrote a post – “Reimagining Learning Spaces with Design Thinking #HackingPBL” – which outlines how the LAUNCH Cycle can be leveraged by teachers to have students design their classroom at the beginning of the school year.

Then, last February, A.J. informed me that he and John would soon be releasing their second book together – Empower: What Happens When Students Own Their Learning. Empower was published towards the end of June, and in early July I was able to get my hands on a copy when I rant into A.J. at the National Principals Conference in Philadelphia.

I finished the book not too long ago, and here are some of my initial thoughts.

5 Ways to Promote Student Agency

By Ross Cooper 10 Comments

In my school district we adopted the five learning beliefs from Education Reimagined to help drive our district vision: competency-based; personalized, relevant & contextualized; learner agency; socially embedded; open-walled.

In working with these five beliefs, we must (1) have a clear understanding of what they mean, and (2) be equipped with explicit strategies to make them a reality. Otherwise, a vision is not much more than words on paper.

That being said, here’s the Education Reimagined definition of learner agency:

Learning that is characterized by learning agency recognizes learners as active participants in their own learning and engages them in the design of their experiences and the realization of their learning outcomes in ways appropriate for their developmental level. As such, learners have choice and voice in their educational experiences as they progress through competencies. Harnessing his or her own intrinsic motivation to learn, each learner strives to ultimately take full ownership of his or her own learning.

And, reflecting upon my work with inquiry-based learning and project based learning, here are five ways to promote student agency.

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