Making Learning Visible
10/7/2017
How do you know you are learning? How does the learning process become visible to the learner AND the "teacher"? Traditional tests or activities can only show a tiny part of the complex process that learning is. In the natural learning process the application of new skills; the creation of actual artifacts; the explanation of one's thinking; all are ways that we know learning is taking place. In our 7th and 8th grade classrooms, our learners are providing ample evidence of their learning. Through team activities, creation of models, oral presentations, thoughtful written responses, group discussions, and individual conferences, a picture of each learner emerges. One way to make one's learning visible is to share that learning with others. In Social Studies students had the opportunity to learn and teach about 13 different countries in the Central America/Caribbean region. Students chose their preferred method for presentation: posters, movies, slide shows, comic strips; all supplemented with the students presenting and answering questions as experts. We took notes, asked questions, and of course, we now have more questions. Why is there such a high rate of poverty in some of these countries? Why did so many of them "gain their independence"? Why are there so many devastating storms in some of these countries? As is so often the case, initial learning leads to more questions, further inquiry, and, ultimately, deeper understanding... Another way of making learning visible is to create a model to build and demonstrate understanding. In science students created models of various cell processes, using the act of creating the model and presenting it to the class to deepen their own learning. Creativity and flexible thinking were required, and students definitely rose to the challenge! The classroom is full of interesting representations of DNA replication, cell cycles, mitosis, and cancer. Mini-projects like this require students to transform - synthesize - the content they are learning. The words on the page take on meaning, and the teacher is able to see where misconceptions may be occurring. Writing personal narratives about a lesson learned; reflections and responses to the concept of "banned books;" mapping the Ruth Arcand Park trail system; playing arcade games created by our third grade friends; movie making and mountain biking.... it was a week full of challenges and opportunities, a week of exceptional learning! Thanks as always for all you do to support that. Comments are closed.
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Sarah Mariner
Ms. Mariner earned her Bachelor of Science degree in Biological Science from Colorado State University, and was awarded a teaching certificate through the University of Alaska, Southeast. Her varied background includes being an environmental education field instructor in Massachusetts, Colorado, and Baja, Mexico. She also served two years as a Peace Corps volunteer in the Dominican Republic. Archives
April 2021
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