Clifton, D. O. and Nelson, P. Soar with Your Strengths: A Simple Yet Revolutionary Philosophy of Business and Management, Dell Publishing, New York (1992).
This is something that I really engaged with. I've always believed that we're all wired individually, that we're all given gifts and that they're not all the same. Some are called to teach, some to be accountants, others to be doctors. Some are happiest when they're dancing, painting, or making music. It doesn't matter what spectrum of life lights their fire; they are all valid, relevant giftings, and they can all open doors and opportunities.
Who am I, then, to come along and instill a sense of failure and snobbery by telling a student that what they want to do isn't good enough? Or that what I want to teach is better for them than what they want to learn. Last term I did a 9 week module called #hackyrclass. This started to change my thinking about pedagogy, about co-construction, and about modes of assessment. This module taught me to do what Paul Scanlon taught in his session - to train a child in the way they should go, not in the way I think they should go. Everybody has a different gifting. Everybody has a different path. Everybody has a different life journey and skill set. My job is to create the environment to let students flourish and be the very best them they can be; to help them discover their giftings, their passions, the things that light their fires. To help them find their course and then set them free.
So my challenge - how am I going to take this teaching, apply it to what I've already learnt over the past 2-3 months, and use it to make changes to the students' experiences?
Some goals are:
Year 9
At the end of last term we agreed to do a unit around the Maui's Dolphins. We have chosen the text, and first week back we will begin the co-constructing process. They have just done a co-construction with me, and I expect this one will be even better and even more creative.
Year 10
I can't decide on one film to do this term due to the vast range of abilities and interests in my class. I suspect I might be co-constructing units with kids on more than one film. Power of One will suit some students, Gorillas in the Mist will suit another group, and I may also need an overtly sporty option. This is less daunting than it sounds - I'm gaining confidence in co-construction and look forward to actively engaging the diverse learners in this class. I know Power of One, I know Gorillas in the Mist, and I can quickly learn a sporty movie. Utilising the co-construction skills I practised last term, we will build our learning for this term together. These students are phenomenal when given the chance to be creative, so I know they'll rise to the challenge.
Year 11
These students are working on writing summative tasks this term, along with exams. They have already had the tasks - they are at 'fix up stage'. I have identified the students who have yet to hit their potential due to inappropriate tasks, and will sit with them to work out appropriate tasks to try and meet their passions and skills.
Year 12
I have created eight writing assessment tasks that meet the curriculum requirements but are aimed at the different interests and skills that are already present in my classroom. I have included 'free choice' tasks and prescribed tasks to try and reach the different ways the students evidence their learning. They can choose any tasks they like (they need to have 4) to finish their writing portfolio. They've already done several that I've told them to do, so I look forward with interest to see how the grades come out with self-selected assessments. My challenge with my seniors is to re-instill the creativity that has been trained out of them along the way.
"People don't grow into creativity; they are born with it. People grow out of creativity".
-- Paul Scanlon, 2014.
Paul Scanlon's message is available here:
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