What belief systems have you built up around your students? This is an important question because belief systems are very powerful things. It is our beliefs that slant our perspective and sway the action we take. Our belief systems for students are built around trust. We trust them to show us the way into their learning process.
Children have a more flexible view of the world and are open to more possibilities that might stay hidden to adults. They see the world with beginner’s eyes. So what does that look like in day-to-day instruction? How do we take advantage of their unique view of things? We trust them to set their own learning goals. Your students have a sense of who they are and what they need that is independent of our assessments of them. By trusting our students to self-select their goals we are handing over the big work of learning to them. Genuine student ownership necessitates shared control. This is the part where some teachers might say, “Wait, what? That sounds risky, not sure if that will work for me.” The thing is it’s not about us; it’s about them. It’s our students’ learning process and their learning can only come to life when it holds meaning and relevance.
The insights we garner from students’ self-selected goals give us an opening to see the world of learning as they do. Elliot understands something about “How to Draw” books. Typically they do have a lot of steps! He is also a rule follower and that adds an interesting layer as we think about his goal. He likes order, he wants his book to look like a realistic drawing book – that’s important to him. Whereas Jose is all about action. His how-to book needs to capture the excitement of “moving people” to hook his audience. Two boys working in the same UOS with very different goals. As we observe these boys we are learning more about who they are, what is really important, and how to best meet their needs. In other words, this is (authentic) differentiated instruction made easier because students are leading the way.