Our kids will face a workplace that is completely different from today’s — here’s how to prepare them

Business Insider

kids hairdoOur kids will face a much different world than we live in now.Mike Blake/Reuters

Our education system was designed for the 20th century. It is largely focused on teaching kids how to retain information and manipulate numbers.

It regularly tests these abilities and, if you do well, you are promised to get into a good college, have a successful career and live a happy, prosperous life.

Unfortunately, those promises have become empty. Today, when we all carry around supercomputers in our pocket, tasks like remembering facts and doing long division have largely been automated.

The truth is, there is little taught in school that today can’t be handled with a quick Google search and an Excel spreadsheet.

Working in a team

Traditionally, schoolwork has been based on individual accomplishment. You’re supposed to study at home, come in prepared and take your test without help. If you look at your friend’s paper, it’s called cheating and you get in a lot of trouble for it. We’re taught to be accountable for achievements on our own merits.

Yet consider how the nature of work has changed, even in highly technical fields. In 1920, most scientific papers were written by sole authors, but by 1950 that had changed and co-authorship became the norm. Today, the average paper has four times as many authors as it did then and the work being done is far more interdisciplinary and done at greater distances than in the past.

Make no mistake. The high-value work today is being done in teams and that will only increase as more jobs become automated. The jobs of the future will not depend on specific expertise or crunching numbers, but will involve humans collaborating with other humans to design work for machines.

Clearly, value has shifted from cognitive skills to social skills, which is one reason why educators see increasing value in recess. Unfortunately, very few schools have adapted. Many are so unaware of the value of social interaction and play that they still take recess away as a punishment for bad behavior. We desperately need to shift the focus of our schools to collaboration, play and interpersonal skills.

Communicating effectively

In recent years a lot of emphasis has been put on the need for stronger STEM education to compete in an ever more technological world. However, there is increasing evidence that the STEM shortage is a myth and, as Fareed Zakaria points out in his book, “In Defense of a Liberal Education,” what we most need to improve is communication skills.

To understand why, think about an advanced technology like IBM’s Watson, which is being applied to fields as diverse as medicine, finance and even music. That takes more than just technical skill, but requires computer scientists to work effectively with experts in a wide variety of fields.

In fact, Taso Du Val, CEO of Toptal, an outsourcing firm that focuses on the world’s most elite technology talent told me that when his company evaluates programmers, they not only look at technical skills, but put just as much emphasis on communication skills, initiative and teamwork. You simply can’t write great code for a problem you don’t fully understand.

Clear and cogent writing, critical thinking and learning how to learn — to take in disparate facts, put them in context and express them clearly — these are all skills that will be even more crucial for professionals in the future than they are today.

Learning patterns rather than numbers

Of the “three R’s” that we learned in school, arithmetic was generally the most dreaded. Multiplication tables, long division and deceptively constructed word problems have been the bane of every young student’s existence. In my day, at least, the utility was clear, but now children can rightly ask “why can’t I use the calculator on my phone?

Clearly, in our increasingly data driven age, mathematical skills are more important than ever. Yet they are not the same ones we learned in school. It’s not so important to be able to count and multiply things — those tasks are largely automated today — but it’s imperative to be able to ascribe meaning from data.

Valdis Krebs of Orgnet explains that, “Schools are still stuck on teaching 20th century math for building things rather than 21st century math for understanding things” and suggests that curricula focus less on the mathematics of engineering (e.g. algebra and calculus) and more on the mathematics of patterns (e.g. set theory, graph theory, etc.).

This may seem like a newfangled idea, but in actuality it is a shift to higher level math. As the great mathematician G.H. Hardy put it, “A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas.”

Focus on exploring things rather than knowing things

Take a look at any basic curriculum and there are lists of things that kids are supposed to know by the end of the course. Dates of historical events, mathematical formulas, the name of specific biological structures or whatever. Yet today, knowledge is truly a moving target. Much of the information in textbooks today will be obsolete by the time our kids start their careers.

Clearly, the notion that education will give you knowledge that will prepare you for an entire career is vastly outdated. Today we need to prepare our kids for a world that we don’t really understand yet. How can we possibly make good judgments about what information they need to know?

So instead of cramming their heads full of disparate facts, we need to give them the ability to explore things for themselves, take in new information, make sense of it and communicate what they’ve learned to others. In a world where technology is steadily taking over tasks that were once thought of distinctly human, those are the skills that will be most crucial.

In an age of disruption, the most crucial ability is to adapt. That is what we need to prepare our kids to do.

Read the original article on Inc.. Copyright 2017. Follow Inc. on Twitter.

Young Adult Novels That Teach a Growth Mindset

Edutopia

Use these novels to teach learning from loss and overcoming adversity to your middle schoolers and high school freshmen.

Heroes in books and movies captivate kids, many of whom could teach a master class on these characters. The fresh perspective teachers can offer is how students themselves can and should be heroes.

As advocates of growth mindset, we can teach children that heroism does not require obsession with perfection or product. We should show students that we also value process and progress. Heroic stories can help: They teach students about mitigating mistakes, learning from loss, and overcoming adversity, all of which are key elements of growth mindset.

The following books feature protagonists of diverse backgrounds and races, many of whom reappear in compelling sequels that reinforce the initial lessons and keep students hungry for more. While these young adult books are typically middle school level, their resonant subject matter, complex characters, profound themes, vivid vocabulary, and historical contexts make them suitable as enriched reading for elementary students and as a bridge for high school freshmen.

Don’t let the youth of the protagonists fool you: All of these books are worthy of serious study—and they invite multiple readings.

 

Kenny from The Watsons Go to Birmingham—1963 by Christopher Paul Curtis: Ten-year-old Kenny is tormented by school bullies and his brother Byron, but when a family trip to the segregated South turns tragic, it is Byron who rescues his brother from trauma. Byron gently coaxes Kenny to reconcile with the monsters and angels that nearly destroy him. As Kenny makes peace with life’s joys and cruelties, readers realize that giving up is not an option.

Karana from Island of the Blue Dolphins by Scott O’Dell: After the massacre of her father and many other members of their island tribe, an orphaned young girl is abandoned for 18 years when the remainder of the tribe departs for the mainland. Karana endures and even thrives by embracing enemies, both animal and human. This profound, beautiful story about the power of forgiveness and the triumph of the human spirit spurs students to summon their inner strength in the face of despair and desolation.

Brian from the Hatchet series by Gary Paulsen: Brian enlists grit, guts, and the grandeur of nature to come to grips with himself, his parents’ divorce, and the harsh wilderness. Equal parts adventure and introspection, these stories promote inner and outer harmony, emboldening students to appreciate what they have and proving just how resilient humans can be.

 

Katie from Kira-Kira by Cynthia Kadohata: When a move to 1950s Georgia separates her family from their Japanese community, Katie survives the stigma of bigotry with the help of her beloved, optimistic sister, Lynn. Lynn’s untimely death leaves Katie heartbroken, but she musters self-reliance and in turn becomes an inspiration to others. Katie’s family honors Lynn’s legacy, reminding readers to cherish hope even in the toughest of times.

Matteo from The House of the Scorpion novels by Nancy Farmer: While trapped in the savage country of Opium, Matt realizes that he is actually the clone of the evil drug lord El Patrón. Matt claims his own identity by recognizing that choices, confidence, and adapting to change create true character.

Cassie from the Roll of Thunder, Hear My Cry saga by Mildred D. Taylor: The Logans cling to their land and little victories amid poverty and prejudice in 1930s Mississippi. Although Mama strives to shield her children from the pain of racism, Cassie grows up fast as the seeds of the civil rights movement are planted in her family farm. Students will struggle with the hard choice between standing down and standing up for yourself.

 

Stanley from Holes and Armpit from Small Stepsby Louis Sachar: Sentenced to hard labor for a crime he didn’t commit, Stanley digs deep into a family curse that turns to fortune. This intricate, ingenious tale of friendship and fortitude will provoke debate about how much control we have over fate. Stanley and Armpit, the protagonist of Holes’ sequel, embody the pluck and persistence of growth mindset.

Meg from the A Wrinkle in Time books by Madeleine L’Engle: Swept into a strange, scary new dimension on a desperate search to save her father and brother, Meg summons the supremacy of love to win the day. Alternately harrowing and heartwarming, the book reminds readers that the only way to defeat darkness is with the light inside us all.

The Heroic Challenge

Being heroic can mean simply showing ourselves and others the best of what humans have to offer. We should cultivate and celebrate the hero living in each of us. Teachers can assist in this noble quest by supporting students in finding what is special about them (and each other!) and in nurturing the singular gift that only they can heroically share with the world.

Once students can identify positive, productive qualities in others—first in books and media, then in friends and family—they soon recognize and develop those same positive attributes in themselves. Teachers who attend to the whole child understand how social-emotional-soulful learning directly impacts student success and satisfaction and actively encourage their students to become role models in their own right.

The Way We Teach Math Is Holding Women Back

Time

March 29, 2017

A Stanford math professor encourages a different teaching approach

First Daughter Ivanka Trump and Education Secretary Betsy DeVos toured the National Air and Space Museum with a group of middle school students Tuesday, encouraging girls to pursue careers in science, technology, engineering and mathematics — even while President Donald Trump’s administration put forth a budget proposal that suggests cutting funding for education and research. There is nothing more important than advancing the STEM fields — and those groups who are underrepresented within them.

One area in desperate need of examination is the way we teach mathematics. Many Americans suffer from misconceptions about math. They think people are either born with a “math brain” or not — an idea that has been disproven — and that mathematics is all numbers, procedures and speedy thinking. In reality, mathematicians spend most of their working lives thinking slowly and deeply, investigating complex patterns in multiple dimensions. We sacrifice many people — women and students of color, in particular — at the altar of these myths about math.

Math is a prerequisite for most STEM fields, and the reason many students abandon STEM careers. In higher levels of mathematics, gender imbalances persist: In 2015, about 76% of math doctorates were awarded to men. This figure should prompt alarm in mathematics departments across the country — and encourage focus on an area that is shockingly neglected in discussions of equity: teaching methods in classrooms.

At Stanford University, I teach some of the country’s highest achievers. But when they enter fast-paced lecture halls, even those who were successful in high school mathematics start to think they’re not good enough. One of my undergraduates described the panic she felt when trying to keep pace with a professor: “The material felt like it was flying over my head,” she wrote. “It was like I was watching a lecture at 2x or 3x speed and there was no way to pause or replay it.” She described her fear of failure as “crippling.” This student questioned her intelligence and started to rethink whether she belonged in the field of math at all.

Research tells us that lecturers typically speak at between 100 and 125 words a minute, but students can take note of only about 20 words a minute, often leaving them feeling frustrated and defeated. “I’ve essentially given up in my math class right now,” another student of mine wrote. “In such a fast-paced environment where information is constantly coming at you, there just isn’t time to think deeply about what you are learning.”

The irony of the widespread emphasis on speed in math classrooms, with damaging timed tests given to students from an early age, is that some of the world’s most successful mathematicians describe themselves as slow thinkers. In his autobiography, Laurent Schwartz, winner of the world’s highest award in mathematics, described feeling “stupid” in school because he was a slow thinker. “I was always deeply uncertain about my own intellectual capacity; I thought I was unintelligent,” he wrote. “And it is true that I was, and still am, rather slow. I need time to seize things because I always need to understand them fully.”

When students struggle in speed-driven math classes, they often believe the problem lies within themselves, not realizing that fast-paced lecturing is a faulty teaching method. The students most likely to internalize the problem are women and students of color. This is one of the main reasons that these students choose not to go forward in mathematics and other STEM subjects, and likely why a study found that in 2011, 74% of the STEM workforce was male and 71% was white.

Women are just as capable as men of working at high speed, of course, but I’ve found in my own research that they are more likely to reject subjects that do not give access to deep understanding. The deep understanding that women seek, and are often denied, is exactly what we need to encourage in students of mathematics. I have taught many deep, slow thinkers in mathematics classes over the years. Often, but not always, they are women, and many decide they cannot succeed in mathematics. But when the message about mathematics has changed to emphasize slower, deeper processing, I’ve seen many of these women go on to excel in STEM careers.

When mathematics classes become places where students explore ideas, more often than they watch procedures being rapidly demonstrated by a teacher or professor, we will start to liberate students from feelings of inadequacy. In a recent summer camp with 81 middle school students, we taught mathematics through open, creative lessons to demonstrate how mathematics is about thinking deeply, rather than calculating quickly. After 18 lessons, the students improved their mathematics achievement on standardized tests by an average of 50%, the equivalent of 1.6 years of school. If classrooms across the country would dispel the myths about math and teach differently, we would improve the lives of many students and enable the creation of a more diverse STEM workforce. It will take a generation of young, creative, adaptable and quantitative thinkers to tackle our society’s problems — thinkers that we are currently turning away from mathematics classrooms and lecture halls in droves.

Jo Boaler is a Stanford professor, co-founder of youcubed.org and author of best-selling book, Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching.

Will Technology Make My Kid Fat, Dumb, and Mean?

Debunking the most common media myths and truths with real research and practical advice. By Sierra Filucci
Will Technology Make My Kid Fat, Dumb, and Mean?

Parents have a lot of responsibility. Mainly, keep the kid alive. Next, try to raise a decent human being. And the messages about media and tech start almost from the moment they’re born: TV will rot your kid’s brain! Video games are evil! Kids don’t know how to have conversations anymore! It all boils down to the idea that too much media and tech will ruin your kid — or make them fat, dumb, and mean. But obviously that’s an oversimplification. The truth is more complicated — and a lot less scary.

Here we break down the scariest media and tech rumors and give you some solid research and simple, no-stress advice.

Rumor: TV rots kids’ brains.
Research says
: No credible research exists that says screens cause any sort of damage to the brain. It’s pretty clear, though, that having a TV on in the background isn’t good for little kids. It’s been shown to reduce the amount of time kids play and the quality of that play. It also seems to be related to less parent-child talk and interaction, which can have a negative impact on kids’ language development. Television in the bedroom is also a no-no; research shows it affects the quality and amount of sleep kids get, which can affect learning, among other things.

Advice: Turn off the TV unless you’re actively watching it. And keep it out of sleeping areas. Play music — perhaps wordless — if you want some background noise. And set aside time each day, if possible, to actively play with little kids.

Rumor: Watching TV or playing video games makes kids fat.
Research says
: Some research suggests a connection between watching TV and an increased body mass index. But the numbers seem to point to this being a result of kids being exposed to food advertising, not necessarily being couch potatoes.

Advice: Avoid commercials by using a DVR or choosing videos without ads. Also, teach kids to recognize advertisers’ tricks and marketing techniques, so when they see ads, they can evaluate them critically. Make sure kids get exercise every day, either at school or home. If kids can’t spend time outdoors, find ways to be physically active indoors (create obstacle courses; do kid “boot camps”) and choose active video games or find fun exercise apps or TV shows to enjoy together or for kids to enjoy on their own.

Rumor: Cell phone radiation causes cancer.
Research says
: Lots of studies have been done, and the results are inconclusive. The research community is still investigating, but there is still no indication that cell phones cause cancer in humans.

Advice: Kids don’t talk on their phones very much — they’re more likely to text or use apps — so even if there were a credible connection between the radio waves emitted from phones and damage to the brain, most kids would be at little risk. If you want to be extra cautious, make sure they aren’t sleeping with their phones under their pillows (not a good idea anyway!).

Rumor: Kids use the internet/their phones too much — they’re addicted!
Research says
: While plenty of research has been done to try to figure this out, the results are still pretty inconclusive, especially for kids. Certainly, studies show that kids feel addicted, but whether many are experiencing the symptoms of true addiction — interference with daily life, needing more to achieve the same feeling — is still up for debate. Also, no one has defined what “too much” time is.

Advice: Build as much balance into kids’ days and weeks as possible. That means aiming for a mix of screen and non-screen time that includes time with family and friends, reading, exercising, chores, outdoor play, and creative time. If kids seem to be suffering in some area — at school, with friends, with behavior at home — take a look at her daily and weekly activities and adjust accordingly.

Rumor: Violent video games make kids violent.
Research says
: Heavy exposure to violent media can be a risk factor for violent behavior, according to some — but not all — studies. Children who are exposed to multiple risk factors — including substance abuse, aggression, and conflict at home — and who consume violent media are more likely to behave aggressively.

Advice: Avoid games that are age-inappropriate, especially ones that combine violence with sex. Make media choices that reflect your family’s values; that can mean choosing nonviolent games, limiting the amount of time kids can play certain games, or playing along with kids to help guide them through iffy stuff. Also, as much as possible, limit other risk factors of aggression in kids’ lives.

Rumor: Kids don’t know how to have face-to-face conversations anymore.
Research says
: Studies on this topic haven’t focused on kids yet, but that data is surely on the horizon. What we know says that many older adults think devices harm conversations, but younger adults aren’t as bothered. A couple studies have also found that the absence of devices (at summer camps or during one-on-one conversations) can inspire emotional awareness. What that means about the ability to have a conversation is unclear.

Advice: Make sure kids get experience having face-to-face conversations with family members, friends, and others, such as teachers, coaches, or clergy. Teach kids proper etiquette, including not staring at a phone while someone else is talking. Model the behavior you want to see. But also accept that digital communication is here to stay. Embrace it and use it with your kid. And don’t criticize kids for using it appropriately, even if it’s not your preferred method of communication.

About Sierra Filucci

Sierra has been writing and editing professionally for more than a decade, with a special interest in women’s and family subjects. She has a master’s degree in journalism from the University of California at Berkeley…. Read mor

The Real Reason Black Kids Benefit From Black Teachers

Photo

CreditK. L. Ricks

For black students, having even one black teacher can make a huge difference. That’s the conclusion of a new study, which found that that black boys who had a black teacher during their elementary school years were less likely to drop out of high school. It also linked the presence of black teachers to kids’ expectations of attending college.

I wasn’t surprised to hear this. I’m one of a small fraction of black teachers in my district. I know that, as much as many would like to think that good intentions and talent are the only important qualities for educators, students respond differently to teachers whom they can relate to.

The week before the study was released, I showed my ninth graders a film about Kalief Browder, a black teenager who was arrested at age 16 for allegedly stealing a backpack, spent three years on Rikers Island without being convicted of a crime and died by suicide after his release. I was moved by the impassioned mini-essays about police brutality and stop-and-frisk my students produced and the honest experiences they shared. I realized it’s not just that my students live these topics every day. It’s also that they are teenagers who have seen me interact with law enforcement during our trips off campus. They trusted me because they knew I lived them as well.

The fact that my skin color matches that of my students doesn’t give me any superpowers as an educator. But it does give me the ability to see them in a way that’s untarnished by the stereotypes, biases and cultural disconnects that fuel inequality and injustice — like the outlook that made Trayvon Martin, carrying Skittles, appear dangerously suspicious to the man who took his life. Like the assumptions that studies show make people see black boys as less innocent than their white peers.

I’m connected to them because of our shared racial identity. But it’s more than that: I’m familiar with the world they inhabit. I can see their charms and challenges, without the filters of “minority” or “urban” or “at risk.” And I show them, through the pizza I order for their birthdays. Through the full days without schoolwork that I offer them from time to time because life is hard and we all need a break. Through teenage comedy that I laugh at with them, before reminding them not to make said jokes in certain settings. Through the pictures of my wife I show them — my wife, who looks like us.

To be clear, many of my nonblack colleagues see our kids’ incredible potential just as I do and are powerful advocates for them. The ability to treat students like people and love the mess out of them doesn’t rely directly on race.

Still, we live in a world of zero-tolerance policies, where students are kicked out of class for the “insubordination” of refusing to move to a different desk or for drinking juice, and where everyday misbehavior can elicit a call to the authorities. I find myself wondering, have the adults responsible never wanted to sit near their friends? Did they not drink juice in high school? Can they not see younger versions of themselves in our kids?

Black students need teachers who understand that they’re capable of the full range of anxieties and insecurities, greatness and success, hilarious moments and generous surprises. The amount of melanin in my skin is neither necessary nor sufficient for this: It’s not a magic formula. But I can remember a time when I looked and sounded like my students. That helps me see myself in them, and all they’re capable of. I hope they can see themselves in me.

Why Social Media is Not Smart for Middle School Kids

Sacred Heart Greenwich Middle School Parent Blog

Psychology Today

Tween’ brains are simply too immature to use social media wisely.

This guest post is by Melanie Hempe, RN, founder of Families Managing Media

Source: interstid/Shutterstock

I really love middle school kids. I have two of them! If you have been through middle-school parenting, you may have noticed what I see: Strange things seem to happen to a tween’s brain the first day they walk into middle school.

One might sum up their main goals in life this way:

  • To be funny at all costs. (Hence, the silly bathroom jokes, talking at inappropriate times in class, and the “anything it takes to be popular” attitude.)
  • To focus on SELF — their clothes, their nose, their body, and their hair.
  • To try new things. They are playing “dress up” with their identity, trying on things to see what fits. They are impulsive and scattered, they are up…

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How I Turned Formative Assessment into a Dialogue with My Students

When formative feedback felt like a dead end, this teacher dug in and figured out how to empower students by making the process a two-way street.

March 14, 2017
James Denby

Educator/Curriculum Developer

A few years ago, formative assessment returned as a frequent topic of discussion in faculty meetings and professional development sessions. I started mulling it over — examining how I did it, how I used it, and how I saw students using it.

Like most teachers, I always knew there were things I could do better, but with formative assessment, I couldn’t really figure out what that was. I made a list of all the things I already engaged in on a regular basis:

  • Meetings with students about ongoing work
  • Writing extensive comments on student work related to specific learning goals
  • Knowledge/learning checks
  • Peer work (editing, revising, commenting, and so on)
  • Good old-fashioned quizzes
  • Goal-setting activities at different points during the year

After some careful reflection, I realized I didn’t need to give more feedback, nor did I need a new formative feedback tool. The problem I faced with formative assessment, I realized, was that the students who needed that feedback the most were the ones not using it. It wasn’t a big group, but in each of my classes I could easily identify a few students who, no matter what I seemed to do, ignored all that formative work.

We needed to figure out why they weren’t using the formative feedback to improve their learning.

Those Google Doc comments on the project we were doing? William turned in a final draft that didn’t reflect any of the improvements I’d suggested. The one-on-one conference in which we talked about how to support an argument with evidence? Michelle didn’t do anything we talked about. The learning-check activities we did about common characteristics in urban civilization? Aaron clearly saw that he couldn’t explain them but seemingly did nothing to remedy the problem.

If I thought about it, it made me crazy, but at least now I knew where to focus. Other students were revising work, studying things they weren’t sure about, and practicing skills. These three weren’t, and the first thing I needed to do was find out why.

Helping Students Own the Process

In the next regular meeting I had with each student, I told each one that we needed to figure out why they weren’t using the formative feedback to improve their learning. The answers they gave weren’t all that surprising, when you think about it. William wasn’t actually sure where to begin or how to incorporate the suggestions I made. Michelle felt like it really wouldn’t make a difference because she just simply wasn’t a good writer. Aaron was somewhere in the middle; he often felt like it was too late to “fix” the problems because there was often too much to do.

This was a good start. Now it was time to formulate a plan.

I asked each student to commit to making one substantive change based on comments or our meeting discussion before they turned in their final draft of the project we were working on. Since the writing portion was in Google Docs, they decided that they would explain how they were following through on feedback in a comment to me.

We talked about how they could use their peer-conferencing and -editing sessions better by incorporating what they wanted to improve into their meeting with a partner. Though it seemed obvious to me, each student was kind of at a loss about how to do that. We settled on asking specific questions (“How can I __?,” “Where can I __?,” or “Is this a good place to __?”). Each student committed to writing down the questions they asked. I followed up on those conversations with a similar discussion and modeling before our next peer-editing session.

Michelle, who previously had never followed through on the ideas we talked about in conferences, decided to focus on her use of evidence. She partnered with another student and asked specifically where she should include her examples and facts. She had the examples and facts, but she just didn’t know where they really fit. I actually heard her say, “But how do I make it fit?” With me, she started asking if the evidence was convincing.

I had already tried to give William focused feedback, but in his first peer conference he asked whether he should work on transitions between ideas or on his introduction. (Remember, this was the guy whose idea of revision had always been clicking “resolve” on a Google Doc comment.) In his final comment response to me, he explained that once he saw the difference in the introduction, it “felt like it was a check-box done” and he could move on to other steps.

Aaron ended up doing something of a combination of William’s and Michelle’s strategies. He worked with me and another student to prioritize what he should work on and how to do it, but he also asked me, through a written comment, if it would be OK to “just focus on sentence structure this time?” He wanted to get that skill down before he worked on anything else. For the first time, I was seeing him address his “gaps,” so how could I not agree?

I made changes in what I did that pushed for more accountability from students but which also made me engage in more of a dialogue in my formative feedback.

What We Learned

In the end, the strategies the three of us agreed to seemed like something every student would benefit from. I made changes in what I did that pushed for more accountability from students but which also made me engage in more of a dialogue in my formative feedback. William, Aaron, and Michelle did not magically transform, but they (and my other students) definitely started to “feel formative” (as we now call it). That idea, that we are still taking shape and not yet fully formed, is what prompts real change.