Feeling Ignited – Week 7
Wow. We are over the half-way mark in our Educ 471 course at SFU. Where has the time gone? I cannot believe what these students have accomplished and what they desire to know and learn. I am so impressed with this class and I am reminded of my purpose. We are imagining what’s possible. How can one not feel ignited?
It’s Week 7… we had our first round of IGNITE presentations. 5 students stepped up to be the FIRST presenters. Hats off to all those who are willing to pave the way for others by being FIRST. I much enjoyed the 5 presentations. I have yet to give feedback. Each student spoke with passion and personalized the BIG IDEAS.
Once again, the students exceeded my expectations. You know when things have turned in your class when you find yourself chasing the students versus your students chasing you. It’s an incredible feeling. These students have embraced the uncertainty of this course and became leaders of their own learning.
These students IGNITED the room. 20-slides, 5 minutes. The class is tasked to identify the BIG IDEAS while I was evaluating the students on the “curricular competencies” they designed and choose to be evaluated on. They are either “meeting expectations” or “not meeting expectations” with formative feedback provided via email.
I am bewildered by the whole notion of GRADING. I know that it is something that we have done for a long time… well, at least my lifetime… and I wonder if we are really supporting students and their learning. Is it possible that everyone can be a winner? With formative feedback, students have an opportunity to be better.
Choosing to improve or bridge the gap should be every students’ right. Not everything can be measured or behaviourally managed with a test, quiz, or bonus mark. Are we motivating students from the outside or the inside? Do we want students to love learning and learning about learning or test for content?
Not every “met expectations” on all 6 curricular competencies. My job is to follow up with those students and give them the opportunity to bridge that gap. In the end, the grade will be assigned. The student and the teacher have a choice. My choice as a teacher is to provide formative feedback to help students learn. Students will either choose to follow through and bridge the gap or not. This is a choice.
The summative assessment or assessment at the end of the course will be final and will be graded. Although I cannot help my students post final assignment, I can certainly help them during the weeks before to ensure that they are on track. This is a choice. I get it. Summative assessment signifies “the end of the learning process.”
I am looking forward to the next 6 IGNITE presenters and what wisdom they have to impart on us. I love that the students have taken leadership in this course, ask good questions, and collectively contribute to the quality of the course. I am proud of the work these students are doing. The second half of the course will be awesome.