We Want Students to Think 'HOW Am I Smart?' Not 'AM I Smart?'

In a recent post, I considered the importance of building on student strengths rather than a deficit-driven approach. When we help students understand their strengths and use them for learning, we show them they are valued for who they are. And we help them develop greater efficacy as a learner so they will want to learn more.

As I continue to reflect on this idea, I am reminded that we should never sort kids into smart or not smart. Even subtle decisions in the classroom can lead kids to think of themselves as not smart. And when a student's confidence suffers as a learner, then motivation is likely to suffer too. Instead, we want them to think, "How am I smart?" Every student has strengths as a learner.

And these strengths shouldn't be confined to just certain subjects. For instance, some students think they are only good at reading or writing, but don't recognize any strengths in math. I am suggesting that in every discipline, we teach students to identify their strengths and build on them.

So, even when working with a struggling writer, we can recognize that the student has a strength with imagination, spelling, or whatever. What is one area of writing that is stronger than the others? Identify that and build on it.

If a math student struggles with basic facts or number sense that gap is going to present challenges, but what mathematical skills do they have that we can reinforce? What is a way they can enter the problem based on a strength they have in their thinking? Build on that.

Students with highly specialized minds can be brilliant in certain areas and struggle mightily in other areas. When we recognize things that are familiar to them as strengths, we can use these things as a pathway to learn new skills. We start with the familiar and move to the unfamiliar. We all like to learn that way.

All students want to feel like learning has value, and they have a good chance of success. It leads to more engagement. In fact, all performance is built on strengths. That doesn't mean students shouldn't try something new or shouldn't be pushed out of their comfort zone. But we must first start with strengths and use that to lead into more challenging areas.

Question: What ideas do you have for identifying student strengths? How do we do this? I want to hear from you. Share a comment below or respond on or .

Do Something Today to Move in the Direction of Your Dreams

Walt Disney was fired by his newspaper editor because "he lacked imagination and had no good ideas." 

Reportedly, Albert Einstein was told as a child, "You will never amount to anything!"

Beethoven's music was not initially accepted by critics and one music teacher said, "as a composer, he is hopeless."

You've heard stories like these of famous failures. We see the incredible achievements of their lives, but we often forget the struggles they most definitely faced. We all face struggles. Most every person can relate to withstanding a biting critique or unfair assessment. 

And when we hear these voices expressing doubts about us, our abilities, and even our intentions, it can cause us to doubt ourselves, our worth, and our purpose in this world.

But often the voice that is most damaging to our future is the voice within us. It's our own shadow. We are often our own worst critics. Our internal voice says play it safe, don't take any chances, just stay comfortable.

Our shadow makes us hesitate. It generates fear in us that is paralyzing. We retreat to the familiar, the routine, the mundane.

But don't let your shadow steal your dream!

If you have a dream, don't put it off. If you feel a push to do something, make it happen. As Henry David Thoreau urged, "advance confidently in the direction of your dreams." Don't wait.

The shadow's push-back against your dreams will not relent unless you push-through and just go for it. Make something happen.

Over a year ago, I took the first step toward a dream I have of writing a book for educators. I wanted to write a book that would make a difference for classrooms and schools. I started. But then my own voice of discouragement slowed my progress. I was too busy (so I thought). My ideas were lacking (so I thought). I hesitated.

But I am determined to push through. I am determined to see this dream realized. Before I return to school in August, my new book will be published. My hope is that it will challenge and inspire educators to crush the status-quo so we can better prepare students for an unpredictable world. 

Cheesy photo to keep me focused!

I want to use my effort, enthusiasm, and experiences to strengthen our profession. I want to see stronger schools. I want to see more excitement for learning than ever before. I want to see students and teachers engaged and empowered by their school experience. That is my dream.

And I want the same for you. I want to see your talents and passions used to reach for your dreams. There will never be a perfect time. Your shadow always wants you to hesitate. Don't listen to your internal critic. Do something today to move in the direction of your dreams.

A body in motion tends to stay in motion. And a body at rest tends to stay at rest. If you are going to fulfill your purpose in life, you have to step forward in faith. You have to take risks. You can't play it safe. You have to take that first step now. 

As I make progress on finishing the book, I'll share some updates here on my blog. I'll give you a preview of the book and detailed plans for release. And I'll also ask for your help in sharing the news in your circles. 

Press on toward your dreams! 

Question: What are you going to do this summer to move in the direction of your dreams? I want to hear from you. Share your story of overcoming your shadow. Let's unleash our purpose and potential together. Leave a comment below or respond on or .

Deeper Learning Is By Discovery, Not Delivery

We've been talking about Bloom's Taxonomy and critical thinking for as long as I've been an educator. And yet we still have work to do to get kids cognitively engaged in classrooms. We can't seem to shake the traditional methods that turn education into a delivery system, rather than a powerful engine of discovery and inquiry.

So much of the conventional wisdom is wrong. For instance, many teachers believe we should teach the basics and then if we have time, include opportunities for critical thinking. Our assessments are often organized that way. Most of the items will be recall/knowledge level questions with one or two performance events or critical thinking tasks at the end. It seems like critical thinking is always an after thought.

In my first year of teaching, I remember one of my mentors gave me this advice, "Make them (the students) think." And that's exactly what we need to do. We need to design learning that involves students in making meaning, not just accepting information. If we want students to get deeper understanding and enjoy learning, that is what we must do.

Here are some of the differences in approaching education as a delivery system vs. a discovery system.

Delivery

1. Students are expected to accept information (textbook, lecture, study packet, notes, etc).

2. Learning is impersonal and disconnected. 

3. Understanding is limited to what was taught.

4. The teacher is doing much of the thinking and explaining.

5. Learning is measured by right and wrong answers.

6. The teacher mostly decides the direction of learning.

7. Teaches step-by-step problem solving (at best).

8. Relies on compliance, following instructions, rules.

9. Passive, receiving, accepting, memorizing type of learning.

Discovery

1. Students are making meaning of information (thinking critically and creatively).

2. It connects to the learner's interest, aptitude, experience, and even their personality.

3. Understanding often results in new ideas.

4. The student is forced to assume more cognitive load. 

5. Learning is measured by the quality of your thinking (and ultimately quality thinking will result in right answers).

6. The students' questions help determine the direction of the learning.

7. Teaches students to activate their reasoning skills to solve problems.

8. Relies on curiosity, interests, and exploration.

9. Active, reasoning, questioning, connecting, synthesizing type of learning.

There are numerous advantages to discovery learning. Students will remember more of the facts and fundamentals of the discipline when they learn this way. They will have more context to connect ideas and make learning stick. They will also develop skills as independent learners, something that will serve them well their whole life.

And it doesn't have to be complicated. Although I'm a big fan of project-based learning, we can make students think in simple ways without an extended project. Sometimes the simplest teacher moves are the most effective. Try this: Wait longer after you ask a question before you accept a student answer. Then, wait longer after the student responds to the question before you say anything. Instead of saying the answer is right or wrong, ask, "And why do you think that?" 

This summer I challenge you to think about how a lesson could be better next year. How could you improve your lesson design so that learning becomes more discovery and less delivery?

Question: What tips would you share for making students think? How do you achieve cognitive engagement? Leave a comment below or respond on or . Your suggestions are like gold!