In
this article in Principal, Douglas
Fisher and Nancy Frey (San Diego State University and Health Sciences High
& Middle College) and Olivia Amador (Chula Vista Elementary School
District) suggest visiting classrooms every day and quietly asking a sampling
of students these questions:
Another advantage of asking about learning
intention is that it’s easier for an observer to see if the instructional task
is at the appropriate level of rigor. “An amazing lesson for third graders at
first-grade standards,” say Fisher, Frey, and Amador, “produces fourth graders
who are ready for the second grade.”
Answers
to the second question – why students
are learning something – are a good way of assessing engagement and perceived
relevance. A stellar response from a student might be, We are learning more about syllables today because they help us read
big words, and reading bigger words lets us read new books and understand what
we’re reading.
The
third question is about benchmarks for mastery, which are often a secret locked
in the teacher’s mind. “Success criteria
provide students with clear, specific, and attainable goals,” say
Fisher, Frey, and Amador, “and can spark motivation in some of the most
reluctant learners. When teachers articulate success criteria, they are more
likely to enlist tudents in their own learning.”
What
students say in response to these three questions can provide exceptionally
helpful feedback to teachers after classroom visits. There’s no better gauge of
instructional clarity than what individual students say when they’re questioned
one on one. This feedback to teachers, say Fisher, Frey, and Amador, can bring
about marked changes in learning intentions, rationales, and success criteria,
which are the foundation for good choices of pedagogy and materials.
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