The Roadway of Learning: Possibility Engines (153)

Possibility Engine

A classroom is a possibility engine. A circuitry and puzzle of such complexity- we hardly ever get to see it in its entirety. It is fluid and flexible. But most of all, its personal, like our first car, we are drawn to our new horizon, our new-found freedom, our personal space of wheels.

The more students are allowed to map and design their learning, find their first car, the more efficient at driving it they become. The more the positive output the classroom and individual students generate. They need what many in economics would claim as an opportunity to have “complete autonomy within a narrow bandwidth.”

Open the field, let them roam freely, but out on the outskirts, out of sight, is a fence. This barrier contains, it corrals. It provides an exit strategy.  An off ramp. They can venture out on their own, but if they get into any trouble, they will never fully be lost. There is a boundary that is monitored, so they will always be safe. A GPS valuable and personal.

Shrugs and Headshakes

Shrugs and headshakes. The most common form of non-verbal communication in a classroom. We observe raised hands, down turned glances, and complete dismissal, when they are in front of us. But on Zoom, these shrugs and headshakes are less noticeable- students tend to hide a bit, in distance learning. Their autolearning tends to have many access roads, they tend to have their own GPS up and running.

There is a lot of poorly calibrated equipment- non-functioning aspects of the engine. The giant engine of school, the individual gears of the school and the nuts and bolts of the classroom. Rarely does every aspect of the energy and power of the whole system work perfectly.

Sometimes the error comes with no devices, no Internet, or no quiet space to learn. There are many breakdowns, engine failures. Gauges are alerting us, but we often do not know where the problem lies. We just know our engine is knocking and pinging.

Solutions and Solvability

We solve these issues, based on personal experience. Prior knowledge. Past mistakes. We hear a certain knock or pang in our engine, and we remember, a time when we had this same issue. Maybe dust is in the engine, or our oil needs changed, or maybe we are out of coolant. Whatever the setback, we are trying to solve issues now; we have never encountered before.

So then, how can we expect our students to problem-solve in a uniform, prescribed way? We cannot. We have to assume that with distance learning- the variety of engine, mode of transportation, cost of fuel and even road access, all are directing the flow of traffic. We have pull off lanes, but sometimes when students feel overheated, when the core temperature is in the red- they shut down, just like our cars.

Distance learning will most likely be a part of education next year. At least we have had our trial run. We have seen the engine lights flicker on, and the draining of battery life. We can keep a charging station; some jumper cables close for the next pass around the track.

Eyes on the Road

But it will take a search for oil slicks on the road, damaged guard rails and faded divider lines to be able to create a better racetrack so their vehicles will weather the sharp turns and sudden breaking. We need the tools to do this.

We have to make sure we supply our students with the same mechanics toolbox. With the same supply chain and maintenance schedule.

We are all just vehicles, engines of possibility- the diversity is vast, make, model, year -all vast uniqueness, in the giant parking lot of learning. Let us make sure moving forward, that we use some full proof strategies to minimize the mileage and extend the life of the warranty and blue book value.

Strategies like:

Blogs and discussion boards

Personal pace, choice, and responsibility

Mindfulness lessons, SEL strategies

Frequent check-ins- 1-2 minutes per student a week (Zoom)

Remediation and Review Podcasts, Videos, and other helpful sites

Extension opportunities like virtual tours and home thinking projects

Collaborative opportunities

Let students create lessons, write quizzes, design STEM projects

Have an online graffiti wall through your district platform or class blog

Daily share- a way for students to be able to share their stories and worries in a safe place

Most importantly

Clear, concise directions (a podcast or video even)

Parent contact bi-weekly- one email to rule them all (do not overload them)

Make a uniform way to turn assignments in

Make a uniform format to turn them in (PDF works best)

Make assignments engaging but stream-lined, easy to follow

Challenge them with choice of demonstration

Get them outside

Listen and respond quickly to their questions

Have designated office hours for them to contact you

Be you. They love you and want the stability of who they know you to be. So, stay true to the routine and quirkiness of you class. You will be happier and so will they.