Sam Sherratt is PYP Coordinator at the International School of Ho Chi Minh City. This article first appeared at Time Space http://timespaceeducation.wordpress.com
When I first got into teaching, about ten years ago, there was much talk about setting the learning “objective” or “intention”, writing it on the whiteboard, telling it to kids at the start of the lesson and then reviewing it at the end of the lesson. This all made perfect sense to me back then.
Back then, when I was teaching the National Curriculum in a small comprehensive school in England. Back then, when we were trying to get our students to pass some tests so we were not humiliated in the national press. Back then, when all the students had the same learning objective. Back then, when there were lessons that had beginnings and endings.
I believe learning has evolved since then.
These days, the idea that all of the students in the class have the same learning objective seems like a complete disregard for differentiation. When teaching dynamically and responding to both the needs and interests of the students, moments in which they are all doing the same thing in the same way are rare. I am not saying that they don’t happen – occasionally, and I mean really, really occasionally, a finite lesson in which they all focus on just one thing does happen. However, if you’re looking for that kind of thing on a regular basis in my teaching, it just ain’t going to happen.
These days, the idea that we should teach in little chunks of time and content seems to go against everything we have learned about learning itself. The notion that you can draw a line under it and say “they’ve learned that” is as archaic as little kids sat in rows copying bits of text from a blackboard. Learning, like life, ebbs and flows. Lessons take days and the ends of “lessons” may only be enforced by the need for them to eat or run around, not by our own vanity in believing the learning is “complete”.
As far as I am concerned, telling or displaying the learning objective is ineffective… a bit like telling them or displaying “the rules”. It ticks our box, it satisfies our need to believe we have done our job. It does not improve learning. Instead, it is much more powerful to develop a culture of intentional learning, a culture in which students are constantly considering what they are doing and why they are doing it.
Culture doesn’t come from the mouth of an authority figure. Culture doesn’t come from lamination or words written on white boards before students come in the room. Culture comes from habits, from practice and from involvement. Culture comes from within.
So, next time an administrator wants to see the learning objective… tell them to watch the students. Tell them to put down their clipboard, notebook or iPad and watch what the students are doing or listen to how they are talking. Are the learning objectives evident in the room? Do the students know what they are doing and why they are doing it? Are they involved in the learning because they have been part of setting it up? Are they learning with intention, their own intention… not your intention? Do they have their own objectives?
That is when the magic happens.