How much is too much? Seconds? Thirds? What about thirteenths?

(Mostly) finished up our first round of performance retakes and corrections yesterday. Generally, these occur outside of class on kids’ own time, but for this first performance, I provided class time because–as planned–there were many who had to retake it. I knew they would. I put it in front of them with minimal preparation, for I have come to believe that kids learn from performance situations, for it is from there–a feedback opportunity–that learning takes place, and I believe that we have to create the need for feed.

So, with performances in hand, kids came to the table to eat. Some nibbled. Some gorged. For all, the goal was to feed their need.

As I have shared, my scoring is simple. A “3” indicates hitting the target [meeting the standard(s)]. A “2” is a near miss. And a “1” is a far miss. A “2” presents kids with a correction opportunity, small adjustments based on my feedback. A “1” presents a retake opportunity, which in most cases means completely starting over, requiring both feedback and interventions (reteach, further, examples, review of criteria, clarification of expectations, etc.). And from there the feast begins, the goal to get all kids to a 3.

And for some kids, that requires multiple trips back through the chow line. Thirteen trips? Well, not sure anyone quite made that many trips, but several got close. In truth, I don’t care how many trips they make as long as they are hungry for more. I have plenty to spare, and I can’t abide the thought of a hungry kid (see Project Feed Forward).

But such opportunities to eat one’s fill raises questions. Is it fair? Am I giving them too much help? Are they really learning? Can they do it without feedback? Do all kids deserve a 3? I don’t know. But I have some thoughts from the table I set.

Is it fair?

To whom? The kid? Or the kid sitting next to him?

The kid. If learning is the goal and to get to the goal he has to have the necessary “fuel” to get to the end, and I have the fuel, then how could it ever not be fair? The journey is a bit different for each kid, regardless my approach. I can’t ration fuel based on an average need. I have to fuel each according to his end. So am I giving some kids more fuel than others? Yes.

The kid sitting next to him. Who? Oh, you mean the kid with his own needs, his own learning? His own learning. Next question.

Am I giving them too much help?

Sorry, what’s the question? Flippant self aside, how do we explain to a kid that we have no more to give if they need more to get there? If there’s a need, then we have to feed. Right?

Are they really learning?

That’s the question isn’t it? Not sure anyone in ed has cornered the answer.

Can they do it without feedback?

Is it learning if they do? What if they do it for feedback? Don’t we do for feedback? Isn’t that a real world thing?

Do all kids deserve a 3?

No. But they certainly deserve an opportunity. The 3 is not a treasure to be guarded and granted to a deserving few. It is a measure to be pursued and attained by any who seek it, and if she needs a little more to get there, then…well, that puts us back to the original question.

I have kids. Kids have needs. I have feed. My kids will eat–as much as they want.

Today’s Trail

Along today’s trail we will…

…begin with Smiles and Frowns.

…say Mindset Mantra.

…take our next Performance.

…reflect in our Journey Journals.

…end with a Sappy Sy Rhyme.

Happy Tuesday, all.

Do. Reflect. Do Better.