As I answered my students question,
I had no foreshadowing
of what was about to happen.
To fully understand where I'm going with this,
let me give you a brief snapshot of life in my classroom.
Learning in my classroom looks different.
Students are working at vertical white boards.
Students are writing their OWN notes from what they've LEARNED.
Students are asking specific questions to further their understanding.
Students are getting immediate feedback on their work
by checking the answer keys posted around the room.
Students are not graded on anything except individual work
which is usually quizzes or projects.
Until this fateful day.
When we were learning angle vocabulary through an EdPuzzle video.
Which was to be done individually.
One student in 4th hour asked,
"Is this for a grade?"
I answered honestly that "yes, it was."
And then it quickly became clear.
Crystal clear.
Why assigning a grade on learning is actually detrimental to the learning.
I first noticed students talking to each other.
Comparing and changing answers.
Hands were going up.
Lots of hands.
Needing confirmation from me that they were getting questions correct.
There was no individual reflective comments like,
"Oh...that's what it is."
"Oops...what did I do?"
There was a sense of tension to finish.
To get the good grade.
The focus was no longer on the learning.
It was solely on the grade.
A grade that wasn't even going to change anyone's grades.
But if this focus on grades was replacing the focus on the actual learning????
Then.
That.
Is.
A.
Problem.
What a wonderful accident to have happen!
To showcase that learning can occur without attaching a number to it.
In fact, more learning occurs when the percentages are taken away.
In the past years when I've taken grades on everything,
I usually have anywhere from 8-15 failing grades each year.
HOWEVER, the last three years when I've implemented Building Thinking Classrooms,
The numbers have dropped dramatically!
This year, I have only 2 students currently failing math.
