• Statements about Learning
I called 4 fifth graders into my office on Tuesday. I wanted to get their opinion on the upcoming mid-term progress reports. Two of the students were aware that these reports were going to be published soon. I asked for a quick reaction for how these assessments might affect them. The responses were short:
“Rewards” (from parents)
“It happens”
“Keep up a perfect record”
“I hope it’s good.”
The students all agreed with the sentiment behind the “It happens” comment. They didn’t perceive the formal report as a particularly noteworthy event. When I asked why they weren’t more aware or curious about a document that their teachers had literally spent hours preparing, the consensus answer was that it wouldn’t be news to them. They added that a progress report wasn’t noteworthy because they were used to receiving teacher feedback on a regular basis; therefore they didn’t have the same kind of curiosity that would be typical if for example, they were waiting for an exam result. To me this is a positive indication that our teachers are doing an excellent job communicating with their students about how they are doing and what ‘next steps’ for learning should look like. For our parents the reports are also not intended as a ‘surprise’ moment, but rather a confirmation and summary of student progress and an illustration of shared goals for the second half of the school year.
The mid-year progress reports will be available to the parents of Elementary children from Friday through the PowerSchool window. Before these were sent, I had the opportunity to read the written reports. It was clear that each teacher has very thoughtfully considered the progress made by their students in the context of performance in class assignments, tests, discussions and homework. They have also reflected on whether individuals are achieving their potential in terms of the quality of work produced and the acquisition of new skills. Finally, the reports reflect a personal view of how each of our students approaches their studies and deals with social interaction. There are numerous comments about the ability to use and manage time, working with others, particularly peers, and the levels of ambition children demonstrate for personal growth. In the classroom, our teachers will follow up the reports with continued feedback and discussion with students. As parents, we ask that you spend some time discussing your child’s report and help us to highlight/reward remarkable achievement and areas for future growth. Please don’t overlook a discussion on developing responsibility, as every teacher strongly encourages self-directed learning. It may also be helpful to consider some of the benchmarks we use when considering what works best in helping children to learn.
Summary Statements about Learning*
1. People learn what is personally meaningful to them.
2. People learn when they accept challenging but achievable goals.
3. Learning is developmental.
4. Individuals learn differently.
5. People construct new knowledge by building on their current knowledge.
6. Much learning occurs through social interaction.
7. People need feedback to learn.
8. Successful learning involves use of strategies – which themselves are learned.
9. A positive emotional climate strengthens learning.
10. Learning is influenced by the total environment.
*Ron Brandt, Powerful Learning, an ASCD Publication
Don Newbury
Elementary Principal
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