According to the dictionary Intelligence can be described as the ability to acquire and apply knowledge and skills. Children are highly intelligent, however it does not always come across to teachers. We expect children to know, understand, speak and write what we want them to. For some children writing an opinion essay about the worst weather disaster is extremely boring and difficult because they know nothing about the subject. Therefore, the student is either going to not write anything at all or is going to write something that does not show their true intelligence level. If a teacher’s objective is to have the students write an opinion essay and she knows that a particular student will not do well on this essay based on the subject, the teacher could take the student aside and offer a different subject, one that the student has a great deal of knowledge in, for the essay. The objective of the lesson is being met even though the essay is not the same as the rest of the students (video citation). If we as teachers can not figure out a way to differentiate lessons for these students to give them a chance at participating, collaborating, and learning more in the classroom, doesn’t that make us the ones who are not intelligent? We need to “Open my eyes to the importance of what we say to our students and how we say it to them” (Jennings, 2015, p. 144). I find myself of average intelligence, however I am always willing to learn to do something in a new or better way. I have had the chance to see what happens first hand when you give students the choice of subject on a writing assignment versus telling what they need to write about. The difference in the final product is sometimes eye opening. The students who you would think would not write well are usually the ones who shine. Some people are set in their ways and are not willing to give new ways of doing things a chance. Teachers in particular fall into the habit of doing things the same way once they find their groove. We find the need to control all aspects of our classroom. By giving the students some “freedom” (a new concept to some) with guidance and limitations teachers will be able to pull out the best knowledge and abilities in the students. “When a teacher’s desire to control collides with a student’s need for self- direction, the results can be messy,and the conflict often significantly inhibits learning” (Knight, 2015, p. 280).
Demonstrating knowledge can be accomplished in many different ways. A writer can have a poem or book published, a baker can win a cake decorating contest, a gymnast can win a competition, a child that knows spelling rules could win a spelling contest, you can successfully change a tire, or apply for and be given a new job. Showing knowledge is demonstrating what you know about a subject or subjects in a specific way. Students can demonstrate knowledge by writing poetry or an opinion essay, acing a math test, having a successful science experiment, or performing in a school play. “The ability to improvise ...comes from fundamental knowledge and this limits the choices you can make and will make” (Knight, 2017, p. 279). Knowledge is being able to show your skills quickly and succinctly when needed. I can demonstrate my knowledge by utilizing my skills to help a student learn to read, write, work on math problems, enjoy science and love to come to school everyday.
Optimal conditions for student learning to me means that even though there are days that we as teachers are doing our very best to make sure every student gets exactly what they need from us things will not always go according to our plan. Things happen, life happens, children come into school thinking of other things, not wanting to work, worried about something that happened before school or what might happen after school, not wanting to read, write or work on math. Teachers might not be able to concentrate for several reasons, their minds are wandering, thinking about all they need to do after school, planning for the day or the substitute next week or the new math lesson. As teachers we need to have the mindset that we can not control everything that goes on with our students. Their behavior is affected by so many things that we can not control. “Our goal is to create and maintain the optimal conditions for learning. When something interferes with this goal, we take time to mindfully observe and adjust the classroom elements and their dynamics rather than reactively trying to control our students.” (Jennings, 2015, p. 139)
When it comes to optimal context for student learning, I believe Knight is correct in that “We learn best when we have some freedom or autonomy.” (Knight, 2013, p. 280) I do see that it is necessary to give students some freedoms but there also needs to be guidelines that are followed. Without guidelines there is chaos and when there is chaos there is no learning. “Teacher’s do not need to control every aspect of an assignment as long as the learning objectives are met”.(video citation). If we assign an opinion essay we could let the students pick the topic, if it is read to self time why not let them pick where in the room they would like to sit, math work time- let them pick their own partner and so on. There are many ways to accomplish this and still stay in the learning objective for a subject. Honoring student’s freedom by providing meaningful choices throughout the fabric of the entire day, and providing sufficient form for learning by designing experiences that enable students to take advantage of the freedom they are granted in the classroom-freedom of form.” (Jennings, 2015, p. 281)
Section #2- Product- How students choose to display their learning.
By using the above form a student can evaluate what they learned and accomplished on their writing assignment. This paper would be glued into their writing notebook on the page behind their writing assignment. I chose this artifact as a representation of an example of one that I have seen used at my school. The students in this particular class love to show their teacher that they have succeeded in doing all of these points without her telling them to do it. They feel a sense of independence and pride. When the teacher looks over their journals and compares their writings and their how you did page, it gives her a sense of how the students feel they are doing on a particular skill. If a student says they are not doing well in something then the teacher can speak to the child about it. I have found the children to be very honest and forthcoming with these sheets as they are completed on their own as they finish a writing assignment during the week. I feel this is something that could be adapted for all grades.
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