Tag Archives: AASL

Articulating Growth and Setting Realistic Goals

18 Feb

Meg and I recently went back to our teaching jobs after a semester writing sabbatical. I took over two sections of a junior-level inclusion course and three sections of an honors sophomore course. After spending months pouring over former students’ work, I am seeing a key difference between those who worked with the ILP and my current students.The abilities to articulate learning, accurately assess work, and set realistic and challenging goals for improvement are hallmarks of student experiences when they use the ILP as a tool to guide their learning. Unfortunately, I am not yet seeing these qualities in my current students.

Because the ILP system is grounded by the close-reading of standards and unit/course objectives, students gain intimate familiarity with the requirements of the unit/course, and they have a hand in developing ways to express mastery of those requirements. They consistently compare their work to the requirements and articulate how and why their work matches, falls short of, or exceeds the standards. This often happens in teacher conferences, but the ILP also builds in points to reflect on progress after each round of practice with a skill. That means students are not only comparing their work to professional models or exemplary work but they’re also comparing their second attempts to their own first attempts and pinpointing elements that have improved and why. They are also recognizing aspects that remain stagnant and setting new goals for further growth.

Here are a couple of examples from my current students when they were asked to consider how they made progress toward goals they set at the beginning of the school year.

20150218_114355  20150218_115015

While there are elements of specificity, most vaguely reference some improvement without articulating what aspects of the broader skills needed improvement and, more importantly, what they see that’s different from their initial attempts.

In prior years, students were asked to reflect on their progress after each attempt at a skill. The example below from one of last year’s sophomores not only shows a deeper understanding of the skills’ elements, but it also shows how his second attempts were better than previous tries. And, this student clearly articulates where he can still improve.


Standard reflection from previous student after two rounds of skill practice

Continual self-assessment leads to a strong self-awareness that other students might not have. As a result, providing students with tools to help them assess and opportunities for deliberate practice has gained increasing importance in my classroom. I’m getting more and more excited to jump into that aspect of teaching. I took the first step in the process last week with my new groups of sophomores. They used their initial reflections to set goals for themselves going forward. Then, we put those goals to use immediately.

In small groups, students examined the standards for our next unit, and they selected those that echoed the goals they established. They will be their focus standards for the unit–the ones that they target with specific activities, receive the most feedback on, and reflect on throughout the course of the unit. Next, they performed close reads of the standards, using the model that Meg designed last year*. Already, they began to see intricacies of the skills that they identified as areas for growth, and they are fine-tuning the goals that they established.


Close-read of CCSS.ELA-LITERACY.L.9-10.5 by sophomore students

I’m excited to see what practice with reflection and self-assessment will yield, and I’m even more excited to help the students through the process. If these classes are anything like those that previously used the ILP and its accompanying tools, these students will walk away with the ability to thoughtfully and accurately assess their work and to hold themselves accountable for the goals they set.

“AASL 4.1.3 Standard Close-Read Activity Model” created by Meg Donhauser and previously published in School Library Monthly (Volume 31, No. 4, pages 8-11).

Reflection on #AASL13: Importance of Student Voice

18 Nov

On Friday, November 15th, we presented the ILP to a group of educators at the AASL 16th National Conference & Exhibition in Hartford, CT.  As part of our presentation, we shared video reflections from students who have experienced the Inquiry Learning Plan, which is one of our favorite parts of the presentation to share with others.

It always brings us joy to watch our students reflect on their learning through the ILP.  The video we shared of students communicating their experiences in developing questions, confronting new information, and making decisions about what to study demonstrates just how mature they are in their thinking.  On Thursday evening, we listened to Tony Wagner speak about the importance of critical thinking and adaptability, two of seven essential survival skills for today’s learners and workers.  When re-watching this video of our students, we can’t help but see the connections between our students’ learning and the message Wagner so passionately articulates.  Our students are unpacking language in standards to identify skills they need to address.  They are choosing information sources responsibly and synthesizing these sources to address the divergent and convergent questions they are crafting.  They are deciding which activities best allow them to practice and master the standards, and they are reflecting upon these activities, which ultimately leads to a final summative representation of their learning.  Our students are charged with the responsibility, the curiosity, and the perseverance to undertake this learning process. This is the core of critical thinking.  This is the core of rigor.  And we—the teachers and librarians—provide feedback, ask them questions, connect them with texts and information, and suggest methods for piloting each stage of the ILP.  We help them learn not just the content of the curriculum, but how to navigate the landscape of learning and research, with all of its twists, turns, and bumps in the road.  This is the spirit of adaptability, and such experiences help students build confidence and skill as researchers. Continue reading

Coping with Curriculum

17 Nov

One of our session’s attendees asked us about the pressure to cover the host of skills and content that a course’s curriculum calls for. This is absolutely a real and difficult challenge in our school and in many schools as the expectations to cover and assess Common Core, discipline-specific state standards, 21st Century Skills, and other content requirements increase. It’s exhausting to think about! In my American Lit course, for example, I need to cover all of America’s literary history in only 9 weeks of 84 minute class periods. This is a huge burden–one that inspired Meg to create the ILP in the first place. Furthermore, this responsibility suggests that teachers are the only people in the room who can deliver content or help students improve in skill areas. If we assume that, we are greatly limiting student’s learning to the extent of our knowledge. We are limited. Continue reading

Reflections on AASL

16 Nov

This weekend, Cathy, Marci, and I were lucky enough to present our ILP at the American Association of School Librarian’s National Conference in Hartford, CT. Tony Wagner, the first Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard, was the speaker at the Opening General Session on Thursday and delivered a powerful message centered around his seven survival skills. During his discussion on innovation, he talked about the importance of failure as a learning tool. Our schools have been built on a system of rewards and punishments in the form of grades, and failure, unfortunately, is too often an option that doesn’t lead anywhere. When a student fails an assignment, they move on to the next one, without the opportunity to learn from the previous experience. Continue reading

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