One Approach Does Not Fit All

I overheard a conversation between a group of educators debating whether or not taking notes by hand or typing them was better.  Each group could cite research that supported their side of the argument. They thoughtfully anchored their beliefs in their own experiences, shared how they learn and what works for them as educators to manage the notes and keep the class aligned.
As I listened, I had three observations:

  1. Not one person questioned what is best for the learners.
  2. One approach does not fit all 
  3. They are passionate, hard working, and care deeply about doing what’s best

I have been going back to this conversation and how it illustrates the challenges and opportunities for us to move forward in education. Here are some of my thoughts on these observations.

1. Stay Focused on Learners and Learning

It is easy to get focused on the debates around whether or not to type or handwrite notes, if we need to learn cursive or not, where kids sit etc but when we stay focused on the learners, all of these become secondary tools and part of what we do but not why we do it. I love this questions in the graphic from George Couros, What is best for THIS learner?
 Process-of-Innovation-768x576.jpg
If we think about learners as individuals or understand that we have different needs in different contexts, we don’t have to create binary arguments such as type or write notes, technology or teaching, rows or flexible seating (and so many others that seem to dominate conversations). We can help learners understand their preferences and learning styles and make decisions, with the teacher and their peers, about what is the best approach given the goals, strengths, and or needs of the learner.

2. Focus on Why, Not just What (and the Answer is Rarely Black or White)

The educators were so focused on defending one side that they missed the opportunity to think about an opportunity to use both approaches to meet the needs of all learners. To make things efficient and make sure that we serve those in our classrooms and schools, we often create blanket rules and expectations to facilitate this work. The problem is that when you stop looking at outcomes we want for learners and just make sure that we are implementing curriculum or teaching the standards, we get the process right, but don’t always reach the desired outcomes.
Another example of this can be the focus of report cards and grades, rather than helping the learner understand where they are and how to improve.  The reporting becomes the focus and the number of records and assignments that have been completed to document rather than actual experiences and feedback to inform the learner and document and share learning and growth.
When we focus on the outcomes we want for learners, we have to go beyond how we have always done it or the way it works for us as learners and think about what is best for each learner.

3. We Don’t Have All the Answers (Sometimes, the Best Way to Know is to Ask)

One of my colleagues recently planned an amazing learning experience for a group of educators but she had to pivot in the middle of the day because of the learners and their needs and questions. Instead of forging ahead with the plan or making more assumptions about what they needed, she paused, shared the goals and got their feedback about how to best move forward.  Everyone was more invested in the process as a result and met their goals because they were collectively invested in the plan and navigated the best path to get there, together.
Educators are working harder than ever and almost every conversation I am in, the focus is on how to do it all, how to meet all the expectations, create amazing experiences etc. It’s exhausting and impossible to know what everyone needs. In our desire to be great and best serve others, we often forget that no matter what, we alone don’t have all the answers. Too often the most important voice, that of the learner, is missing. When we take the time to ask, we can learn so much and create a much better solution that works for the learners.
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We can have the latest technology or the best curriculum but if we are not focused on who the learners are, how to best serve them, how to partner with them move forward, we can fail to make the impact that we desire and are working so hard to achieve.
 

3 Comments

  1. Craig Shapiro

    You are spot on Katie! When I read your post. I immediately thought about “I” think, instead of “best for kids.” Too often we get caught in the trap of what’s worked best for us. I won’t post all that’s problematic about that. Great educators at all levels think about why they are doing something, followed with how is it helping students.
    Hope you have a great day!
    Craig

    Reply
  2. Mark Treadwell

    kia ora (greetings) Katie
    Writing? Typing? No … we talk to our machines and they they turn that oral discourse into text. Every device has this capacity, and it is far more efficient and the spelling is correct 😉 Oral language is more critical than all the other language modes put together, yet I don’t see much ‘teaching’ of effective oral language??? The Future of Learning (FREE) http://bit.ly/2LVgw4h mark@work.co.nz

    Reply
  3. Kent Sisco

    Great article! I agree with Mark Treadwell, as well.
    There might be an approach that would work best for jotting down thoughts and notes… It’s a method right under our noses.
    If the pen was mightier than the sword, then the smartphone with a tiny text box on social platforms is the atomic bomb.
    There’s no argument as to what is the best method for sending messages… Texting. So, why is there an argument about note-taking? It’s because the solutions we have for it are inappropriately forced on us in schools. We need a better tool.
    The reason the law has never stated “don’t handwrite and drive” or “don’t use a typewriter and drive” or “don’t word process and drive” is because none of these things hold anyone’s attention. No one in their right mind would ever risk their lives and the lives of others over these inferior methods of writing. But just about anyone, young and old alike, will risk their lives for texting. That’s why we have a law that clearly states “don’t text and drive.”
    The best tool for writing is the one you carry with you. The best method for writing is the one that is the most prolific in history — texting.
    Texting one’s thoughts beats pen and paper, typing, and word processors every day of the week.
    Wouldn’t it be cool if there was a tool for writing that was as easy as texting, more powerful than a word processor, and balanced linear writing with non-linear thinking?
    There is. It’s called a thought processor. Thought processors are built with speech-to-text, the keyboard, and texting in mind.

    Reply

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Dr. Katie Martin

Dr. Katie Martin is the author of Learner-Centered Innovation and VP of Leadership and Learning at Altitude Learning. She teaches in the graduate school of Education at High Tech High and is on the board of Real World Scholars. Learn More.

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