I’m becoming more cognizant of how and how often I am using the term ‘learning.’ Like most, I’ve been using it mainly to describe how well students regurgitate facts and associate it with an achievement score. I was recently sharing with some principals in Charlotte-Mecklenburg Schools and about halfway through the presentation I started to key in on how we were all using this word to talk about our essential work and the essential components of our work. Some of the mentions applied to a newer understanding of what we want our students to be able to do but some were still under a standard from 10-20 years ago.
When you’re in a conversation and the term learning comes up, do you know if its a reference for a newer understanding of learning and exploring or can you see that its a mention of regurgitating facts and an end score? For instance, describing the process we go through when we encounter setbacks and what we go through to overcome them. Or describing how we as lead learners create opportunities to shift mindsets of educators in our building and departments to challenge the status quo. Or just to describe that everyone, students and teachers alike, have to commit to being lifelong learners and continue to acquire new skills and embrace the work in evolving understanding and mindsets to make sure we are reaching kids.
We can talk about the acquisition of facts, which many adhere to as the definition of learning, but this limited definition does not fit the vision and scope of what learning and school need to be. Learning is not a destination or a grade or a final report. We should be willing to embrace the different direction we see instructional design and passion inspired investigation taking us.
Profound learning occurs when: