Kristi Kahl/00-01/Diary Entry 12

Entry # 12:
On Buddha and Proving Behaviors

If you've been following along with my story, you'll remember that I have been going to numerous workshops to refine my skills as the instructional leader on my campus. At a recent "Essential Elements of Effective Instruction Refresher" (translation: Saturday Principals' Workshop) our workshop leader, Ernie, was reminding us of the essentials we need to be looking for when visiting classrooms. One thing that really stuck in my head was his discussion about what makes a solid instructional objective. He said, "Look for the content and the proving behavior."

To me, this made perfect sense. I really hate the traditional 5-part objective because it takes up too much space on the chalkboard, and students may not really understand what it means. When he talked about the content and proving behavior, it just clicked for me. What is the new content the students will be learning, and what will they do that will prove to you, the teacher, that they have learned it (or are making reasonable progress toward learning it)? I left the workshop energized and ready to get back into classrooms.

I went home that day and created a checklist based on the Essential Elements training. It included simple things like,

Was the essential question and/or objective clearly posted?

Did the objective contain the content and proving behavior?

Was the agenda posted?

Was there evidence of active participation? Etc.

The checklist ended with two spaces for written feedback. One part asked what the teacher did that supported student learning, and the other asked what things the teacher needs to work on. The language used in my observation sheet came straight out of this common training that both administrators and teachers had experienced. I thought the sheet would upset some teachers. I figured others would really like it. I was right!

We don't necessarily think the same way

I shared the observation form with the staff and the administrative team began using it. Immediately, several teachers came to me and said, "Thank you! I just love this new form. It is so straightforward and I really enjoy getting the feedback." However, word of the unhappy reached me almost as quickly. "What's a proving behavior?" they asked. "What does she mean by NEW content?"

I found these questions baffling. As part of another professional development series I will be attending, I have been participating in a study group on the book, Understanding by Design, by Wiggins & McTighe. There is this great chart on page 68 that compares Thinking Like an Assessor with Thinking Like an Activity Designer. After reading that section of the book, it became clear to me that all of the assessment training I have had over the years has made me think about teaching in a way that is different from many of my staff members.

If a teacher is thinking like an "Activity Designer," the content and proving behaviors may be very challenging to come up with. Instead, they want me to check to see if the students are on-task and engaged in the activity.

Thinking back...

It made me reflect on my own teaching, and one morning at bus duty came to mind. It was nearing summer, and it was a Friday, and staff members wore T-shirts and jeans in those days (before students wore uniforms). I had purchased this really neat shirt with Buddha on the front. I was so excited because I knew my students would love it.

We had studied Ancient India earlier in the year as part of the sixth grade History/Social-Science curriculum. One of my students approached me and said, "I like your shirt, Ms. Kahl." I replied, "Why, thank you. And can you tell me who this is on my shirt?" She looked at me with a funny face. Then her eyebrows crinkled, and she closed one eye. "Hmmm, I don't remember." "Oh, come on, think!" I said. "Think back to when we studied India, and we acted out those scenes. Remember, you pretended to be him. He was a very famous religious leader." "

"Oh, wait! Now I remember!" she said excitedly. "The Sphinx!?"

I was so disappointed. No matter how much prompting, I couldn't get her to remember the name Buddha. Even after I told her, she had a blank look. What I didn't realize at that moment was the importance of proving behaviors. I was so busy designing fun, engaging activities for my students, that I neglected to check to see if they really learned anything.

Many teachers would say, "Well, that's what the test is for." But is it really? How many history teachers actually go back and reteach when students do not understand a concept on a test? Very few, I would guess. The pressure to keep up with the content coverage is intense. Reteaching seldom takes place.

What I've learned from my staff is that they need more training in assessment, and teaching for understanding. Once they understand the concept of deriving instruction from an assessment, they won't be so afraid to take a serious look at what they are teaching each day. And yes, they will see that new content and a proving behavior are key to effective daily instruction.

Perhaps I'll meditate on this for awhile -- Buddha-like (not Sphinx-like!) -- and then figure out what my approach will be.

Entry # 12: On Buddha and Proving Behaviors

Entry # 12:
On Buddha and Proving Behaviors