Think having students self-grade and reflect is fluff?
Over the course of a 15 year study, John Hattie analyzed over 800 meta-studies to identify effects that have the strongest impact on learning (and he is constantly updating this list through continued studies). Self reported grades is almost at the top of the list of over 150 effects.
It beat out motivation. It beat out home environment. It even beat out “decreasing disruptive behavior.”
The truth is, students know a lot more about their own learning process than we so often give them credit for.
Which brings me to the issue at hand: When a student claims he/she “sucks at ___.”
When I hear that claim, I hear a student that has become convinced that their personal rate of learning is inferior to classmates. That because their progress has not looked identical to their peers, it must mean they are defective. That their learning is fixed, hopeless, and beyond theirs or anyone else’s reach.
Now, discouragement is normal for all learners from time to time. But when said discouragement is also rooted in learning that feels irrelevant or imposed, we’ve got problems.
Enter student ownership.
Any time we empower students with tools to take their learning in their own hands, we are giving them ownership.
Self-assessments are one such powerful tool.
Michael BondClegg recently wrote about giving students the opportunity to write their own report card comments, encouraging teachers to help students identify “ways in which learners can identify their strengths and areas for growth” and “plans for improving.”
This may seem trivial, but really, it turns the whole “I suck at” model on its head.
When a teacher fills out the comments, it perpetuates the whole “this is out of my hands” notion.
When a student is encouraged to fill out those comments in this way, it places the learning back in the students’ hands.
A student in diagnostics mode is student on her way toward a stronger growth mindset.
featured image: DeathToTheStockPhoto