Today on Twitter, I came across a tweet from @growthmindset1 with a link to an article: Wynton’s Twelve Ways to Practice.
This caught my eye because the tweet said the rules applied to “anything”.
Today, our kids in G4 were scheduled for Creative New Undertakings – an NIS remix of the popular “iTime” or “Genius Hour”. A couple of kids I am working with had pitched an idea in the previous session, spent one CNU day on it, and then gave that idea up because it was “too hard”. They were preparing a new pitch and I could see that “lack of a teacher” (which was their reason for their previous idea being too hard) was also going to apply to their new idea. And, the idea of them giving up didn’t sit well with me.
Yes, I am aware that this is not all about me, but there was something in the ease of giving up that I didn’t want to encourage. The students had spent a lot of effort thinking about their idea, researching it, pitching it to a mentor teacher, getting their idea approved, and now dismissing it. They probably spent more time preparing than they did in actually trying the idea out.
But why did it bother me so much? Cue the article about practicing. A lot of what is mentioned in this article are the very reasons we take on ideas like CNU. We want our kids to choose something and practice it, play with it, solve problems, create products, and make connections. We want them to learn more about themselves as a learner and what it means to persevere and have grit within a context of their own choosing.
I haven’t shared this with my students, yet. They spent the last part of their day pitching their new idea to our Pitch Leader and have decided to split their time between the two ideas between now and the end of the year. I am really happy with this outcome and really appreciate the collaborative approach we have taken as teachers when working with our students. Today, as a teacher, I felt supported and validated, and I felt that we did something good for these two students. Whether or not they become experts is not the point. For me the point is that they learn a little bit more about the type of learner they can be.
How would you have handled this? Did we deny their voice and limit their agency or have we listened and guided them? Is there value in letting them choose to give up so quickly into a project?
Here is a graphic of the 12 Ways of Practicing. I love to draw but I was drawn to playing with the shapes options in Keynote so have done this one digitally. If your students have Keynote, the built-in icon library can be customized really easily – a short cut version to using the Noun Project for icons. For more ideas on Keynote take a look at this amazing post from Tricia Friedman at UWCSEA,
PDF Download: 12 Ways to Practice