CONNECTIONS: Learning Outcomes vs. Learning Activities

Today’s post comes from ConnectEDD president, Jeff Zoul:


Providing activities that relate to students and capture their interests is a best practice. However, if we want such activities to produce genuine student growth, instructional design must focus on learning outcomes as opposed to the activity itself.

Nira Dale


To this day, one of my favorite all time songs is Fly Me to the Moon, preferably versions sung by Frank Sinatra. There exists a remote possibility of a connection between this preference and my 7th grade science fair project. When I was in 7th grade, the Apollo program had recently ended, but the idea of flying to the moon was still a pretty big deal. In fact, when Mr. E., our science teacher, announced the details of that year’s science fair, my buddy, Scott, immediately leaned over and said, “Zoul, I’ve got a great idea! Let’s do our project on whether man can live on the moon!” In that moment, what was to become the coolest project in the history of our junior high school--if not the entirety of American public education since its inception--was born.

Over the next several weeks, my dad dutifully drove me over to Scott’s house, where we diligently toiled away for hours on our moon project. Not surprisingly, our project involved paper mache, glue, sawdust, spray paint, and plastic plants, buildings, and human figurines. It also included plastic domes and plastic tubing connecting each dome, form the “Residential” dome to the “Community” dome to the “Workplace” dome. When finally finished, Scott and I beamed with pride and the smug knowledge that our science fair project would be feted as a masterpiece and we would walk away as first place winners at the annual science fair competition. As we marveled at our finished product, my friend reminded me that we were also supposed to do some research and write a paper determining whether man could actually live on the moon. We threw a few sentences down on paper and prepared for the big event, arguing about who would keep the first place ribbon at their house first.

The night of the science fair was a pretty big deal. Back then, we all dressed up. I looked pretty spiffy in my maroon velvet blazer and big bow tie. In glancing around at the other projects, it was painfully obvious that ours was the best. Even our friends came by and conceded that we were sure to win since our final product was the coolest thing they had ever seen. Then, the big moment: Judges came by our table and asked us a few questions about our findings. For some odd reason, they seemed more focused on the science involved than they were on our actual moon model. One judge asked, “Well, boys, based on what you learned, will it be possible for man to live on the moon?” Scott and I looked at each other incredulously, aghast that a man this obtuse could possibly be serving as a science fair judge. We masked our disappointment in his intellect and, directing him to our model, said, “Well, of course, Sir. Can’t you see? This is where the people will live, this is where they will work, and they will shop and play in this dome over here,” pointing to the various features of our rather amazing model. The second judge was no more erudite than the first, and pressed us again about how these domes would actually operate to allow man to live there. Mildly exasperated, we again directed his attention to our masterpiece and patiently explained the various features we had created. The two judges looked at each other, thanked us, and quickly made their way to the next project. My buddy and I anxiously awaited the announcement of our first place finish and wondered if we were going to be called upon to give a speech once on stage to accept our award.

Much to our surprise, we not only failed to win first place recognition, we also missed out on the second place, third place, and even honorable mention categories. Our pals were nearly as stunned as we were, with many of them rushing over to tell us we were robbed and that ours was clearly the best in the entire fair.

Although we honestly had no clue at the time why our jaw-dropping project merited zero recognition from the judges, I suspect anyone reading this today has already diagnosed the problem. Our “Science” project was a tad short on “science” even though it was a stunning “art” project. In fact, we learned nothing at all related to our proposed question about whether living on the moon was feasible. Although I can still recall with great clarity the work we put into the model of the moon, I recall no reading or research we did about the actual question itself. I suspect our “scientific” paper merely described our art project and included nary a word about any scientific considerations pertaining to living on the moon.

Although science fair projects have come a long way in terms of rigor and academic focus since my junior high days, I still worry at times if, in an ever-present quest to “innovate” in our classrooms, we are sacrificing “learning” in the process. Although I am a firm believer in engaging students through high-interest activities and projects and using flashy technology tools to enhance such work, I am perhaps even more adamant that these activities, projects, and technologies must relate to specific learning outcomes designed to grow our students’ knowledge and skills. Over the course of my career in education, I have seen the education pendulum swing from one extreme to another and back yet again, with the two extremes being some version of “traditional” learning and some version of “innovative” learning. Today we are in the most innovative educational environment I have witnessed in decades. My fear, however, is that if we do not remain steadfastly focused on learning outcomes and results, we may soon see the pendulum sway back once more, with a concomitant outcry of folks demanding a “back to basics” approach to public education. As with almost all educational concerns, we cannot be forced into one or the other. We must continue to provide “innovative” learning experiences, complete with authentic projects and exciting learning activities, but we cannot lose sight of the “learning,” these activities  must be focused on: the knowledge and skills students must acquire in the process of the learning activities in which we engage them.

Listening to Sinatra sing about flying to the moon, swinging on stars, and seeing what spring is like on Jupiter and Mars sounds almost as fun as my 7th grade science fair project. However, gaining actual knowledge about life on the Moon or the science behind space missions to Mars and beyond is decidedly more useful--and can be every bit as fun! Ensuring that our students are engaged in fun, exciting activities while also ensuring they are learning in the process is another way we create a positive and productive culture in our schools.

Thanks to all educators reading this for the amazing work you are doing during these challenging times. As always, Teach and Lead with Passion...

Jeff and Jimmy



DAILY INSPIRATION EDUCATOR

(Please let us know about an inspiring educator you think we should highlight in a future newsletter by completing this brief form!)

 
Screen Shot 2021-02-03 at 4.56.48 PM.png
 

WHAT’S NEW?

Kindle Edition! - L.E.A.R.N.E.R. Finding the True, Good, and Beautiful in Education by Marita Diffenbaugh

We are so excited to announce that our most recent book is now in print! This book is for hope givers who thrive when helping others develop their full potential. Marita Diffenbaugh identifies seven essential components to consider when providing education as a service to learners, along with a remix for measuring learning success. Throughout each chapter, look for the True, Good, and Beautiful, for when all three of these are present, we can be sure that students are learning how to learn, learning how to help others, and learning how to contribute in their communities and in our world. This book was written for difference makers like you who strive to create an education service that Listens, Empowers, Analyzes, provides Resources, understands students' Needs, designs Experiences, and offers caring Relationships.

We think you will really enjoy this book; let us know! Check out more here

 
Screen Shot 2020-12-09 at 8.29.49 PM.png
 

ITEMS OF INTEREST

Action Guides for Culturize and Live Your Excellence!

Written to accompany Jimmy Casas’'s bestselling books, these action guides can be used by facilitators and participants in workshops, webinars, book study groups, and other professional development events. These guides feature strategies and activities that will help teachers and leaders apply concepts from Culturize and Live Your Excellence to their own classroom or school. Each Action Guide chapter includes: Reflections, Critical Concepts, Questions to Consider, Writing to Reflect, Team Activities, and Putting It to Work components. Check out more here!

 
IMG_8553.jpg
 

Daily Inspiration for Educators: Positive Thoughts for Every Day of the Year by Jimmy Casas. 

Most of the daily thoughts contained herein are variations on the “Thoughts for the Day” Casas has shared over the past years. Others are sayings found elsewhere, some of which are hundreds of years old and others found only recently. The goal of this volume is that in some small way, these daily thoughts will provide hope, validation, and inspiration to some of the most inspiring people in the world: hard working education professionals. Serving as a professional educator is so important that we must commit to doing whatever it takes to ensure that every child achieves success each and every day we serve. It is noble work, indeed. But it is difficult work with many daily challenges and disappointments. Daily Inspiration for Educators can serve as a resource that motivates and inspires educators during times of joy as well as when things get tough--as we know they will periodically in a profession as important and challenging as ours. Check out more here!

 
Daily Inspiration for Educators.jpg
 

CONNECTEDD’S TAKE FIVE

  1. Thought for the Day: “Quit now. You’ll never make it. If you disregard this advice, you’re halfway there.”

  2. Podcasts to Ponder: The Principal-Matters! Podcast is a podcast designed to help school leaders lead schools. Learn more here.

  3. Videos Worth Viewing: It’s Always the Leader A fun animated excerpt of renowned leadership and management author Ken Blanchard's remarks from the Drucker Centennial. Take a few minutes to watch it here.

  4. Teaching Technique to Try: Close Viewing Protocol: Like close reading of text, close viewing of film media is carefully and purposefully viewing and reviewing a film clip in order to focus on what the filmmaker is trying to convey, the choices the filmmaker has made, the role of images, narration, editing, and sound, and what the film’s purpose might be. Close viewing ensures that students become critical viewers of film content and that they really understand what they’ve watched. Skillful close viewing is also an important foundation for helping students develop the ability to justify their claims in class discussions and writing assignments with specific evidence.  Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.

  5. Eyes On Culture: We believe that culture is a true difference maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Teaching and Learning Non-Negotiables. In high performing schools with strong cultures, all staff are expected to (and held accountable for) teaching to rigorous grade level standards. Collectively, the school staff discusses and adopts non-negotiables for curriculum and student learning. At the same time, a great deal of autonomy is allowed (and even encouraged) when it comes to instruction and maximizing unique personality traits to engage students in the learning. When it comes to the CIA (Curriculum, Instruction, Assessment) of teaching and learning, all teachers who teach the same grade or subject teach the same “C” and measure learning with the same “A,” but the “I” can vary from classroom to classroom, depending on the teacher. The curriculum and assessments are non-negotiables but teachers are empowered to provide instruction in the best way possible to ensure that their students are achieving the desired results.

Please share your thoughts about culture via Twitter: @ConnectEDDBooks We would love to hear from you!





Previous
Previous

CONNECTIONS: The Humble Leader

Next
Next

CONNECTIONS: Now What?