Dave, this all
makes me think about mastery learning
. For many, this is seen as the solution
to students having control and ownership of their learning journey. The problem as I see it is that the roads of success are usually somebody else’s road with somebody else’s vision for tomorrow. This is something you touched on in your post on assessment
when you talk about ‘compliance’:
There have been lots of innovation and encouragements. They are, for the most part, directed at trying to get lots of people to ‘work’. They intend to measure the compliance of our students. Is our goal about compliance? Or, as it says in basically every strategic plan in education in the world, are we trying to support independent, creative citizens?
I am left wondering what happens if our children do not even want to play cards at all? Or learn an instrument? Or any other activity. Maybe the answer is enforcing independence where:
Students create and assess their own learning. In this scenario, the learner is facilitator and assessor. Where they create their own narratives, their own successes, their own continual feedback.
Once rhizo always rhizo!