{"id":5323,"date":"2016-03-25T00:00:00","date_gmt":"2016-03-25T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/learner-centered-tip-of-the-week-reining-in-the-checklist-mindset\/"},"modified":"2020-02-27T16:39:09","modified_gmt":"2020-02-27T21:39:09","slug":"learner-centered-tip-of-the-week-reining-in-the-checklist-mindset","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/learner-centered-tip-of-the-week-reining-in-the-checklist-mindset\/","title":{"rendered":"Learner-Centered Tip of the Week: Reining in the Checklist Mindset"},"content":{"rendered":"
This post originally appeared on Courtney Belolan\u2019s website<\/a> on January 26, 2016. Belolan is the instructional coach for RSU2 in Maine.<\/em><\/p>\n Student autonomy is a philosophical pillar of learner-centered proficiency based learning. Transparency of expectations is another. Learning communities that believe in learner-centered proficiency based learning create tools that are intended to support this transparency and autonomy. Pacing charts, learning maps, capacity matrices and the like are standard in these communities. The intention is to lay out the learning path for students, so that they can progress \u201cat their own pace.\u201d<\/p>\n Unfortunately, many times this intention results in the \u201cchecklist mindset.\u201d Students race through activities and targets. \u200bThe goal is completion, a check in the box to show they have finished that target and can move on to the next. \u200b<\/p>\n Learner tools should, and can, be the heartbeat of learner-centered practices when crafted with the goal of deep learning in mind. Try these suggestions to reign in the checklist mindset:<\/p>\n Try any of these strategies alone, or combine all three together. The first time, or few, may be messy. Resist the urge to change it up, or add in so much scaffolding that you have a checklist mentality again. This is about getting students to be more conscious of their learning, not about getting it done.<\/p>\n See also:<\/p>\n Courtney Belolan works at RSU 2 in Maine where she supports K-12 teachers with performance-based, individualized learning. Courtney works closely with teams and teachers as a coach, and with the school and district leadership teams as an instructional strategist. Courtney has worked as a 6-12 literacy and instructional coach, a middle level ELA teacher, an environmental educator, and a digital literacy coach. Her core beliefs include the idea that the best education is one centered on student passions and rooted in interdisciplinary applications, and that enjoying learning is just as important as the learning itself.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[368,383],"location":[],"class_list":["post-5323","cw_post","type-cw_post","status-publish","hentry","issue-issues-in-practice","issue-rethink-instruction"],"acf":[],"yoast_head":"\n\n
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