{"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":"

\"Circle\"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

    \n
  1. Turn activities into outcomes: Instead of listing out the activities and tasks you expect students to complete, list out the learning you want them to engage in. So \u201ccomplete even numbers on page 37\u201d becomes \u201cuse the lattice algorithm to multiply single digit numbers.\u201d Give options for how they might demonstrate their learning.<\/li>\n
  2. List options for input resources: An input resource is the method of getting information. Videos, readings, lectures, and even hands-on experiences can all be input-resources. Try giving students options for which input resources they use. As the teacher you can require a certain number, or even a particular resource.<\/li>\n
  3. Have students compile evidence: Instead of having students turn in absolutely everything they do, put the burden of proof on the students. Challenge students to turn in evidence of foundational knowledge and proficiency level knowledge.<\/li>\n<\/ol>\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