{"id":7246,"date":"2017-05-02T00:00:00","date_gmt":"2017-05-02T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/encouraging-learning-risks-and-growth\/"},"modified":"2020-02-27T14:45:54","modified_gmt":"2020-02-27T19:45:54","slug":"encouraging-learning-risks-and-growth","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/encouraging-learning-risks-and-growth\/","title":{"rendered":"Encouraging Learning Risks and Growth"},"content":{"rendered":"

\"\"This is the fourth and final post on Student-Focused Learning in Springdale, Arkansas.<\/span><\/i><\/p>\n

We want students to take learning risks and press themselves to learn and achieve beyond the minimums we expect and require. We know that after they leave us, their success will greatly depend on their ability and inclination to take responsibility, make commitments, and push themselves to risk, learn, and grow without always having to be pushed. <\/span><\/p>\n

Yet, the traditional design of schools is based on assumptions of compliance, responding to the direction of adults and meeting the expectations of others. More than one hundred years ago, when the American public school system was designed, these conditions made sense. Most students would leave school and enter a workforce where compliance, following directions, and meeting external expectation were most of what was required. <\/span><\/p>\n

The world has changed and will change even more in the decades today\u2019s students will spend in the workforce. In an era of learning and innovation, success will require commitment, curiosity, creativity, and courage to act, even when not all elements and implications of the situation are known. Preparing today\u2019s learners for their future asks more of us and them than the legacy design of schools can deliver. We must create a new set of learning conditions, expectations, and supports if we hope to have our students leave us ready for their futures. <\/span><\/p>\n

This reality was reinforced for during a recent conversation with students at the <\/span>Don Tyson School of Innovation<\/span><\/a> (DTSOI) in Springdale, Arkansas.<\/span> The conversation also gave me hope and confidence that it is possible to create these conditions and position students to take risks, venture beyond their experiences, and engage their world inside and outside of school with courage and commitment. The students were freshmen and sophomores who are learning in a very different environment than most adults experienced. <\/span><\/p>\n

Interestingly, the students emphasized the importance of having adults around them who care deeply about them and their success, make risk-taking safe, allow mistakes and missteps to be part of learning – not embarrassing or shameful actions – and hold high expectations for their learning success. As one of the students explained, \u201cWe know that teachers here are in our corner. They want us to succeed, but don\u2019t expect us to be perfect.\u201d Another noted, \u201cWhen we try something and it does not work out, or we fail, they are ready to listen, talk, and help us figure out what to do next.\u201d <\/span><\/p>\n

It may seem counter-intuitive that we must first establish solid, safe conditions and relationships on which students can rely when they try and fall short for them and risk failure and confusion. DTSOI students explained that they often are reluctant to push themselves beyond the safety of the classroom to learn in the community, stretch their skills, and build their knowledge in areas unfamiliar to their experience. When I pressed these students to explain what conditions or assurances they need to take significant learning and experience risks, here is what I heard: <\/span><\/p>\n