Educate: Pedagogy and Strategies – Page 2

The Struggle Is Real

My first car was a red Toyota Tercel hatchback with a manual transmission. I was excited to have a new car that was all my own after driving the family station wagon until it no longer ran. I wanted a manual transmission because it was 1) cheaper and 2) I was going to college and did not want to get stranded in an uncomfortable situation simply because I couldn’t drive the car.

My parent’s generous gift was purchased in the days when you picked out the features, color, etc., and then, waited for its arrival at the dealership. My car was available the same day my parents were leaving town for a trip. They picked up the car, parked in the driveway, and left.

You are probably predicting a story of the joys and adventures I had that weekend in my new car. But I didn’t know how to drive it. You see, I understood the mechanics of a manual transmission, but I had not driven one. So instead, I spent the weekend sitting in my car in the driveway.

When my parents arrived home, I was so excited to learn. My mom drove me to a quiet side road on a hill not too far away from our home. She stopped the car halfway up the hill, got out of the driver seat, and handed me the keys.

There is almost no more difficult challenge with a manual transmission than a hill. I stalled. Took a deep breath. Stalled again. Thought it through. Stalled. Swore. Stalled. Swore again. Stalled. Threatened to quit. Lurched forward…and stalled. That afternoon I stalled, swore, cried, stalled, yelled, swore, cried, stalled, and lurched until suddenly, I drove forward. Surprised, I yanked my foot off the gas and stalled again. I tried again with success. Slowly but surely, I learned how to drive a manual transmission. I made it to the top of that hill. By the time we got home, I was in the groove.

That afternoon is etched in my memory. Not just because I struggled, A LOT. But because I did it! I figured out how to drive a manual transmission and even began enjoying the nuances of being in control of the gear. I still have a manual transmission today even though they are 1) not available on many makes or models of cars and 2) no longer cheaper.

Struggle leads to victory. Without struggle, everything is well, just fine. Said another way, adequate.

I don’t want an adequate life. I want an amazing life. So do our students with complex needs. We need to allow for difficult, genuine struggle.

This is not to say teaching strategies like errorless teaching or behavior techniques are not important. They have their place and offer a path forward for some skills and moments. However, students are not one-note, one-strategy solves all humans. They need a variety of skills taught in a variety of ways to maximize outcomes. We need to include productive struggle in their education.

Productive struggle is about carefully crafting an assignment or learning experience so the student has the tools and skills necessary to struggle through, try, fail, try again, and ultimately, learn.

The value of learning to struggle through something difficult cannot be fully quantified, but it is one of the keys to becoming resilient. Furthermore, learning to fail and then try again prepares the student for real life, where there isn’t a paraprofessional, teacher, or parent standing by to “do it for you.”

As we enter into a new school year, I encourage us to reflect on opportunities to struggle. Art projects do not need to be perfect. Writing a word with incorrect spelling doesn’t ruin the message. Re-reading a passage is not a weakness. Giving the wrong answer in a discussion is not fatal. They are all opportunities to learn, do better next time, and try something more challenging.

Theodore Roosevelt said it best: “It is hard to fail, but it is worse never to have tried to succeed.”

Thirteen Important Lessons

The brain is truly amazing in its ability to manage the complex human body systems, while simultaneously helping the person to make sense of their world, connect with loved ones, laugh at a joke, learn to play a sport, and so on. Neurology is a fascinating science that both, highlights all that we know about the brain while also illuminating all we have left to discover. Recently I read the book How We Learn: Why Brains Learn Better Than Any Machine…For Now by Stanislas Dehaene. This book offers summaries and analysis of the research and links the findings to how we can support humans of any age to continue to learn and thrive. I encourage you to read the book, but I am sharing his thirteen summary points below along with some of my thoughts.

“Do not underestimate children.” If you have met me or read my previous post, you know that I am a believer in the power of high (yet reasonable) expectations. Setting a high bar means we are reaching up, towards the stars. Low expectations only cause us to look down. Think about this in relation to how the simple act of looking up or looking down affects your mood. Looking down we think of as depressed, sad, or defeated. But, looking up…that is a dreamer, full of confidence and happiness.

“Take advantage of the brain’s sensitive periods.” This Ted Talk from Molly Wright says it better than I, but early experiences for learning are essential. The more we can continue to support one another as adults, the more we can better care for and nurture small children.

“Enrich the environment” Students need an environment that encourages exploration, communication, discovery, questioning, and debate. This can be done even in a room that isn’t fancy. Time spent creating a learning culture is priceless.

“Rescind the idea that all children are different.” I LOVE this one! You need to read the book to fully understand, but the basic premise is that we all learn. Yes, every single one of us is learning and our brains are performing in similar ways, which means, yes, all students benefit from high-quality instruction. No, I am not saying we do exactly the same thing for everyone. However, we are all far more alike than different and so yes, we are all students, and we are all learning every single day.

“Pay attention to attention.” Are you still reading this post? I hope that the strategies of a numbered list, font changes, and carefully crafted wording are keeping your attention. It is the way to keep your brain focused on what you want to learn.

“Keep children active, curious, engaged, and autonomous.” We are all born curious and wanting to learn. It is our job to continue to foster the child-like wonder in all of us.

“Make every school day enjoyable.” Fun and learning are not mutually exclusive concepts. We can have fun and struggle with new concepts or ideas. In fact, students are likely to engage in productive struggle longer when they are having fun in the process.

“Encourage efforts.” No one gets everything right the first time. The accomplishments I am most proud of are the ones that took effort and endurance.

“Help students deepen their thinking.” It is easy to fall into the trap of skills-based instruction, focused on small skills that may or may not be connected to larger learning. Also, it is easy to focus on the breadth of standards, curriculum, or ideas rather than focusing deeply on fewer concepts. Finding the balance is an art requiring educators have the time to collaborate and plan for rich learning experiences.

“Set clear learning objectives.” Yep.

“Accept and correct mistakes.” Did you know that some of the greatest technologies or products are a result of a mistake or failed experiment? For instance, the man who developed the adhesive on a post-it was trying to create a permanent adhesive. In the words of Bob Ross, it may be a “happy little accident.”

“Practice regularly.” Practice can be embedded naturally in instruction, learning activities, or daily routines.

“Let students sleep.” Sleep is commonly sacrificed, particularly by adults, and yet, it is the time our bodies need to restore, repair, and move our learning to memory. Sleep is important, and we need to give it more of a priority, myself included.

Dehaene, S. (2020). how we learn: why brains learn better than any machine…for now. Viking (pages 240-242 were referenced above)

Reading Is for Everyone

I have always loved to read.

As a child, I would organize and categorize my books, planning the next 5 books to read. When I was in fourth grade, I was introduced to mysteries, a genre that continues to be a favorite today.

I also remember the years when I was assigned books to read, many of which I would not have selected on my own. Some of the titles became favorites while others were a challenge to finish. Whether or not I enjoyed the book, reading the same title as my classmates created a bond through the shared experience, discussions, and opinions.

Now that I am an adult, I continue to connect with friends in book clubs or during long discussions about favorite authors, series, or titles. We will talk for hours about the differences between a book and the movie or show, analyzing the casting, storyline, and actors’ portrayal of characters. We connect over non-fiction reading as well, comparing stories in the news, magazine articles, and research reports. Political discussions are informed by the opinion of others on social media, articles, web pages, or blogs.

Reading connects us to our world, our neighbors, and the possibilities for our future. It is a powerful use of language and can transport us to the castles of faraway lands, the bottom of the ocean, a magical land of animals, or to the center of a football game.

Reading is also natural. Small children begin reading, recognizing their favorite restaurants, movies, or television shows by the mascot or logo. The pairing of a picture with a word leads to the eventual recognition of the word without any pictures. As formal instruction in reading begins, most children continue the learning that has occurred in the environment and applies it to books, magazines, worksheets, and notes or letters.

Reading is the foundation of everything: communication, learning, connecting, adventure, employment, and so on. In short, reading is the most essential life skill.

Students with cognitive disabilities benefit from participation in rich reading instruction. They will learn the skills and share in the conversations and connections with peers that come from the shared experience. They gain skills to access new information, derive an option, and understand the perspective of others.

True, all adults don’t read with the same fluency or speed. However, we know from historical research that reading increases an individual’s employment opportunities or salary. Reading increases the choice to attend a college program or pursue a chosen career. Reading protects an individual from fraud or misinformation. Reading increases the likelihood of freedom as an adult to make their own decisions.

We must ensure that all students are allowed to become a reader. Prioritizing reading in the student’s daily schedule will serve to increase their success as an adult. The best thing we can do for our youth is to make sure they know, reading is for everyone.

Making a Case for More

There are two very simple principles at the heart of instructional institutions:

Teachers teach, and
Students learn.

While yes, it is really that simple, it is also very complicated. What to teach? When to teach? How to teach? These are just a few of the questions guided by a mountain of research and endless political pandering. Likewise, what the student should learn, by when, and how we know they learned it are equally compelling discussions sparking endless debates.

State standards were written and adopted with the good intention of ending the debate, clarifying for everyone what should be taught or learned and by when. Standards are a target. Educators, families, and students can measure their progress toward the target and make adjustments to help accelerate or change course as needed. As the student progresses to the next grade, the target is moved, challenging the student and teacher to another year of growth.

The ability to measure a student’s journey toward the grade-level target has led to the realization that some students will simply not make it to the goal before it is moved again. The gap between the student’s current skills and the target is increasing, not decreasing with each year, creating a feeling of inadequacy and hopelessness.

This brings me to the “Case of More.” Students with complex disabilities including a cognitive disability are often described as those learning significantly less than their peers, mastering less, or achieving less. I dispute these statements as false. In fact, I am arguing that the students actually learn more than their classmates with no disabilities.

When a student with a cognitive disability or complex needs makes a step forward in the curriculum, they have effectively integrated and executed multiple new skills and concepts learned. For instance, while learning a simple academic skill, such as how to add two numbers, the student has also had to learn the following:

communicating their knowledge,
asking questions,
learning new vocabulary,
giving focus and attention to a topic or individual for an extended period,
leveraging mastered motor skills to maintain posture, safe body placement, and minimize sensory disruption,
social engagement skills,
emotional regulation,
sorting of important and not important stimuli,
reducing the focus on background noise, and
so much more.

Yes, it is true these skills are necessary for everyone to learn. But, if we get really honest, for most of us, these are skills we possess so automatically that they occur as naturally as breathing. There may be one or two we are refining, but in general, they are natural. In fact, when we use terms like “significant disability” or “complex needs,” we are actually trying to convey in a few words, that this is a student who will need all of these skills in addition to content.

“In addition”…aha, that means more, and so, again, I will say it but this time in a short, succinct way:

Students with complex needs learn more.

And so, I ask you, would you agree that indeed, students with complex needs learn more? And wouldn’t you also agree, we need to applaud their incredible tenacity, integration of skills, and accomplishments, not in the name of empathy, but in awe.

Students with significant cognitive disabilities or complex needs are a challenge to teach, because they challenge us to learn a lot. And yet, we are typically not learning even half as much as they do each day. It is for this reason that I am in awe of their courage, grace, knowledge, and skills. And, I am constantly humbled by their dedication to continued learning every day.