Finding the exits.
Did you ever hear a buzzword or jargon from an evaluator or someone in an evaluative role and while you’re nodding your head, you have the realization that it’s meaningless without context? (That’s a nice way of saying baloney.) Recently the idea of ‘students not having a sense of urgency’ was attributed to my practice, and this made my hackles rise. I’ve been reflecting on what part is defensiveness, irritation, etc. for a few days now. The notion of ‘urgency’ connotes panic. Fortunately, I had read Andrew Miller’s article, The Tyranny of Being On Task before this jargon was laid out there, so I felt prepared to counter with research. But it also is about processing and allowing for confusion.
In any case, reflection is a two-way viewpoint. There are times we all want our students to feel, well, maybe urgent is too potent of a word but compelled to find out something new or talk about things that affect them, their families and world. Sometimes I wonder if I provide too much high cognitive demand–is there such a thing? With Burning Questions and other rigorous thinking tasks, if one only sees a slice of a room during the process, no fair or accurate evaluation is possible.
In any case, here are some curated questions. Some of them were time-bound, and the topics aren’t relevant any longer. (I am not sure anyone cares if Mitt Romney was a bully in high school. Or maybe they do. *shrug*).
From the New York Times Learning Network:
Urgency, or passion, shifts and changes for us all. For example, by the end of this lesson, a reluctant writer wrote a delightful story. Many stepped up, took risks, and tried something new. When I see them again, they will all hear positive feedback on their growth in the process. And with that, I do have a sense of urgency.