This began by asking students to evaluate their participation and reflect on their behaviors in class each day using a rubric, which described the basic expectations for a committed and responsive learner. Students responded to these self-assessments positively, assuming responsibility for the quality of their participation in class. What began as reflections on basic classroom behaviors changed over time, becoming reflections on learning in which students assessed the strategies and efforts they were applying to learning challenges.
“ I created rubrics for the students to complete at the end of each class. The first rubrics focused on whether or not certain behaviors and tasks were completed. Over time, they evolved into tools for students to set goals and choose specific skills to work on during class.
“ By the third quarter I changed focus to helping students reflect on how they learn. Using the same self-assessment rubrics but based on academics and learning-related skills, I encouraged them to think of strategies they used to understand better such as making connections with previous grammar, using cognates, asking questions to the teacher, etc.”
Leo discovered that asking students to assess their own work as learners brought them into the classroom as partners in the work of learning, in which students build their knowledge and skills through their own efforts, and the teacher provides support as a coach and source of expert knowledge.
Catherine built on work she has been developing and putting into practice in previous years, in which a concept of play redefines student-teacher, studentstudent, and student-subject interactions. At the core of this concept is intrinsic motivation, which is the driver of effective learning, in which the learner brings curiosity, effort, and persistence to the work of learning.
“ With reference to Deci and Ryan ' s studies of the‘ self-regulation of learning’ or‘ self-determination theory’ 5 and Earl and Katz ' s writings about‘ assessment as learning,’ 6 I tried to get to the bottom of something in my own practice that has surprised me in how much it seems to motivate students and facilitate real learning. The theory I ' m developing begins with the idea that visible-yet-understated, variable or ambiguous progress markers … can draw students into a playful dynamic that lowers social defenses and cultivates collaboration while reinforcing target behaviors and building feelings of competence.
“ I believe what really makes a reward system‘ transitive’ to learning is not concrete prizes or even the energy and excitement they incite; it ' s the playful, relational dynamic that can emerge as students try to figure out a puzzle their teacher has presented, which satisfies an intrinsic psychological need for‘ autonomy, competence, and relatedness.’” 7
The challenge of figuring out a puzzle calls on a high degree of reflection and when the puzzle points to behaviors and strategies that are integral to self-regulated learning, students build increasing expertise in the forms of thinking, curiosity, problem solving, and communication that are the hallmark of the expert learner. It is important to note, having observed Catherine’ s classes often, that these puzzles are directly connected to habits of mind that are critical to knowledge building and deeper thinking.“ Playful” certainly describes the energetic nature of these classroom interactions, but it is serious play that builds key capacities of the expert learner.
Pedro’ s approach to cultivating self-regulation focused on learning in the context of playing basketball, asking students to practice modes of selfawareness directed towards their own performance on the court and their interaction with teammates:“ I wanted to create an environment where open dialogue and initiative were encouraged … empowering players to take ownership of their roles and feel confident contributing to the team ' s overall success.”
“ What emerged for each of these teachers was an idea that students must be positioned to be reflective, to see themselves as learners, to identify the attributes of successful learning, recognize areas of growth, and to become increasingly intentional in developing their skills and dispositions as learners.”
5. Ryan, R. M., & Deci, E. L.( 2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25( 1), 54-67. 6. Earl, L., & Katz, S.( 2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for Learning, Assessment as Learning, Assessment of Learning. Western and Northern Canadian Protocol for Collaboration in Education( WNCP). 7. Deci, E. L., Ryan, R. M., & Williams, G. C.( 1996). Need Satisfaction and the Self-regulation of Learning. Learning and Individual Differences, 8( 3), 165-183.
40 • Saint David’ s Magazine