Trajectory of Learning

I did not attend the ALA conference in Chicago, and was not one of the lucky ones who heard Mark Edwards, Superintendent of Mooresville Managed School District in North Carolina speak - BUT my friend and mentor Judi Paradis WAS there and graciously shared her notes and thoughts in a blog post “Loving Kids, Having Fun, Using Digital Resources” My favorite quote: “Students track their own learning, and from a young age have an awareness and a responsibility for their trajectory of learning. “

What a powerful goal for all of us! “awareness and responsibility for our own trajectory of learning”

But how do we teach it? and are today’s kids too complacent or unmotivated?

I was in my hammock musing over this, when I realized that the group of young adults gathered at the rope swing across the lake, were effectively demonstrating the concept in action.

The Rope Swing: A demonstration of Personalized Learning in Action:

“students” take charge of their own “trajectory of learning”:

• The more adventurous climb up the wood slats nailed to the trunk and grab a knot high up on the rope. They swing out far above the lake, where the more skillful perform showy flips and twists on the way down.

• Others grab the rope at a midpoint near the base of the tree. Somersaults are out from this starting point, but graceful dives are possible.

• The most cautious grab onto the rope at the bottom of the bank. Sometimes it take a few swings out and back before they find the courage to let go of the rope and drop into the water.

“Collaboration” is very much part of the equation.

• No matter who is on the rope, their friends cheer them on and offer tips and encouragement.
• Multi person games and challenges help create a fun learning atmosphere for all.  

“Differentiated Instruction:”

Although Everyone has the same overall goal:  “improve rope swinging skill”

Each person picks his or her own starting point and personal plan.

Some examples:

• start at the highest rung and execute a full somersault ending in a perfect dive
• climb to a middle rung, swing out, let go, and catch a ball tossed by a friend before hitting the water
• start at the bank, swing out and let go at the apex of the swing

We can apply this philosophy to all kinds of learning!

As Carol Ann Tomlinson says "All big ideas have a kindergarten version and a PhD version"

To take control of our learning trajectory, we need to determine our starting point on the “kindergarten to PHD continuum”  (this will vary depending on the topic) and we need to be aware of our own learning style:

Do we thrive when we have an audience cheering us on? do we do better when we work collaboratively? do we like to observe others first? or jump in and develop our own style?

School librarians have responsibility to find and curate information resources that give  students and teachers a palette of sources to choose from. Some people do best with the simple linearity of a print book. Others benefit from the scaffolding and hyperlinks provided in the online environment. Some may need manipulatives; real or virtual,  to learn kinesthetically. Videos, images, diagrams, maps and charts, practice exercises, games and simulations can all be effective learning tools.

Here is a Prezi I created for my Middle School Students. I hope it will help them develop some strategies for finding information that meets their own unique needs: