“Only those who will risk going too far can possibly find out how far they can go.” T.S. Eliot
I know, its a very eye-catching and thought provoking image to open up this post with isn’t it?
It all started with a conversation I was part of at ConnectEd Canada in Calgary with George Couros, and a small group of people as we prepared for a session. We were talking about rubrics, and George brought up that he wasn’t a fan as they can put limits on the learning, innovation and creativity. He talked about how the top end/side of a rubric puts a stop to where the learning could go. The more I thought about it, the more I thought he was right. While I am not a big rubric user, I am not against them either. Some people there were big supporters of rubrics, and as George’s session took place, the topic came up organically again, and some people really defended the use of rubrics.
That was more than a month ago, yet the conversation stuck with me. I started discussing rubrics with a few teachers at my school, and the more we talked the more the conversation kept coming back to a pot. Yes, a pot. The kind you cook things in. The metaphor that seemed to work best, when talking with my co-workers, was that of a pot on a stove:
When we think of a rubric that has an end point for learning, we are talking about a pot with lid on it. The learning is contained, and limited to the “pot” that it exists in. It doesn’t matter if the rubric is co-created with students, or comes directly from the teacher, if it has an endpoint, it can limit the learning. Maybe this picture would help:
Our final area on our rubric, marked here in green ends up being as far as most students will aspire to go with their learning. Unless some very deliberate teaching has been done, or the student is keen to push themselves further, the rubric says “This is far enough”. We know this happens all the time, we have all heard students ask “Is this good enough?”, and this has to be what we try to avoid.
So what if we take away that last line of our rubric? The one that puts a “lid” on “Excellence” or “Mastery” or whatever is at the top of your rubric. What if we take the lid off the pot and ensure that our students don’t ever feel like we are putting limits on where their learning could go?
Maybe they take their mastery of writing persuasive essays to convince their local politician to stand up for the rights of child workers in another country. Maybe they take their excellence in understanding aerodynamics and build their own hovercraft. Wherever their learning, creativity and innovation might take them, I don’t know, but I do know one thing is certain, we don’t want to be the ones limiting where that might be.
“Good Enough” is learning for someone else, and we don’t want our students to simply aim for something that is not going to challenge them, or has no meaning to them. Thanks to George for this, and the first quote, as they seem to be right on the mark:
“Most people fail in life not because they aim too high and miss, but because they aim too low and hit.” Les Brown
So let’s continue to do everything we can to let the learning boil over, even it is simply ensuring our message is clear by making a simple change to the rubrics we use for assessment.