Monday, February 8, 2010

Autonomy - "Pinkish" Lesson Design

I just read this post entitled Grading student projects: Separating content from delivery and thought about how it applied to the autonomy that Daniel Pink spoke about.

"I am a big fan of student choice. When students work on projects, I think that they should have as much choice as possible regarding both the topic and the delivery. Choice increases student buy-in and ownership."

Click here and read the rest of the article.

Do you think autonomy is an important part of learning. Do you think this helps achieve that goal?


  1. Jason,

    I completely agree with more student choice. Our move away from AR testing as the only choice for summer reading evaluation to an array of 10 choices for grades 3/4 and discussion groups for 5-12 have been a move in this direction. Many of our teachers have adopted this concept for reading assessments during the school year as well.

    I'm also a fan of rubrics. As mentioned in the article, it can be difficult for teachers to feel like they know what they're doing when it comes to trying to assess the "delivery" of a project done with technology if the student(s) had options. The creation of some sort of non content specific list of criteria for teachers to use would be great. It might even be something our digital media students could work on with us. This is an area where we might break some new ground with regard to student/faculty collaboration. Our students are ahead of many of us on this. This is not news to them - and I think they would be really excited to help us out with what they know. The best way for us to teach collaboration may very well be to model it - not "for" them, but "with" them!

  2. I too wanted to bring up that 3rd grade does allow for the creative reader response for summer reading projects. I love seeing the different projects come in. However, it does amaze and sadden me how many choose the same ol' same old.

  3. We definitely do offer some opportunities for autonomy already; however, as Lauren points out I am not sure that we have encouraged them to embrace their freedom. Often times they just revert back to the 'standard' because it may be the easiest thing to do.

    How can we as educators encourage them to explore more interesting solutions and teach them to ask meaningful questions?