Student Expectations

Hattie (2015) lists "Student Expectations" at the top of the list for having the most research behind it in improving student achievement.  This realization caused quite a buzz at the first 21st Century Learning and The Thinking Classroom class I facilitated.  Did that mean a teacher's expectations of a student or a student's expectation of self?  After some investigation, it was discovered it meant a student's expectation of self.  What did that mean?  I remember one elementary-school  teacher gave what I found to be an insightful definition.  She described student expectations as being intertwined with students practicing a growth mindset.  Another very insightful high school teacher made another comment that stuck with me.  While we were looking over Hattie's list, he asked the question, "Wouldn't it be better to focus our energy on one of these factors instead of trying to meet all of them?"  I agree with that, too.

As I was thinking about the idea of student expectations of self earlier today, I ran across a bit of research that provided further clarity for me of what it means.  I love it when life works like that. Siegle's (2017) research finds achievement-oriented students demonstrate four shared traits.
1) They believe that they have the skills to perform well. 
2) They expect that they can succeed. 
3) They believe what they are doing is meaningful. 
4) They set realistic expectations and implement strategies to successfully complete their goals.

A sizable piece of my position is servicing students in a talent pool.  A talent pool is a group of students who experience gifted programming before being identified in the hopes of later identifying them.  Some students are surprised to find themselves in the talent pool.  I overheard one student tell a teacher who was passing through our Traveling Innovation and Exploration Lab, "I don't know how I'm here, but I'm glad I am."  Then, I asked the question through Padlet, "Are you excited to be in the talent pool?"  Another student wrote....

Before the talent pool, what were these students' expectation of themselves?  What can we do to lift students like this up and help them practice the growth mindsets they will need to persevere?  In the talent pool, I am explicitly teaching growth mindset and perseverance, and the talent pool has a way of building self esteem because of its nature.  Looking beyond the talent pool work, I wonder...

How can we as practitioners scale this idea and weave this into our instructional design?

What would it look like if we collectively focused on student expectations?

What would happen if educators made student expectations a goal, the goal?

References

Hattie, J. (n.d.) Hattie Ranking: 195 influences and effect sizes related to student achievement. 
         Visible Learning. Retrieved from https://visible-learning.org/hattie-ranking-influences-effect- 
          sizes-learning-achievement/

Siegle, D. (2017).  Keynote Sessions. Identifying and Serving Gifted Students from Low Income
         Household. Vanderbilt Gifted Education Institute. Retrieved from                                                           https://s3.amazonaws.com/vu-wp0/wp-content/
         uploads/sites/18/2011/12/17135602/PD-Sessions-Fall-20173.pdf

1, 2, 3, 4, 5

Dr. Dylan Ferniany, a fellow TED-Ed Innovative Educator who blogs at The Fern Files, challenged me to answer these questions.  The challenge originated with Anthony Purcell at Random Teacher Thoughts.

What has been your ONE biggest struggle during this school year?

The biggest struggle this year is also the biggest opportunity, identifying gifted and talented students in our Title 1 School. 

Share TWO accomplishments that you are proud of from this school year.

1) "This is really fun.  We are using our creativity and working as a team," said a fifth-grade student in the Destination Imagination group I manage after school.

2) "And that is the reason you are here," said a colleague after an emotional conversation about the discrepancy between cognitive ability and academic performance results.

What are THREE things that you wish to accomplish before the end of the school year?

1) Through the end of April, I plan to enrich third, fourth and fifth grade students through a talent pool experience, which is also my TED-Ed Innovative Educator Project.

2) In May, I hope to identify more gifted and talented students at the conclusion of the talent pool enrichment experiences.

3) This summer, I hope to restart work on my doctorate.

Give FOUR reasons why you remain in education in today’s rough culture.

1) Brenda Erickson, the developer of Souns and the founder of Counterpane Montessori School, retaught me everything I thought I knew about literacy.  As a result, I aim to build pedagogical bridges.

2)  Twitter and EdCamps amplified my professional learning.


3) TED-Ed and the inspiring TED-Ed Innovative Educator Cohort transformed my perspective into one of a global educator.

4) Students are waiting.... Students need a more dynamic, creative, engaging, multi-sensory, global learning learning experience than the climb of a standard staircase.

Which FIVE people do you hope will take the challenge of answering these questions?

1) Brenda Erickson, the Montessorian who retaught me how to approach literacy

2) Mindi Frates, a former colleague whose anecdotes I enjoy reading on Facebook

3) Becky Scranton, a childhood friend and literacy teacher in Illinois

4) Steven Sutantro, a teacher in Indonesia who amazes me with every new interaction

5) I'm going to flex the rules and ask any TED-Ed Innovative Educator or other educator to answer these questions.  I want to hear from you!

As my learning shifts, so do my blogs.  If you would like to learn more about the gifted and talented talent pool project, please visit Gifted and Talented Pathways.