Five Levers of Learning: Strategy

As an admin team we are reading Tony Frontier’s and James Rickabaugh’s Five Levers of Learning.  The book describes five “levers” schools usually pull when trying to enact change, noting that some are better than others at enacting transformational change – the change that really makes a difference in student learning.  The five levers are: structure, sample, standards, strategy, and self.

We are currently reading the chapter on strategy, which is kind of where I live as a curriculum director – just because you have a well-aligned curriculum written down doesn’t mean a thing unless the right strategies for implementation are being used in the classroom.  Below are some ideas that resonated with me regarding strategy as a lever for transformational change:

  • “We find too many teachers paying attention to the instructional procedures they use, rather than what happens to their students as a result of their procedures.”  This is a quote from James Popham used in the chapter to encourage teachers to link the strategies they’re using to student learning.  Just because a good strategy is used in a classroom doesn’t mean it’s going to cause a noticeable increase in student learning; teachers need to be aware of the impact their strategies have on moving students toward mastery.
  • “Simply identifying, communicating, and then expecting the use of more effective instructional strategies is not enough to influence teacher expertise or improve student learning.”  One main point Frontier and Rickabaugh make in the chapter is that for students to really incorporate strategies into their everyday practice, just telling teachers to use strategies deemed “effective” and expect them to use them is just not enough.  Teachers are learners too, and they need the time (a lot of it!) and the space to develop expertise in using the strategies.  And “expertise” means figuring out when and with what students the strategies are most effective for learning.
  • “To what extent do we find teachers waiting for students to change rather than improving or adding to their repertoire of instructional strategies?”  This is a question posed at the end of the chapter to “ask on Monday morning.”  As teachers, we can only control the things within our control.  The inescapable fact of teaching is that our students will always come to us with different levels of understanding, different background knowledge, different experiences, different home lives, different socioeconomic levels.  When they are all sitting in front us in our classrooms we can’t control anything that happened before they got there…so why has it been tradition to point to those factors as the reason students aren’t learning?  We can’t change those things.  We have to focus on what we can control, which is our choice of instructional strategies that maximize student learning.

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