It was my 4th or 5th year teaching and I had given out an assignment in Science that I had samples of from the previous year. I showed an example of what an assignment that got an ‘A’ looked like. Then I mentioned that if it was missing a specific component it would have been a ‘B’. A student blurred out a silly example, “What if I did _____, would it be a ‘C’?”
I responded, “No, that would be a C-R-A-P.” As the laughter came from the class I looked over to movement in my door and there was a parent of one of my students. To this day I don’t know if that parent got the joke or was mortified by my response? Still, I think it was funny and the Grade 8 class appreciated the humour.
It’s interesting to think about the way we describe criteria in schools and show good work as examples. This can be helpful, but also detrimental. Sometimes it gives a high bar for what is possible, and can stretch students’ desire to do something special. Sometimes it creates a cookie cutter scenario where every student does the same thing, limiting creativity and expression.
I remember visiting an elementary school and seeing the art displayed outside a couple Grade 2 classes. One had collages with a Santa part way into a chimney. Every house on every piece of work had the same colour and shape, every chimney had a larger top slab to fit Santa in. Every Santa was exactly half-belly into the chimney. Scales were slightly different, and cutting skills were obviously different too, but every piece looked good, and similar to the ones next to it.
Next door, the teacher had all the students make a collage of snowmen and the quality and look of every piece was different. Some had carrot noses, some didn’t have noses, one hade a red Rudolph nose. Some had top hats, some had cone hats, some had no hats. One had a mommy, daddy, and baby snowman, and one had a snowman with four snowball parts instead of three. One really stuck out because it had a black sky behind it.
So if you were a parent, which assignment would you rather your child did?
Sometimes we can set criteria and provide examples that push students to do a good job, to reach for challenging outcomes, and even to be more creative. But sometimes our criteria limits creativity and boxes in our students’ ability to go beyond what the teacher’s shared examples show.
Sometimes we have students that need to see an example and some who are better off without one… in the same class, doing the same assignment.
Specific and detailed criteria with examples can raise the bar and reduce the likelihood of students handing in C-R-A-P, but they can also limit the format, creativity and extension of learning that could be possible if we left things more open, and provided more choice.
