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It is a remixable process.

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48The process of looking at student work can and should change as you use it.  It might change because the piece you are describing has three or four parts (For example: a website with many images, an embedded Animoto, and even drawings done by the student in Google Draw or scanned; a long iMovie, with a trailer and a blooper section; a videogame with a walkthrough).  The process might change because you are with a group of teachers who you know have a zillion awesome ideas about where the work might go next, so you add a section for “recommendations.”  You will use this process and discover other hacks waiting to happen.  

The heart of this process lies in valuing the student’s work and the creativity of the student at all times. Again, from Made By Hand, Pat Carini reminds us what cannot be remixed, what must be safeguarded and protected, nurtured in the process:  

It is a way of looking that argues with the expectation that children, or people more generally, can be fixed to fit a model or be solved like a puzzle. It is a way of looking that affirms confidence in the capacity of people, children and adults alike, to benefit from the differences among us, each contributing to the whole.

This, it seems to me is terribly important. It is terribly important, especially in these dark times in education, that we, the adults, recognize ourselves as mutually responsible for the well-being of children. By bringing teachers or parents or both together to pool their observations and perspectives, the descriptive processes offer a way to exercise that responsibility of support to children and also to ourselves. Meeting together, assisting each other to see each child‟s value, desire, and need and to take what steps can be taken to create the maximum space for the child‟s interests to be served is strenuous but refreshing work. It is work that nurtures the spirit, work that is an act of resistance to the rejection of the child, and more importantly, it is a positive and doable act on behalf of the child – and ourselves. A group of teachers or parents meeting regularly to describe children’s works builds a strong collaborative structure – a support for each other as well as for the children.

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