How might we co-create a lexicon of learning to empower our students?

Do students use the same words you use to talk about their learning? Are the words you use as an educator reserved for conversations about students or are the words you use for conversations with students?

How might we create a lexicon for learning that invites our students in? How might we find words to include students implicitly in the process of learning rather than as something done to them and for them but not always of them? How might we move to words that explore learning as something not just done at school for 5 hours a day but a stance to take for life? How might we co-create a language that explores the emotions, depths, and connections of learning? How might we find words to use not about students but for students? What words might we use not only to describe students but to be used by students in the service of their learning?


I am wondering if we might consider….

  • the design of learning spaces, pathways and experiences in place of linear and one time only lessons and lesson plans.
  • talking about learning pathways (with multiple entry points) instead of one time activities or worksheets to complete.
  • creating environments of agency rather than policies of accountability.
  • using the words “invite you” and “you could do” with students instead of “you must do” and “you have to.”
  • talking about being inspired rather than about being on task.
  • imagining and exploring what students need instead of listing what work is required.
  • asking students what they see, feel, hear, imagine and dream rather than only asking what they think.
  • starting from empathy for our students rather than exclusively from the learning outcomes.
  • creating opportunities for students to celebrate their learning rather than only creating summative assessments to be given (tests and quizzes).
  • inviting students to collect artifacts of their learning instead of doing formative assessments to students.
  • nurturing creativity instead of always pushing productivity.
  • inviting students to share their learning journeys rather than describing learning with a spreadsheet.
  • asking students to create stories to tell rather than give them notes to copy.
  • inviting students to do work that matters instead of work for marks.
  • referring to ourselves as “learners in chief” or “lead learners” instead of exclusively “teachers.”
  • asking students what they do well already before telling students what they must do.


What words or phrases might you consider changing? What stance do the words you currently use represent? What words work well and hold meaning for both for you and for your students? What words do your students use that you don’t when talking about their learning?


How might we co-create a lexicon of learning to empower our students?


I Don’t Get to Choose


Photo Shared on Flickr


I used to think it was like a game of pool; just focus on the ball and if I set the shot up right, the ball will fall successfully into the pocket.  As long as I focused on the desired point of impact…success!

Except I found out, it’s not like that at all. I found out in fact…that I don’t get to choose who I impact and how.
And I am not talking about Hattie’s influence “Teacher know your impact.” I am not suggesting you would avoid trying to impact your students in the learning sense. It’s just learning takes years and years to accumulate and manifest.

I am not talking about impact as in getting the person to vote for a certain political party or in buying you Christmas gifts or behaving in a desired manner. No the impact I am thinking of is a little trickier to pin down and identify.

This impact is more like peeling back a layer of an onion to get to the next level, or flipping a switch on a path that is defined by thousands of switches. Or it’s like the light of a tiny fire fly in a jar in a universe of dark. Or it is like a lingering perfume that stays with you for years. This type of impact is not a huge catalytic event of influence. It is gentle and kind and light and not pre-determined.
But the thing of it is, which is just so awe-inspiring and lovely…you just never know how what you say, do, or write, exactly impacts another person at the certain point in their life.

And as over the years as I have had the fortune to see students years later, it is never the influence I thought I had on the students I thought I had it. Often times it is the students I thought I was not connecting to, the students who really were not “interested” who in fact felt impacted in some small way. Often times it is the student who did not laugh at my jokes, or offer to help, or the ones I might have interacted with a little bit more. Sometimes it is the biology (the course I teach) they say they remember, but often times it was an unrelated story or a certain activity we did. Sometimes it is just a funny occurrence that happened in class. Sometimes just a memory of a place they enjoyed being.
But the students I thought I connected with were not the ones I impacted in a profound way. Often times the student did not stand out. Instead I stood out for them.

And when I get emails or DM’s from people who I have never meet and probably never will meet, who say your such and such blog post really touched me or that post on assessment made me really think. I am always dumbfounded that my words here can go hurtling out into space and make contact with another person’s brain and the words might form into new thoughts and ideas inside their brain. Our connection forged with this fine tenuous thread of words. And if I write thinking I know my impact “oh I’ll write this blog post for so and so they’ll love it!” Chances are so and so won’t even read it! So and so will not connect in any way shape of form to my words.

I don’t get to choose.

As with a beloved helium balloon you finally decide to release and set free, you don’t know exactly who is going to see it and what exactly it will mean to the person who sees it.  No doubt the randomness and uncertainty of it is a bit alarming. But on the other hand it also is incredibly freeing.

Letting my ideas and thoughts and stories and pictures free into the world, I don’t know exactly who is going to connect to them and exactly what they will mean to anyone , students or otherwise.

I don’t get to choose.