(Long thread!): As we are engaging in conversations now about what is best for student well being and learning, I think we need to consider that what’s best for students now, may, in many cases, be best for them ALL THE TIME. Take the ISU for example. 1/12

I figured someone else must have written about this, so I did some digging, and yes, this post echoes many beliefs of my own. “I worked for the grade but not the learning.” How many of our students do this for ISUs? https://www.google.ca/amp/s/aperrotta.com/2018/01/26/it-s-that-time-of-year-the-isu-does-it-really-matter/amp/ 2/12

Ever since the rise in popularity of quality feedback as an important instructional strategy, the concept of a true ISU - like the ISU circa 1997 when you literally did that beast on your own - doesn’t really fall in line with good instructional practice. 3/12

If it’s not a good idea now, I would challenge that ISUs have become outdated in their traditional form in the educational landscape that we teach and learn in today. If we value learning over grades, and an ISU contains no new learning, what real value does it have? 4/12

“Unlike high school where I received my ISU mark on the exam day or not at all, my work in college was going to be lived and was shaped by constant feedback. This was game changing.” Maybe it’s time to bury the traditional ISU altogether. Maybe it’s time to change the game. 5/12

If we recognize that we can intertwine instructional and assessment opportunities more often, more learning will happen. The traditional ISU lives outside the realm of instruction and feedback. Let’s start to talk about learning projects instead. 6/12

But what about teaching students to be independent?! We need to prepare them for university! Inquiry learning or multi-part projects with individualized scaffolding and quality feedback develop the same degree of independence. 7/12

Those skills can be built in. Teaching independence can be done through a partnership. That’s what teaching is. Students will be better prepared for university with a gradual release model of learning. Sink or swim only works for the swimmers. 8/12

My daughter has been learning to ride her bike without training wheels for a few weeks. Only in the fleeting moments when she doesn’t realize I’ve let go, does she ride by herself. But I know there is a safety in having me there that allows her to keep working at it. 9/12

I know she will eventually ride that bike on her own. For some students we need to catch them in those fleeting moments of independence and hold up the mirror for them to see it many times. 10/12

I haven’t used the term ISU In a long time. We do projects. I do have some students doing inquiry projects now at home because they chose this path from several options. Projects that ignite curiosity and include choice should not induce stress. 11/12

These students will receive support just like always. Maybe it’s not the big projects that induce stress at all. Maybe it’s the “I” in ISU. If we can drop this language for the well being of students and provide continued learning opportunities now, why not always? 12/12