- Eliminate worksheets
- Eliminate homework
- Use quizzes and tests as diagnostic tools only (do not count scores against students)
- Stop all or most direct instruction, replacing it with discovery activities and brief instructional videos
- Design and use meaningful year-long projects that give students choice in how they demonstrate master learning
- Create a workshop setting
- Eliminate rules and consequences in your classroom
- Replace grades with narrative feedback
- Allow students to grade themselves
Creating Results Only Learning Environments all over the world is a major education reform movement that needs dedicated, progressive-minded teachers and administrators.
Join the Results Only Project today.
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I am taking the Results Only Project challenge during the 2011-2012 school year.
ReplyDeleteI will abolish all traditional teaching methods and grades in my class.
Mark I had the opportunity to catch you at rscon3. And I like a lot of what you're saying. You weren't really presenting about year long projects but you mentioned them. Why year long? I actually like the idea of many small projects. I'm not sure why year long is important in your scheme. What is your rationale?
ReplyDeleteHey Art, the year-long project helps build intrinsic motivation which, in turn, creates a thirst for learning. We set checkpoint goals for the projects, and students work in and out of class, independently and collaboratively to complete projects. They master various learning outcomes along the way, but they aren't even thinking about this, because they are more focused on the year-long goal.
ReplyDeleteA year-long project can be a simple thing. For example, my Reading All Year (RAY) project has many components, but the main goal is for students to read at least 25 books in numerous genres. Although they are working on many smaller projects throughout the year, they are motivated to get to the goal of 25.
Hope this helps.
Thanks. That does help.
ReplyDeleteHi Mark,
ReplyDeleteI found your site this morning as I am finishing an assignment that suggests what I termed a Results Only Classroom as a strategy to address the issue of increasing behavioural 'disorders' in schools. I'm graduating at the end of the year so will be teaching high school maths in Australia next year and am very excited about using this concept and it's great to hear from your site that it's been so successful for you. I've also got the idea from reading Daniel Pink's book DRIVE and it's been great to get some more ideas from your site and how it's actually been working in practice. Do you know of any maths teachers that have been using this concept successfuly??
I know plenty of teachers in various subjects using results-only strategies. I'm not sure about math specifically, though. The ROLE is effective in any grade or subject. It isn't just about behavior. A results-only class develops a thirst for learning in students, because they are not bored by traditional methods, such as homework, worksheets and grades.
ReplyDeleteBecause of this, they tend to behave better in class than they do for traditional teachers, because they enjoy the environment.
Thanks for chiming in on this, and please keep me informed on your progress with results-only learning.
Hello Mark,
ReplyDeleteAre you aware of any research studies underway that provide some information on the effectiveness of ROLE vs. other instructional methodologies? Looking forward to your book - do you have a target publication date?
Thank you,
-Rhett
Rhett, many educators around the US and in Canada are teaching in a ROLE. Some actually use the term, results-only learning, while others simply employ the strategies. I include the experiences of all of these people in the book, which is scheduled to be published by ASCD later this year, or in early 2013, depending on a few variables.
DeleteThe book is filled with research about the parts of results-only learning that are discussed in the book. There is plenty from renowned researchers like, Stephen Krashen, Alfie Kohn, Marc Forget, Daniel Pink, Nancie Atwell, Dylan Wiliam, Persida and William Himmele and others that demonstrate the effectiveness of collaborative learning environments, the negative effects of testing, the negative impact of homework, and the power of narrative feedback.
ROLE Reversal is also filled with the evidence of practitioners, such as ASCD teacher of the year, Brad Kuntz, first-year teacher, Kelly Dillon, and progressive education pioneers who are running programs and even schools that look very much like ROLEs.
If you want evidence of the effects of a ROLE on testing, there's plenty of that in the book, too.
I really appreciate your feedback and interest in results-only learning. Please let me know if you have any other questions.