For many years, my professional learning consisted on the “what” and “how” in the classroom. What were your kids reading? writing? discussing? What tech were you using? How are you using portfolios? How do you grade? How do you differentiate?
While all of these questions are important to answer, it wasn’t until I drilled down the Why, that I truly appreciated learning. Understanding the why, helps provide a framework in which all other decisions can be based upon. Why do I teach Shakespeare? Why do I have students blog? Why does it matter that students publish to public audience? Why do I prefer the workshop framework over traditional instruction?
Currently, I am reading Read, Write, Teach by Linda Rief. The introduction provides insight into the purpose, design, and the Why for writing this book. She starts with the Why because it “grounds her choices of the what and how.”
The following are images of my own Whys on Literacy, inspired by the work of Linda Rief. I encourage you to not only explore your own beliefs on teaching and learning, but also to bring the conversation back to your departments, buildings, or even districts. Do we have similar beliefs? What is gained and what is lost when staff members have the same beliefs? Is a common set of shared beliefs necessary for our students?