There’s something intrinsically American about the desire to “make stuff.” Whether it is motivated by the need to show off at parent-teacher conferences or to meet a technology objective, there is a tendency to move quickly past interpreting or synthesizing information to focusing instead on creating a product. But when Kathleen McBroom spoke to the Michigan Association for Media in Education’s Summer Institute in July, she suggested that one thing that the Common Core Standards would encourage principals to look for is a focus on process. As the school library has traditionally been a place that showcases products from posters to clay pots to dioramas, how can we move from a focus on product to a focus on showcasing the thinking and efforts that lead to a product?
How can instructional time be rebalance so that the importance of the learning process is modeled for students? How can the emphasis be shifted to works-in-progress, not just completed works? How would we need to adjust our physical space to make room for process? And how do we respond to the nagging sense that our own work isn’t “good enough” when we allow messy process artifacts in lieu of polished products?
We hope you’ll share your ideas on process below.