When working with teachers new to AIW, there is often a moment when a few eager teachers get overwhelmed by the thought of revising their entire curriculum. At that point, most coaches refer to a quote on the bottom of page 72 in the “Blue book,” Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects, where teachers are encouraged to move the percentage of high scoring lessons from 10-15% up to say 50%; nowhere do we advocate 100%.
The truth is that there are times when it is not only appropriate, but also necessary for students to practice what they’ve learned. For both the student and the teacher, the key is knowing when you are doing it, why you are doing it, and how long is long enough! Although I can’t supply a simple answer, I can offer a personal anecdote, where as the student, I was given just the right “drill” time.
In fall of 2010 I decided I would join my husband at doing a triathlon instead of just watching him. My first step was to join the Master’s Swim class at the YWCA. It seemed logical, so I showed up, excited to share my goals with the rest of the swimmers as we each introduced ourselves. Then into the pool we plunged to whip out our first 50 yards.
I’m not sure what I looked like—all I know is that the coach (Beth) very kindly pulled me aside and suggested I not return until, in short, I learned how to swim. She suggested I start with the basic stroke class that met on Sunday afternoons. I’m sure I nodded in agreement, bewildered and quite out of breath. Honestly, I was shocked and my pride was a little hurt, but I really had no alternative except to swallow that pride and begin a long journey to relearn how to swim.
Fast forward to this past fall 2012. I had in fact learned a ton and actually successfully completed an Olympic distance triathlon in August, which required I swim just under a mile before moving on to the other events. This had gone pretty well—mainly because I neither drowned nor quit the race. So I was again full of confidence as I showed up to give Master’s Swim class another try. This time I could swim 100 yards in under 2 minutes; yet, alas, again the coach pulled me aside. “You are doing really well,” Beth said, “but your right elbow is dropping and your six-beat kick is going to wear you out before you even get to biking and running. Why don’t you take some lessons?”
The second time of being redirected out of the “gifted” class back to a scaffolded and individualized learning opportunity did not prick my pride nearly as much the second time. I dropped out of Masters Swim and met with Beth privately. She was not only encouraging, but I could see she was really looking at the big picture of my swimming and felt confident that she could devise a series of drills that would break me of my motor-like kick and replace it with the slow, imperceptible swish-swish of a two-beat kick. I was psyched!
That is until I tried it. It felt more like I was immobile in the water waiting only to sink like a stone to the bottom of the pool. In fact, I couldn’t even do the drills without sheer panic. I tried a plastic noodle to keep my hips afloat, a pull buoy to prevent my legs from automatically flailing, and even a flotation belt old ladies use in water aerobics. Each time I needed them less. My only goal was to do the drills she gave me, week after week. There was no HOT needed on my part, just practice. And so I committed to this drudgery. She told me I could come back to Master’s Swim class when I could hold eight 100-yard sets at two minutes without reverting back to a six-beat kick. Miraculously, I finally achieved this my final swim of 2012.
So, you have probably guessed right — I did go back to Master’s Swim class, last Thursday. Not only did I stay, but I also led my lane in our workout: 1600 yards, 4 (4x100) at 2:30. Of course, I was in the slow lane, but who cares. It was amazing. You might think I credit my success to my own perseverance. Sure, that helped, but in truth, I credit it to my teacher. Beth’s knowledge of swimming and her willingness to break down what was wrong with my technique and dole out small chunks of learning for me to practice over short periods of time combined with her faith that I could do it is where the credit lies. In truth, my willingness to stick with it came from believing her when she said I would be faster and more efficient in the end. She was right!
The lesson I took away was a deep reminder that when remove away the thinking and give students drills, they better be short-lived, to the point, and yield a gain so sweet only the student knows!