Big Rocks!

I spent all my professional career teaching and leading schools in Texas. When I first arrived to the Lone Star State in 1984 the public school system had a state curriculum known as “Essential Elements”. Later, the “Essential Elements” turned into the “Texas Essential Knowledge and Skills”, or “TEKS”.

A big problem with the “Essential Elements” and then the “TEKS” were that they became more of a laundry list of factoids to learn than real essential knowledge and skills. Texas wasn’t the only state suffering from the expectation that their students would learn hundreds, if not thousands, of definitions, facts, and basic skills. During the 1990’s most states in the country moved in the direction of expecting their kids to learn curriculum based on knowledge and skills – and almost all of those states administered a high stakes standardized test to make sure every student had learned what they were supposed to learn.

Last week, I read a blog post in Brain Food, a weekly newsletter with bite-sized ideas and insights that make a difference. In the blog post, the author told a story, and it went like this:

“A high school science teacher wanted to demonstrate a concept to his students. He take a large-mouth jar and places several large rocks in it. He then asks the class, ‘Is it full?’”

“Unanimously, the class replies, ‘Yes’!”

“The teacher then takes a bucket of gravel and pours it into the jar. The small rocks settle into the spaces between the big rocks.”

“He then asks the class, ‘Is it full?’”

“This time there are some students holding back, but most reply, ‘Yes!’ The teacher then produces a large can of sand and proceeds to pour it into the jar. The sand fills up the spaces between the gravel.”

“For the third time, the teacher asks, ‘Is it full?’”

“Most of the students are wary of answering, but again, many reply, ‘Yes!’”

Then the teacher brings out a pitcher of water and pours it into the jar. The water saturates the sand. At this point, the teacher asks the class, “What is the point of this demonstration?’”

“One bright young student raises his hand and then responds, ‘No matter how full one’s schedule is in life, he can always squeeze in more things!’”

“’No,’ replies the teacher, ‘The point is that unless you first place the big rocks into the jar, you are never going to get them in. The big rocks are the important things in your life…your family, your friends, your personal growth. If you fill your life with small things, as demonstrated by the gravel, the sand, and the water…you will never have the time for the important things.’”

“So, what are the ‘Big Rocks’ in your life? Spending time with your children, your parents or your spouse? Taking the seminar or class to get the information and perspective you need to succeed? Making the time to set goals, plan or evaluate your progress? When you are hassled because there is no time, remember the story about the Big Rocks and the Jar!”

Individual learning plans, unlike state curriculum, focus on “Big Rocks”! And, because each plan is personalized, some of those “Big Rocks” can be different, while some might be the same when compared to other’s individual learning plans. State curriculum, on the other hand, tries to add the gravel, sand, and water to every young learner’s jar. And to make matters worse, sometimes there is so much gravel, sand, and water added to the proverbial state curriculum jar, students don’t have room for any of the “Big Rocks”.

It’s time to personalize the learning experience for every young learner. We have the technology and resources to do it. The only real need out there is a top-notch program to train adult learning leaders how to help their young learners identify their “Big Rocks”.

Once learning plans are personalized, watch young learners engage in their learning in new and powerful ways.

Til tomorrow. SVB