I have kind of said it all in the little title of this section. Over 16 hours of dialogue about learning there wasn’t a moment I thought this is exactly the same as another student we had discussed.
The moments of learning that were shared were unique to those learners, and in a way, to those moments. Whether that was expressions of peace in the animal kingdom, fantasy narrative writing in Year 2, chord progression in a ukelele performance or how a kindergarten student used thought bubbles in her writing.
They were all intricate, beautiful, unique and complex moments of learning. To over simplify those moments with grades and blunt tools for generalisation feels almost disrespectful.
Our systems standardise the experience, outcome and assessment of learning too much. They seek to extrapolate algorithms and labels too soon. Forcing those moments of learning to take their chances in an edgeless assessment system built for reliability not for validity.
Perhaps sometimes we need to stop and respectfully accept that the complexity of what we are experiencing doesn’t need to be classified or labelled or graded. Maybe then we will see the unfettered beauty of it.