Embracing Risk-Taking to Enhance Learning: 3 L.E.A.P. Tips

By Elisabeth Bostwick

The phrase “risk-taking” is often tossed around in education. At the #ISTE19 conference, I heard many educators discuss the importance of embracing the ability to take risks in the classroom. In my session I also encouraged individuals to step beyond their comfort level too, particularly in terms of culture, leadership, and leveraging technology. But, what does risk taking really look like? 

When we hear the word risk, it can seem to have a negative connotation. Many months ago my friend and fellow educator, Mandy Frohlich, and I processed the idea of risk-taking with one another as we discussed a blog post we were co-authoring titled, Five Characteristics of the Divergent Teacher. I’ve often used the term “responsible” risk-taking when speaking about trying something new in the classroom, and Mandy approached it as “thoughtful” risk-taking. The point being, when we take risks, it is not to say that we are haphazard, that would simply be irresponsible. When attempting something new, we need to be responsible and thoughtful to ensure we are doing everything possible to have a return on instruction. 

As educators, we are charged with creating the conditions where every child has the opportunity to flourish. It’s our moral imperative to ensure they have experiences that nurture their academic, social and emotional growth, and development. That means that we examine the needs of our unique learners and provide room for them to identify their strengths and interests. We also want to amplify student voice and choice to foster learner agency- shifting to true empowerment. 

Risk-Taking Equates to Working Toward Better or Improved Approaches

When it comes to responsible or thoughtful risk-taking, we don’t necessarily need to toss out what is successful. Rather, we look at the skills we are seeking to develop or the needs of our learners, and then consider if there is a better way. George Couros also shares his perspectives on risk-taking in multiple posts. In one titled, What’s the Risk #IMOOC, he shares this thought provoking quote:

How often are we more comfortable with an “average known” over a possible “great unknown”?  The risk is really going away from what you know, to what is possible.

-George Couros

Take a moment to really think about that.

Are we more comfortable with the “average known” as opposed to the “great unknown?” 

Where Concerns Often Exist

In working alongside educators, many express an unease when exploring new learning strategies or tech tools, and that’s okay. What’s most important is that we take time to develop “why” we are exploring something that may feel new or different and then follow up with the appropriate support. Not everyone moves at the same pace, and that’s just human nature. The great news is that most people are willing to learn. In our field, it’s critical that we continue stepping forward into growth. We can lean into taking thoughtful risks to enhance learning in many ways. To begin, we benefit from authentic and trusting relationships where we can share our ideas, concerns, and ask questions. When it comes to risk-taking, I often hear unease around the following:

1. Integrating Technology
2. Empowering Choice
3. Deep Engagement

The first two, in my experience, are most commonly shared. As an educator, I am a huge fan of neuroscience and understanding how the brain learns and the conditions needed to nurture optimal growth. Before reading further, I encourage you to keep the following at the forefront of your thinking as you read about how we can take risks in the three areas listed. 

Cognitive psychology studies provide clinical evidence that stress, boredom, confusion, low motivation, and anxiety can individually, and more profoundly in combination, interfere with learning.

–Christianson, 1992

Integrating purposeful technology, empowering choice, and deep engagement can all enhance learning within a classroom culture that has the foundation of trusting, authentic relationships. We want learners who are eager to learn, feel that their voice is valued, and empowered to make decisions in connection with their education. Let’s explore.

1. Integrating Technology

If there is a tech tool that could be leveraged to deepen learning, and you feel uncertain giving it a try, this is where we can begin to stretch ourselves beyond our comfort zone. With that said, if technology is not enhancing instruction, it’s best to avoid it. All too often educators receive shiny new devices and suddenly kids go silent in classrooms as they move through rote programs that track placement. I’m a huge advocate for leveraging technology to enhance learning; not simply replace a paper and pencil task. Classrooms should be places where collaboration is taking place and that means our classrooms will be noisy at times.

To begin integrating technology in a meaningful way, begin with your learning goals and then consider if technology could be used to redefine the activity. Typically, I leverage technology that empowers learners to create, curate, demonstrate their thinking, and provides opportunities to amplify student voice. I blog about this topic more here and here.

One tip to get started is to develop or join a community of fellow educators who are willing to walk by your side. This can take form in different ways. There are many times I’ve reached out to my teammates or they’ve come to me. Connect with a colleague and see if they’ll pilot an idea with you. Having a thought partner helps tremendously! Or, if you’re connected on social media, engage in conversations with educators who are using technology in a meaningful or purposeful way in the classroom.

Something to keep in mind is that educators often want to know everything about a tech tool or app prior to utilizing it and that’s not always necessary. A frequent hack I used as a classroom teacher was to work with a small group of students who were eager to explore and then willing to help turnkey to their peers. These approaches help us to dip our toes in by taking off some pressure we place on ourselves.

     2. Empowering Choice

In terms of empowering choice, educators express concern that they’ll lose control and not be able to regroup classroom management. Ironically, providing choice can have a direct, positive impact on student behavior. Many learners are vying for control or need to feel that their voice matters, and it does. Choice can provide an outlet for learners as they select how to demonstrate their learning, where they’re most comfortable learning, and even in what order to complete various projects. Doing so allows for natural differentiation and lessens feelings of frustration and can increase motivation.  If providing choice is new, it helps immensely to first develop sound routines and shared expectations alongside our learners. Doing so serves as a structure for choice. On the flipside, learners can also feel uneasy about choice if they’re accustomed to a compliance based culture. We can support them to take thoughtful risks as well. 

Educator, Dr. Gretchen Teague shares, “My students and I begin the year by identifying our comfort zones as a learner. How do we like to learn? If we could be in an ideal environment what would it look like, sound like, feel like? On the other side, what types of learning do we find challenging (sitting quiet for long periods of time, working with a team)? Once we build an understanding of what our status quo is then we can begin to take risks and push the boundaries, gently at first. And our attempts are supported because we have learned empathy for our classmates and how they like to learn. This means we are aware when they take a risk and can celebrate with them no matter how small the step.”

I appreciate how Dr. Teague engages learners in conversations that encourages them to explore how they like to learn. Often, they simply do not know what works best for them and may benefit from reflecting on classroom experiences to make connections. Even if we look at one section of our day and considered where we could build opportunities for choice, it has the potential to make a dramatic difference. If you already have some elements of choice, explore where you can add more. It’s okay to start small and then grow from there, one step at a time. 

    3. Employing Deep Engagement Strategies

Similar to empowering learning, there are educators who stick with direct instruction (there’s a time and a place- just shouldn’t be a one stop shop) because they feel “in control” and it’s “safe.” I debated adding this section because many assume that engagement occurs in all classrooms. Just recently an educational leader shared with me that the only real engagement strategies she sees at her school are turn and talks. Don’t get me wrong, I love a solid conversation- especially if using accountable talk. But, there’s more to it than that. It has been expressed by some educators that by integrating different engagement strategies or learning protocols, time is lost. 

I struggle with this in my mind because ultimately, our collective goal is to support the whole child to grow. Can we really afford to not engage? The majority of educators understand engagement strategies are important, yet still feel compelled to cover content rather than taking a deeper dive to develop understanding and genuine connections. In my heart of hearts, I hope that all educators will see that it’s a greater risk to avoid employing deep engagement strategies. What is the point in teaching to cover content vs. ensuring we foster future success skills and enhance learning?

If you are really feeling the time crunch, perhaps you want to select a learning protocol that feels familiar or one that doesn’t seem too overwhelming. Just know that you will yield better results if you’re intentional about stepping forward into growth by employing deep engagement strategies. A great resource to help you either get started or to incorporate new strategies is from EngageNY, available here. It is one of my favorite, free resources that clearly outlines the purpose and procedure.

There’s No One Size Fits All

Risk-taking doesn’t have to be scary. Rather, it can be defined as taking small steps beyond your comfort zone at your own pace until you gain more confidence to advance another step further. Some of us can take the leap and jump right in, but others of us may make greater gains by taking gradual steps that when added up, equal a gigantic leap. In moving forward, I want to remind you that we are all continuous learners. Education is not a race, it is a matter of understanding the needs of our unique learners, our world, and creating the conditions to empower learning. What’s one step you’ll take in the school year to come?