I was driving between appointments yesterday, and considered taking a potential shortcut. After a quick internal debate, I decided to stick to the route I knew even though I would barely arrive on time. Why didn’t I take the shortcut?
Because I had a guess it would be quicker, but I wasn’t absolutely sure where it would take me. If it worked, I would get there earlier and be able to use it many times in the future. But, if I got lost…
So, even though I’ve often thought about using that shortcut, and it would be awesome if it worked because I could forever use it, I haven’t. I never have time when I think about it that I’m willing to give up if I get lost.
This is what we often do to our students. We show them the way to do something that we want them to achieve, and we never give them time to discover their own route to the destination. There is no time for them to stray from the path we prescribe. If they start wandering, we quickly re-direct them. Or, we sometimes tell them they obviously can’t read this map so they should just give up and move on to the next destination. It doesn’t matter that they might have found a more efficient way, or even a more scenic route, if given time.
As my students meander their way through their Spy School Missions in our Undercover Robots camp this week, I chuckle at their circuitous routes and congratulate them on discoveries that don’t necessarily relate to the mission. I wonder what schools would be like if more learning could happen this way, if we told our students frequently, “Get lost. And be sure to tell me all about it.”