Not Yet . . . And That's OK: How Productive Struggle Fosters Student Learning

by Peg Grafwallner

Every learning challenge is an empowering opportunity to grow. In Not Yet . . . And That's OK, author Peg Grafwallner shares how teachers can help students celebrate the academic experience and all it has to offer. Learn specific ways to cultivate a not-yet classroom where productive struggle is encouraged, obstacles are valued, and students see themselves as capable learners and risk-takers.

Learn how to design classrooms and routines that normalize productive struggle as part of the learning process.Discover how to write and apply rigorous learning intentions and scaffolded success criteria that are student friendly.Study classroom scenarios and authentic, firsthand look-insides of educators demonstrating the not-yet approach.Find out how to communicate with colleagues, students, and parents and guardians to foster positive relationships.Receive strategies, protocols, and reproducibles that support instruction, reflection, and the not-yet approach.Introduction

Part 1: Foundations of the Not-Yet ApproachChapter 1: The Challenge of FailureChapter 2: Grading and the Not-Yet ApproachChapter 3: Concepts to Support the Not-Yet ApproachChapter 4: Vigorous Learning Intentions and Scaffolded Success Criteria

Part 2: The Not-Yet ClassroomsChapter 5: The Practical ClassroomChapter 6: The Transformational ClassroomChapter 7: The Productive ClassroomChapter 8: The Supportive ClassroomChapter 9: The Flexible ClassroomChapter 10: The Constructive ClassroomChapter 11: The Connective ClassroomChapter 12: The Inclusive Classroom

EpilogueReferences and Resources

Genres: Teaching

241 pages, Kindle Edition

Published July 16, 2021

Reviews

[Danielle · Rating 2 out of 5]

Most of the second half of the book was okay, but nothing really revolutionary. Most of the ideas were pretty standard good teaching practices (inclusivity, teacher relationships, staff collaboration, etc.). That being said, I did find a few activities / ideas I liked and may implement.

The first half of the book, however, left a bad taste in my mouth. The author extensively pushes back against grades, opting instead for a more standards-based approach. I know grades aren’t a perfect system, but I didn’t appreciate the seeming disdain for grading. The author literally compares teachers giving grades to dictators - “much like dictators, we giveth [points], and we taketh away” (p. 22). She makes it sound like grades are completely arbitrary. Again, it’s not a perfect system, and teacher bias can affect grades, but to dismiss all grades because of this (and to discount students’ role in EARNING said grade) is just reductive.

[Reagan Suzanne · Rating 3 out of 5]

This book had some decent ideas, but I didn’t love how it was organized. Part 1 seemed very repetitive and part 2 seemed very disjointed. Most ideas aren’t new for veteran teachers or instructional coaches, but there are ideas worth sharing with others.

The one thing I appreciated were the templates. As an instructional coach, templates are so helpful when coaching teachers on different strategies.

[Katie · Rating 5 out of 5]

This well-organized resource is worth reading!

[Jessica Aitoro · Rating 3 out of 5]

Nothing groundbreaking.