4.3 Impact

Sharing ICE with students in an explicit way has drawn their attention to the mechanisms of their own learning. In structuring learning activities that invite students to experiment with identifying Ideas, making Connections, and exploring Extensions, ICE becomes a second-nature tool. Because we use the framework in multiple ways, students begin to appreciate the portability of the model across contexts and I’m hopeful that will mean they’ll be able to make use of the approach in contexts outside our classroom. In the meantime, in our learning context, they have become increasingly able to pose deeper, more thoughtful questions and are developing greater skill in critiquing their own learning.

References

Frith, S., & McRobbie, A. (1990).  “Rock and Sexuality,” in Rock, Pop and the Written Word, eds. Simon Frith and Andrew Goodwin (New York: Pantheon Books), 317-332. 

Brown, B. (2012) Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead (New York: Gotham Books), 34.