I'm a sucker for makeover shows: home makeovers, fashion makeovers, beauty makeovers, whatever. It's the transformation that mesmerizes me--the gift of the makeup artist to alter one's appearance, the talent of the designer to reimagine a space, the genius of a fashionista to envision the future.

Hey, we all could use an update.  

The same is true of our instruction: a little change now and then is a good idea. (You know, maybe trade in that blue eye shadow for something a little more this decade. And really, how much longer are you going to hang on to that Forenza sweater?)

Recently, I've been working with a group of teachers who've asked me to remodel their "clunkers"--or as I like to call them--the educational equivalent of MC Hammer pants. (Side note: my pal Amy Roediger calls this "remaking the worst lesson" and a terrific place to start when it comes to educational technology transformations.)

So with that said, here's this month's makeover: a 4th grade subject and predicate worksheet. 

This standard cut-and-paste worksheet from Teachers Pay Teachers doesn't do much in the way of helping fourth graders show what they know. In fact, it's a DOK Level 1 activity in that students are simply asked to arrange subjects and predicates without even having to understand what they are, as evidenced by the fact that simply knowing a sentence begins with a capital letter and ends with a period would enable you to complete this having zero knowledge of such. And did I mention it involves cutting and pasting--UGH. 

This former worksheet remade via a Google Drawing can be pushed out via Google Classroom with the following directions:

1. Drag each subject and predicate together to make a match and form complete sentences.
2. Make any punctuation and capitalization corrections. 
3. Put the sentences in order to form a short story.
4. In the space below, create your own sentence. Highlight the subject yellow and the predicate green.

Sure, it still has the arranging task to it, but notice that all punctuation has been removed. This compels students to distinguish (DOK 2), to revise (DOK 3), and to create (DOK 4). Furthermore, they're practicing necessary technology skills which so many of our kiddos need to have mastered. More importantly, students are really, truly showing what they know. 

So, let's leave the cutting to our bangs, okay? (Or maybe not. Go see a professional for that.)

Have you seen the new Google Pixel 2 commercial? Before you read any further, take a look:

What’s your first impression? Mine is That’s brilliant. But it’s not just the commercial that’s brilliant, it’s the message.:

A question mark changes everything.

As the Google design team makes abundantly clear in this ad, statements are limiting, and placing a period at the end of a sentence indicates finality. No more ideas. No more moving forward. The end. Game over. ‘Nuff said.

But what if?

As we Google fans know (and as the company itself affirms), Google is a company “built on questions.” And as more schools go Google (70+ million G Suite for Education global users), we need to change our mark of punctuation:

We are learning.

We are learning?

Think about our CCSS “I Can” statements--the ones prominently displayed in every classroom to indicate content learned by students. Here’s one for high school biology:

How do we know they can?

Well, traditionally, a teacher will prepare slides about mitosis, give lecture notes about mitosis, copy study guides and worksheets about mitosis, assign homework and reading about mitosis, and then finally administer a unit test about mitosis. 

No more ideas. No more moving forward. The end. Game over. ‘Nuff said.

​I can.

​I can?

(By the way, notice the verbs I used above to describe the traditional learning process: prepare, give, copy, assign, administer. While these aren’t passive verbs--and this former high school English teacher should know!--they certainly designate passivity when it comes to learning. And notice that all the “work” is being done by the teacher. The students will watch the slides, copy the notes, complete the study guides and worksheets, do the homework and reading, and take the test. Check out the verbs I used in that last sentence. See a pattern? Those verbs make a point, and the point is this: If whoever is doing the talking is doing the learning, then we’re doing it wrong.)

A question mark changes everything.

What if we changed that period at the end of a traditional "I Can" statement into a question mark? 

Imagine projecting that question to a class and simply saying, Can you? Imagine allowing them to pursue their own learning, to show, to demonstrate, to create. What if we said, “Figure out a way to show how you can master that standard, whether it’s a screencast, a song, an infographic, a story, an animated Google Slides deck, a carefully-curated assemblage, a playlist...a whatever you can imagine! I’ll be here to guide you, to coach you, to encourage you, to direct you, but I will not do the work for you.” Imagine stepping to the side and allowing them to be active participants and owners of their learning.

I can learn.

I can learn?

Statements finalize possibilities. Questions open them up.

Still not convinced? Think about this for a minute: Google didn’t create the latest in innovative smart phone technology by making statements. Google did it by asking questions. 

So why aren’t we?

A question mark changes everything.