To Write is to Make: Reflecting on Paul Oh’s Words

I read a Medium post yesterday morning, “Writing as Making” written by Paul Oh. Paul is a favorite educator and one of my earliest connectors (@poh) on twitter. He serves as a Senior Program Associate for the National Writing Project. As always, Paul’s voice causes me to reflect on our work in schools to create authentic experiences that help young people make meaning as they develop a sense of their own voices and agency in their own learning.

This past week as I’ve walked schools newly open for the ’15-16 school year, I’ve observed children of all ages finding paths to learning through writing. I’ve seen children already writing individually or in shared experiences by choice and by design. I’ve noticed children belly writing on the floor, perched on couches, chairs, or standing at tables – most often choosing to not just sit rigidly at a desk when given a choice. I even walked a nature trail on the third day of school with fifth graders who paused on their own to note-make and sketch as they observed cardinal flowers, stinging nettles, sycamore leaves, bag worms, and beetles. I’ve witnessed a variety of writing tools in the hands of children, deliberately chosen depending upon the task at hand.

writing1When children have choices in how they physically orient in space, in the tools they use, and the words they select to represent their own thinking, their writing comes alive through the process of moving words from inside to outside of themselves. Teachers with writing process expertise listen and look for entry points to help illuminate next steps with children to increase their expressive complexity as they learn to write and write to learn.

writing7writing2writing11

Even as we value the importance of writing, a principal asked this question recently. “Why do our youngest children write so freely and with excitement, yet seem to disengage as writers as they move up through the grades?”

writing5writing14I wonder if we’ve moved so far afield  from why humans became writers in the first place that we’ve forgotten that writing was invented as a timeless communication tool for making and sharing truth, ideas, beauty, stories … rhyme.

Today in our standardized world of education, test prep writing work and writing tests contrive a kind of writing that lacks purpose and meaning to children. In such a world, children who begin school as curious language learners lose their earliest sense of voice when made to over and over practice writing designed to teach them to perform well on tests.

Yet, we all know teachers with expertise who intensively study how to facilitate writing15children to develop more complex and authentic writing. They know writing begins inside a person as a reflective exploration of experiences, interests, and questions. They believe writing can be joyful for children and adults alike. They value that children have something important to say and share with others – from their classmates to the world outside their school doors. Such teachers listen and look for entry points to help illuminate next steps to increase children’s expressive complexity in using language as they learn to write and write to learn in a variety of forms of media – including digital connectors.

writing19This morning, reflecting on the best of writing teachers I’ve known across decades brought me back to Paul’s premise of “writing as making.” And, his words led me to reflect on the question of “why do we humans write?”

Here’s my response with a twist on his post.

Writing is Making .. It’s a reflection of our capability  to capture the stories, images, and artifacts we make — and it happens today through old tech such as pen and ink and #2 pencils and new tech including phone note-making apps, trans-disciplinary media, and Google everything. Writing helps us makes meaning: who we are, our questions, what challenges us, our accomplishments, our I-searches to inquire, discover, and explore curiosities, and our potential to change ourselves, our communities, the world. Writing makes our ideas, information, and imagination come alive for and with others in whatever ways we choose to search, connect, communicate and make.

SPES-japanese-garden

Posted in culture, Game Changers, Leadership, social story | Tagged , , , , , , , , , , , , | 1 Comment

The Pendulum or the Butterfly

“If not us, who? If not now, when?”

Governor George Romney to the Michigan Legislature (9/20/63)

IMG_2228

Floor time project work

What compels us? Pulls us? Catalyzes us? Connects us? Who are we and what are we doing in this profession? In this public sector? In this institution we call school? Why do some of us keep coming back, day after day, year after year, decade after decade until we look back and realize that we accomplished something called a career; even as we watched others go silently into the night across those years?

Why do some of us keep pulling ourselves up and off the floor of the ring to continue on to the next round, in spite of our bruises and the blood we spill?

What binds us together? What pulls us apart?

Blog posts, twitter conversations, backchanneling and #chat discussions center the language of out of mainstream educators, parents, and even young people who attempt to answer these questions.  Social media capture the cadence of our conversation with the sometimes painful, sometimes achingly beautiful words and images of a poet even as others of us debate with impassioned, but crisp, political analysis.

We question whether we continue on another swing of our own perverse Newtonian pendulum. Or, is it possible social media lifts the quantum butterfly whose beating wings shift air currents across this nation, creating a learning world that we could never have envisioned in isolation of each other?

Still more of a back channel than a mainstream educational movement, those in the global communication network of educators still mostly watch from the outside as the next sentence is being written by politicians to frame American education.  We know well the drafting, revision, and editing processes in which our communities, our states, and nation now engage. We understand how mainstream media, political positions, new policy, new legislation, budget deliberations, and public hearings give voice to those who attempt to define the some; the all of us. Those with decades in education have seen this before. We know what the swing of the pendulum means inside schools.

However, in parallel universes, today two conversations exist.

One, a voice exploring the meaning of words like passion, joy, drive, inspiration, learning, democracy. The other, a voice of market share, big data, votes, rules, money, incentives, brand placement, and rhetoric.

butterfly10clockThe intersection of these voices juxtaposes the choices between the pendulum or the butterfly.

Both objects of motion- one coldly inanimate, the other joyfully alive.

One defined by the freedom to move at will. The other by  external control.

One mechanized. The other, part of the ecosystem.

In most ways, the current story of public education still represents our commitment to Newtonian physics, the classical mechanization of the factory school pendulum that many still hold dear.

But, in the back channel, our quantum butterfly wings unfold; with each pump of fluid we weigh our potential to take flight. It is here that we consider how learning becomes dynamic, active, deep, and vivid.

So, what will give lift to voices in the back channel? Will it be new legislation, policy, funding, political voices? I think not.

Instead, we must design education anew by generating an ever-increasing number of educators who believe in a mission to create spaces of inspiration for learners and learning. However, it will take more than 1 or 10 percent of us speaking the poetic and analytical voices of passion, joy, and drive to create spaces in which young people and educators can thrive in these 21st century days.

tower builders

To accomplish such a vision, it must become one of lift, influence, and power that creates a front channel for our voices. We need our best educational technologists, our courageous leaders, our creative geniuses across America’s communities to create the front channel we must become. It’s our job, and our time, to increase the inspiration quotient for public education in every community in this nation.

01-communication

For if not us, who? If not now, when?

Otherwise, we must accept again the next push of the educational pendulum and forget the potential of the butterfly’s flight.

butterflyonthistle

 Postscript:

( I wrote the first draft of this post in 2012. I felt then as if public education was in a downward spiral in which learning had become defined as being about passing tests and prepping for tests alone. Few questioned the standardization of every curricula, the loss of inquiry as an anchor for engaged thinking, the subtraction of hands-on learning from the academic curricula, the loss of play, story, and movement by design as a path to learning for our youngest children, and removal of course options from arts to physical education to shop class. Reduction or elimination of libraries, recess, club time, and field trips seemed to go without question.

Today, I am more optimistic that an awakening occurs. When I watch the movie Most Likely to Succeed, read Learn or Die, or listen to educators such as Yong Zhao speak to a different vision for learning, I know something is changing. It’s occurring in the social media conversations of educators everywhere. It’s found in a groundswell of big conference themes that focus on children as learners, not as data points. Even politicians challenge status quo assumptions about elevating national and state standardization expectations over the choices of local communities.

Some might say we are at crossroads in 2015. I see it as more of a chance to define education in this century not just a reform of the last century’s schools but a turning point transformation, indeed a contemporary Renaissance fueled by intersections of trans-disciplinary content with new contexts for learning. Because of our knowledge, tools, and communication networks, we have the potential to create learning opportunities that have never before been available in human history.)

Posted in Leadership, learning technologies, Game Changers, Policy, school culture, culture | Tagged , , , , , , , , | 1 Comment

Connectivity, Connections, and Connectedness #iste2015 #satchat

SATnewjSaturday morning, #satchat entered my room live from #iste2015 in Philadelphia…

I was still in couch-based PD mode although the crowd was gathering in Philadelphia already and I hoped to soon connect face-to-face with friends and colleagues there. Some I know from past “in the room” interactions. Others I’ve only met in social media. However, through the power of my home wifi connectivity, coupled with past connections I’ve made in the twitter PLN, I feel as if I already know many from the PLN even if we have never met face to face.

In fact, I learned about this phenomenon at the first ISTE conference I attended. I was overwhelmed with the numbers, the offerings, the opportunities. I felt lost until I landed with the @writingproject team who were hosting an offsite opportunity to write collectively inside a Google doc. I felt welcomed by Bud Hunt (@budtheteacher) and Paul Oh (@poh)from the National Writing Project and others who were working to build together a digital narrative of learning that day. That moment shifted me into a reflective pause about the power of the PLN to be something more than just a casual exchange of resources.

This experience soon after entering the world of the PLN in Twitter circa 2009 (thanks to @paulawhite)  cemented for me that today’s connectivity opportunities come when people value the connection of relationships and take the time to sustain personal and professional connectedness. I began in 2009 to watch teachers inside my school district connecting with educators from around the world and I realized that the district I led was becoming more of an educational agora and less of a walled garden as each new member journeyed into social media. I even wrote about my observations of how twitter tore down my district’s walls in EdSurge.

In my reflective pauses over the years, I have come to believe….

Tool Users

Middle School Tool Users

What we accomplish as humans – invent, design, make, build, engineer, construct, create, communicate, enact, learn- comes from our interactions together whether connecting face to face or in online communities. The power of community learning has always allowed us to connect and leverage our talents, capabilities and competencies to learn more brilliantly together than apart. We consult, share, learn, teach, mentor and apprentice in ways that have become so naturally a part of our DNA that we seldom stop to consider how much of our learning occurs outside of the mostly passive 20th environments we label as school.

The genius of humanity becomes amplified through our relationships – virtual or face to face…. 

techkidToday, we see the restoration of human-centered learning in our interactions online such as in #satchat, at pop-up learning cities such as #ISTE2015, and across classrooms being linked by current and #futureready initiatives to ensure that educators and our learners can take advantage of the world’s curricular resources.

Knowledge no longer belongs to a few sages. Libraries are no longer the source of static and limited physical learning artifacts. Much information – data, ideas, history, science, formulas – is freely distributed for often no more than the simple cost of taking the time to find it. Experts and expertise abound online.

The world is now as Pascal Finette says ” a global communication network” ….

IMG_4750We are all part of that whether we show up to meet, greet and hug each other in the same space or simply gather in virtual caves, around virtual campfires or connect and collaborate in virtual maker spaces.

 

 

 

Posted in culture, Game Changers, Leadership, learning technologies, school culture, social story, Uncategorized | Tagged , , , , , , , , , , , | Leave a comment

#ACPSCAI15 : How Might We Dare to Change the World for Others

Do You Have the Albemarle App on your phone?

iphone appHow Might We Design Learning Experiences With Our Students’ Voices In Mind?

How might we engage in Instructional Design That Matters?

How Might We Bring Learning Experiences Alive?

Posted in culture, learning technologies, school culture, social story | 2 Comments

Remembering a Teacher

This time of year always brings bittersweet memories as I reflect on another school year almost brought to closure – children’s school journeys ending in June’s transition to summer. Most years end with great joy, but I have for many years remembered one that did not.

I still can see tiny faces before me as if it was yesterday despite the passing of decades. They were kindergarteners lacking certainty as to why they were gathered on the rug with me, their principal, a teaching assistant and some of their parents, so early on a Monday morning.

japanese art ace_797213783_1173713953I remember this as the hardest of times when I had to share with these kindergarteners just before the end of the school year that their teacher had died in a car accident. What do you say about a man who chose to teach at age 40? A man with an undergraduate degree in biology from an Ivy League school and a masters in instrumental music from Julliard? A man who chose to go back  and get a second masters in early childhood education because he discovered working in the most important profession on earth was worth a career change even if the money wasn’t great? What do you say to children about a man who taught them to recognize at age five alligator jump rhythms in Blues tunes, to eat with chopsticks, to write down stories about their block cities and to sing and dance every day?

Some parents chose to keep their children home so they could share this sad news. Others wanted their children to hear about it at school. By lunchtime, the whole school community was in mourning. Children had tough questions for staff. Some teachers struggled more than others. Tears flowed off and on all day long. The counselor and I pitched in to give teachers breaks to grieve.

It was one tough day in my profession but as with all days it turned into the next and then the next. Sharp memories of that day faded to soft ones of him with children gathered in front of his rocking chair and a day his mother came to class to share her spinning wheel. I smile now at the memory of him coming to the office for help in the first few months of his career because his kindergarteners had “glued” themselves to the playground equipment and refused to come inside. At the time it was a bit frustrating but reminiscing this evening I can appreciate their creative approach to extending recess time.

japanesegardenThis teacher taught two years of kindergarten classes and student taught in my school before he died. His classes ran more like a design studio than even the typical child-centered kindergarten of that day and time. I think we might label his room today as a maker space – blocks everywhere, easels with paint always at the ready, kitchen and woodworking centers with one of those old-school record players spinning in the background. I never knew when I dropped by on my daily walkabouts whether children would be listening to Mozart or Count Basie. Literacy was embedded in books tied to his and his students’ interests – architecture, counting books, the world’s folktales, nonfiction picture reference books, and anything with a Caldecott Award.

That June he was working hard at becoming a teacher but still experiencing challenges despite far more maturity than the typical novice. I learned from him that transitioning to teaching is not as easy as career switchers sometimes think it will be. Sadly, he never had the chance to become the teacher he planned and wanted to become. I still grieve that chance unfulfilled.

I was reminded of him in a visit this past week to the school where he taught and its courtyard loSPES-japanese-gardenng ago redesigned as an Asian garden in his memory, a tribute from the children in his class.

Those children are all grown now, some with families of their own. Out of the nest years ago, they’ve spread far and wide even though a few have come back home to roost in classrooms of their own. Today, a different generation of children inhabit the school, its playgrounds, and natural areas.

We never know what children take away from us or how long our influence will be sustained within them. Yet, a  former student from this now long-deceased teacher’s class shared with me memories of kindergarten – a tall man reading stories, calling children to look at a block city, and walking with them along the nature trail. She still knew him by name.

Those rich memories of hers are ones I too still cherish about this man, his brief teaching career now lost in time as the summers of life come and go. Yet, in that brief time, he brought learning to children in unique ways I’ve rarely seen since.

IMG_2649

Posted in culture, Leadership, learning technologies, school culture, social story | Tagged , , , | 1 Comment

TreeHouses: A Middle School Design and Build Maker Project

treehouses

The Tree House Project

I love that middle school learners are quick to jump in and activate as learners when given a context for learning.

 They may float between being semi-adults and semi-children and are at times the most stable and fragile of people, but they are explorers of life – through relationships, humor, risk taking, movement, music, stories, design, technologies and community.

girlbuilder

Anyone can build

Over the past two weeks, I’ve had several occasions to watch middle school students working with each other and with teachers, parents, community members, their assistant principal and principal, and Alex Gilliam of Public Workshop fame.  Want kids to think mathematically, apply physical science principles, communicate effectively both verbally and non-verbally, work together and hold each other accountable for quality work?

Let them design and build tree houses – in the cafeteria – with power tools – and squares, measuring tapes, hammers, glue and handsaws.  Let them prototype, test, research, deconstruct, and rebuild to get the structures right.

Listen to their ideas, their strategies, their solutions and let them try – fail – and then succeed.

Adolescents are both experimenters and traditionalists, taking lessons from adults around them about the importance of both ways of being.

waltonwork movinglog

Let them explore the woods to find the perfect tree for a log they need to bolster their tree house. They’ll problem-solve how to move a few hundred pounds of tree indoors.

Ask them questions and they’ll figure out how to be safe and also have fun as they climb high on the structure and hang off of it to drill screws into the wood, tightening each joint and snugging up boards in the platform as they build higher and higher.

They are fun learners to be around

parents and students

parents as partners

Need a crew to mobilize to bring a truckload of lumber inside the cafeteria? Turn it over to the kids and they’ll text up a crew in a matter of minutes. They’ll take selfies and cool pics of each other as they build. Then they’ll load their pics to Instagram and share their experiences with family, friends, and the world.

They’ll work through lunch. And, stay after school to keep working. They’ll even come back for a long evening of work to finish their tree house project and drag a few of their parents with them to help.

 Middle schoolers understand community as it has always been for us humans.

designteamThey’ll take care of each other. Some team up to cook a dinner meal of hotdogs and mac and cheese on their last “build and finish” night. Others remember to remind each other to “be careful” climbing all over the structure. Everyone helps pick up stray nails and put away sharp-edged tools.

They become team.

You can’t measure what these kids learned with a standardized test.

Maybe, as Alex says, they worry as much or more about being safe as their adult building counterparts. They certainly managed to take risks and stay safe while doing something that many adults worried about them doing.

TreeTable

TreeTable

They designed and built not one but two sturdy and whimsical tree houses for their cafeteria over two weeks. They built inventive tables and a bench or two. They finished the job – on time and on budget.

The Final Word ….

From the  Public Workshop Facebook page:

“I would like our ideas (tree houses) to go to other schools + spread it all around the world and I would really like to help others do it ….”

  – Alecia, grade 6 ‪#‎acps‬ #‎buildinghero‬

“Alecia was duly featured in a report on @nbc29 about our project w/Walton Middle School. The part about her wanting to help + train others to build their own ‪#‎treehouses‬ surprisingly got cut.

It was unprompted + awsm. Alecia rocks. http://www.nbc29.com/category/175568/video-landing-page…

– Alex Gilliam, Public Workshop #acps #buildinghero

alexproject

Public Workshop’s Alex Gilliam

Tool Users

Tool Users

Posted in Uncategorized | 3 Comments

Learning Made Accessible = Life As Opportunity

The Journey

I have to admit that five years ago, I didn’t, in general, use the terms access, accessible, or accessibility as a frame for beliefs about learning. Of course, as with most educators, I’ve been quick to embed phrases such as learning for all, eliminating achievement gaps, and opening the door for all learners into my language.Today, I’m shifting how I think about what accessible learning for all actually looks like as my district adopts practices of Universal Design for Learning as applicable to all learners.

For example, at a recent start-up edu weekend (#cvilleedu) co-sponsored by my school district, a physically handicapped teen showed up with an idea to create a virtual math keyboard to make inputting math problem responses into devices easier than using a standard keyboard – a solution not just for physically handicapped learners but also the able-bodied. She worked all weekend with a team to build her idea into a working prototype. From young people like her and adults who are helping to integrate UDL as a learning pathway, I’ve come to realize that every time we create a new accessibility pathway to learning, we all have the potential to benefit.

I began to define the concept of access over twenty years ago through the lenses of a close colleague. She was a Jedi Knight for creation of an inclusionary community in the elementary school where we worked together in the early ‘90s. I was the principal. She was the teacher. A summary of what I learned from her? See special education children as – children. Back then, access was a term typically used to talk about special education kids being allowed to participate through adaptive PE or use communicative devices that seemed to function almost like Ouija boards to those of us on the outside looking in at special educators at work.

Soon after I was appointed principal, the entire staff gathered together during a series of school days – every teacher, every teaching assistant, the librarian, the custodian, cafeteria workers, the office staff, and me – to dig deep into what we valued for children in our learning community.  This wasn’t easy to do since we had to cover classes with substitutes and school volunteers. Today, given fiscal restraints and volunteer “rules”, this kind of work likely wouldn’t happen during the school day. I also had to get past that some people in the room questioned why certain “others” were there. It had felt important to me that any one whose work brought them in contact with children be present, so everyone had been asked to participate – every last one of us in the school. If inclusion was something we needed to explore for our children then we needed to begin as seeing every one of us adults as fully included in the discussion.

The Reflective Friend

The special education teacher (a woman whom I came to think of as a close reflective friend) and I had tangled a bit philosophically in a prior year over the “new” concept of neighborhood school placements of high needs special education students. She’d been a teacher of moderately and severely handicapped children in another school. Her class was being disbanded and kids were being placed in neighborhood schools. That didn’t make sense to me. I respected her expertise as a teacher, but worried she didn’t understand the impact of moving high needs students into schools where they would be “one of a kind.”  I think, in hindsight, a lot of us were just scared of children whose needs we didn’t believe we could meet.

After she came to work with me, I came to understand that she was a teacher not just of children, but also the adults with whom she worked. Over the years under her tutelage, I came to realize that each child is “one of a kind” and it’s the labels we assign that filter our capability to see children as individuals.

writer

Work can happen by orienting differently in space – How do we provide choice and comfort?

I will never forget one of those pivotal, epiphany moments in one of our more heated “vision” sessions that began to shape the concept of access differently for me. We were sitting in the crowded library of the rural elementary school where we worked, trying to incorporate something about the importance of community into our belief statements. This special education teacher stood up and with grace drew a simple circle on a flip chart sheet. She then drew a series of “X’s” inside the circle and then put one “X” outside the circle like this:

the inclusive community

Then, she asked us a question, “ Is Erin* inside our community circle or outside it?” Erin (pseudonym) was “moderately handicapped” according to all the state special education formulas. She was the first child with that label to attend our school and we reluctantly had placed her in a regular early childhood classroom because we couldn’t bear to isolate her from peers. Her voice was garbled, her processing limited, and she lacked all kinds of small and large muscle coordination. Parents of “regular ed” children questioned her presence in “our” school. We were all, I think, a bit afraid of, and for, her. The children seemed to be the only ones who saw her as just another kid in the classroom and, they ultimately became the best teachers of teachers about the value of an inclusionary community as a space in which to learn relationship skills for a lifetime.

But, that question, “ Is Erin inside our community circle or outside it?” stopped us all in our tracks. No one seemed to know what to say. The special education teacher stood there and the wait time stretched out. She was good with wait time. I knew that from watching her at work with kids.  Someone was going to have to fill the void of silence in the library and, I realized,  it would be up to me.

IMG_7945

Children build community naturally when adults believe in them and support that occurring.

IMG_5257

Relationships Matter.

I remember the next few moments as if it happened yesterday, even though it’s now been over twenty years ago. I first acknowledged how hard it was for adults, including me,  to make sense of this new neighborhood model for delivering special education services. Next, I spoke of the challenges of inclusion which we all felt had become another “buzz” word in the educational lexicon. Then, I looked at our soft-spoken custodian, a man of great compassion and wisdom. I saw him kneeling in the hall at the beginning of a school day beside a child, the  one whose “X” was outside the circle, helping her tie her shoe. When he looked the child in the eye, there seemed to be some sort of kinship there.

I thought about the fact that some in the room had questioned the custodian’s presence in our work and imagined he knew that as well. He represented, in some ways, another “X” outside the community circle. I had a mentor who believed that in our work we just have to stand up sometimes and say what we think is right even if we know others might not agree or question the rightness of it. The special education teacher had done so. I took a deep breath. It was my turn.

I stood and said something like this, “We all say we value community. As long as I’m here with you, I”ll do everything I can to make sure that everyone is an X inside our community circle. If any of us ever allow any child or adult to be placed outside the circle by our actions, then we can’t call ourselves a community, we are simply a group of people who show up to work every day. If that happens, we need to acknowledge that what we say we believe isn’t what we believe at all.” While it was no great speech, it was a first step in defining access and accessibility differently in my own mind, and within our school community. Because of  that teacher, we took on inclusion as a way of being. It was hard work, but it was the right thing to do.

Today, I’ve come to understand another evolution emerging in my understanding of accessibility. Accessibility applies to everyone, not just the Erins in our lives. We need to stop thinking about the concept of access as isolated to those with federally determined labels – Special Ed, 504, LEP, Title I, gifted, talented. We need to reboot our beliefs about access. And, it’s as true for adults as well as children.

Preferring Collaborative Time

When I recently asked adults with whom I work if they wanted to read a book together on a specific topic, they told  me they wanted options of titles. Some of them wanted a paper book. Others preferred to download a copy to an e-reader. Others didn’t want a book in any form, they wanted to watch a video, participate in a webinar, or take a class. Some of them wanted to get together for face to face discussions, others struggled with doing that. Some wanted to meet in school spaces, others preferred a local watering spot. Adults want accessible learning for themselves. Our kids need that, too.

finding  private reading space in the elementary library

finding private reading space in the elementary library

We adults simply mirror what our kids want and need as learners. They also have different preferences for how they access information. They, too, prefer different tools and different modes of input. They find comfort in different kinds of spaces for learning and in different configurations of interaction. Just like adults they can all benefit from adapting and flexing some of the time to fit into different learning situations. It strengthens them, and us, as learners and community members to do so.

But, if we expect any of us to learn well – regardless of our age – by sitting in the same way, using the same tools, and interacting when and how our teachers choose, then we will get the same learning results we’ve always gotten.  Some will attain great success, some will get by, and some won’t learn much at all. Some will love school, some will tolerate school, and some mostly will hate the experience. We’ll just maintain the faux nature of the Bell curve.

Kids Preferring the Floor

Teachers Preferring the Floor

_________________________________________________________________________

However, changing our viewpoint on access to the learning tools, environments, and experiences learners need for learning could, if implemented well, change the game regarding discipline, management, and learning performance by any measure. It also could change the game regarding motivation, drive, curiosity, interest, and commitment. I believe if we were to change the game, think of our jobs as providing universal accessibility, we’d achieve results beyond our wildest dreams; indeed a j-curve of learners who attain great success and love their spaces for learning for a lifetime.

tower builders

* a pseudonym

Posted in culture, Leadership, learning technologies, school culture, social story | Tagged , , , , , , , , , , , | Leave a comment

Disruptive Innovation in Schools From Inside Out – Not Outside In

I’ve been thinking about disruptive innovation in schools. Disruptive innovation has evolved into a buzz phrase with superficial interpretations that can confuse understanding. First, its history. In 1997, Clayton Christensen coined the term to describe the concept’s application in the business sector and defined it in The Innovator’s Dilemma.

“Disruptive Innovation: The theory of disruptive innovation describes a process by which a product or service transforms an existing market by introducing simplicity, convenience, accessibility, and affordability. – See more at: http://www.christenseninstitute.org/key-concepts/#sthash.fVqlOlnb.dpuf” (Christensen Institute)

Here’s a few examples. The personal computer replaces mainframes. The cell phone replaces land lines. Online sellers replace department stores. And, a question.

IMG_0571Will maker work replace factory school work?

techkid

Math class

In Disrupting Class, Christensen originally hypothesized the rise of online learning as being the big outside disruptor inside K-16 education, believing the exponential increase in virtual coursework would lead to replacement of a significant percentage of face-to-face classes over the next decade. Today, Christensen identifies blended learning models – a combination of virtual with bricks and mortar opportunities – as a key disruptive innovation occurring in schools.

However, I believe there’s more astir within the nature of disruptive innovation in education than simply the blending of technologies and the Internet with school and home to “personalize learning.” I see signs of a different form of disruptive innovation in schools, one grounded not in online coursework but rather in young people working together face-to-face as they search, connect, communicate and make to learn. My perspective is informed by teens who often share their value for the social nature of school communities as they learn with each other inside and outside school walls. I also hear it in their voices as they engage in the creativity processes inherent in making to learn and learning to make. How is this perspective being translated into schools?

The Learning Commons as Disruptive Innovation

Recent dynamic changes in how some libraries are used has shifted them to what now is labeled as the concept of the learning commons.

library studio musicians

Music Industry Studio in the library

For example,  high school librarians in the district where I work as well as in some other districts across the country are providing students with opportunities to do much more than sit silently, research or read virtually or otherwise. Progressive librarians are turning space into areas where students can search, connect, communicate and make throughout the school day and before and after school. A disruptive innovation result? Kids who never stepped into a library unless required to do so now choose to spend hours there.

Librarians who disrupt the concept of library have become hackers alongside students. They encourage slam poets, music makers, videographers, app developers, gamers and design thinkers to share space alongside more traditional readers and researchers. As a result, kids are finding each other and forming social communities for formal and informal learning inside the school’s walls.

ESOL students creating art in the library

ESOL students creating art in the library

What else happens when librarians hack library space? Circulation goes up. Students who never would have visited the library voluntarily do so. Teachers value the library as an active and thriving space for their classes to produce, develop and curate as users, not just consume content. Libraries pick up a “market share” of teachers and students who never before saw themselves as library users by choice.

 

Libraries in this change process have become far more than a source of static, pre-curated materials used by people in permanent “silent” mode.  Instead, these libraries represent an Agora, a marketplace of ideas, creativity, discovery, and interaction. As  libraries become a gathering space in schools, cultural changes reflect students’ value for formal and informal learning opportunities – only some of which may represent Christensen’s blended learning disruption. Instead, it’s the emerging communal nature of the library inside the school that’s disrupting learning – the evolution of shared and open spaces where young people come together as agents of collaborative learning.

“The Agora (/ˈæɡərə/; Ancient Greek: Ἀγορά Agorá) was a central spot in ancient Greek city-states. The literal meaning of the word is “gathering place” or “assembly”. The agora was the center of athletic, artistic, spiritual and political life of the city. The Ancient Agora of Athens was the best-known example.” (Wikipedia)

 Makers Inside Schools Disruptively Innovate

Perkins+Wills interior designer works with 3rd graders on design thinking bedrooms

Perkins+Wills interior designer works with 3rd graders on design thinking bedrooms

Beyond libraries, what other ways are schools becoming sources of disruptive innovation? Teachers and librarians who see themselves as creatives, designers, inventors, and even entrepreneurs are building start-up cultures in their classrooms grounded in the “make to learn” movement.

rosaura tweet2

learner as teacher in elementary school

In classes with a maker mindset as Dale Dougherty of Make labels it, teachers and students redefine roles of teachers and learners as interchangeable. Students actively steer  their own learning as they work on projects, researching information they need in their “make to learn and learn to make” work using tools such as YouTube while seeking expertise found in interactive social media sites such as Twitter or Instagram. Students in maker-based learning environments begin to see learning as seamless, collaborative, and extended – not defined by other’s goals for them but by their own drive to learn.

 Freedom to Learn from the Inside Out

Educators who disruptively innovate the use of pedagogy, tools, and curricula through a maker-empowerment focus (Harvard Project Zero, Agency by Design) engage young people differently, reaching students who haven’t seen themselves as successful learners in traditional settings. These students may have silently resisted or even actively sabotaged school learning opportunities, regardless of their capability or background. From the maker-empowerment studies, students who experience passion, challenge and a chance to pursue their own learning interests are less likely to “drop out” emotionally and intellectually or to physically check out of school. Instead, “maker-empowered” learners build knowledge, competency and confidence through the relational support of teachers and peers. They come to see their potential to learn far more in school than educational standards prescribe.

The maker movement as disruptive innovation transcends the “personalized” options touted in blended learning or specialized environments such as charter schools. I’ve discovered a surprising number of makers in all kinds of spaces inside public schools once built to factory model specifications for the use of time, schedules, facilities, and learning resources. I’ve noticed middle schoolers taking apart a bike to figure out the physics of its design principles and observed teens repairing a compressor in a re-purposed audio-visual storeroom and using the library as a resource for finding the science, math, and technical knowledge and skills they need.

bikeguys

compressor

These are signals that mainstream education is being disrupted by the spread of maker ed, a simultaneous challenge from inside school walls to both the 20th century factory school  and the 21st century virtual learning model. Maker education is a simple, accessible and affordable way to change the way our young people experience learning – and it’s far more compatible with how humans learn than the dominant teaching wall, desk in rows, bell schedule driven schoolwork of the 20th century.

Isn’t it about time? 

Posted in culture, Game Changers, Leadership, learning technologies, school culture, social story, Uncategorized | Tagged , , , , , , , , , , , , , , | 4 Comments

On Patience and Empathy

I remember a day many years past when a teacher boiled over with frustration with a six- year-old child who routinely sneaked snacks from other children’s lunch boxes. The kids were angry. So was the teacher. She’d tried a variety of strategies including buying snacks to keep in a closet for him.At the end of the day she sat down with a team of teachers and me as the principal. She sighed and said, “I need help.”

IMG_3343

What do you say to a young child bounced from a single mother to a grandmother and eventually to a foster home? A child who gave his own food to a younger brother so he wouldn’t go hungry at night and then learned to hoard other children’s food during the day to assuage his own hunger? What do you do next when no response you make seems to impact a child’s behavior?

Questions of Empathy

A couple of weeks ago #satchat participants considered questions of empathy as a critical point for dialogue among PLN participants. Tricia Shelton (@TdiShelton) shared a Brene Brown RSA short on the Power of Empathy. At the end of the video, Brown comments,  “rarely can a response make something better .. what makes something better is connection.”

Response and connection aren’t one and the same. We often are at a loss for words when a child’s needs overwhelm us. When we just aren’t sure what to say or do, we may fill in the silence with the first words that come to us – words often used in frustration by adults – words that likely won’t change anything about a child’s behaviors.

Planning a good lesson is the easy part. Connecting is often the challenge.

Connecting demands that we see, feel, hear, and experience to truly understand the narrative of a child. Sometimes, we might hear from a peer or a principal “you just need to connect.” It’s not that simple. When a child differs from us – in background, gender, color,  disabilities, personality or a variety of other ways – hearing and feeling his/her story can challenge us to find connections.

Overcome with our own emotional response, we often respond with “the rules” when a child spins out of control. His/her behavior makes it hard for us to even want to connect. Yet, for such a child to feel safe in our community, we have to sustain a commitment to connecting. We can’t walk away from the hard work to make that happen. It takes patience as Luann ChristensenLee (@stardiverr) said in this #satchat tweet.

patience copy

 Patience breathes life into connecting. Connecting builds bridges to empathy.

Despite the pressures of our teaching lives, how can we not be patient with our children? Patience is core to our work to tease out what motivates a child’s anger, frustration, pain, or grief. It gives us the time to figure out how to connect with the child. Those connections help us find the empathy we need to remember that children need us to care first and teach second.

Learner-centered Principal Leadership

Empathy reminds us to pause and make the time to look a child in the eyes so s/he simply knows we are there. It creates the moments when we make ourselves stop and just listen. It helps us check our words and offer our silence. It gives us the few right words we need to help a child stop spinning and the permission to grieve or even anger at their circumstances of life.

 How do we find the empathy inside ourselves so that we can extend it to our children?

Over a long career, I’ve spent time with children dealing with life’s challenges – death of siblings, parents, grandparents and teachers and … pets. I’ve talked with teachers and parents about children lost to grievous illnesses, accidents, and at their own hand. I’ve worked with teachers and principals to find solutions to help children of all ages suffering with pain from abuse, dysfunctional family breakups, and intense rejection by peers and family. Their emotions – adults and children alike – have run the gamut from deep sadness to full-blown rage.

What do you say to a child who experiences life’s challenges in such a profound way that in the moment it feels as if those challenges will never end?

What about the children who bring handicaps with them to school that impact their capability to succeed with the ease of peers around them? The children who don’t have the family resources to pay for field trips or to obtain help with science projects to be completed at home? The left-out children who envy the popular kids who get invited to birthday parties? Or who never will have a family vacation or piano lessons or attend summer soccer camp? What do we say to help children live in an opportunity gap that won’t close for them?

IMG_7945Luann believes we must work hard to be patient as we come to understand we can’t fix the world, but we can be present today for a child. We must be patient in realizing that other people’s agendas don’t account for the child who needs you to stop, listen, and do what’s right in this moment to connect. Patience reminds us to put a child first and the rules second.

Life will never be perfect for any of us who choose to teach. Children’s lives aren’t perfect either. We can’t control either. But we can choose to be still, be patient, and connect. That’s the space where we discover empathy within for those who need us the most.

Oh yeah  – and the kid in the intro story?

When I was a young teacher a mentor once said to me about a hard-to-reach middle schooler, “You are going to spend time with this student. How you choose to spend it is in your control.”

We kicked into a Glasser approach with our first grader and went back to square one to ask “What are we doing and is it working?” We realized we had work to do.  The teacher started with simply giving this little boy time every morning to share anything with her he wanted to share – every morning this happened – his time. She worked hard to be patient as Luann advises. The counselor created a plan with him (not for him) to connect at snack time with a small peer group and to give him the chance to “snack shop” in her office so he could be in control of choosing snacks to put in his backpack. She gave him choices that put him in control, something with which he’d had little experience in his short life. The grandmother continued to struggle with him at home and we tried to help her with a plan for there, too. The child slowly, very slowly, began to connect with other kids and to realize how they felt about their snacks. Nothing about this child’s life became perfect. But we all began to understand his story. We indulged in the patience to connect and we found empathy there.

And for the record, here’s what we didn’t do. We didn’t put him on a behavior plan to work for points or rewards. We didn’t punish him with time outs or losing recess or calls home for stealing snacks. We knew not one of those responses would change anything about his behavior in the long-term. These common behavioral responses would simply reinforce that we were trying to control his actions, rather than allowing him to learn to do that.  In the end, we learned from him and he learned from us.

hollymead

Brene Brown says empathy begins with building connections. Isn’t the patience to learn that worth our time?

 

 

 

 

 

 

 

 

 

Posted in culture, Leadership, school culture, social story, Uncategorized | Tagged , , , , , , , | 6 Comments

11 Reasons I Am Still Thankful for Public Education in America in 2014

Bashing public education in 2014 continues as a national sport for U.S. media and politicians who compete 24/7 for public market share. But, the good news is that educators and parents are pushing back against mischaracterization of America’s public education with stronger voices than ever. I’ve updated this list annually and my observation is that the world is committed to changing education to offer more of an American model. It’s ironic that we’ve been moving to emulate what has been a mostly standardized, one size fits all approach to learning in other nations. Competing for high international test scores is not necessarily in our best national interests. To paraphrase Yong Zhao, Chinese-educated professor and fierce champion of America’s public schools, the invention and productivity quotient of nations is inversely proportional to high student test scores  – a decades old economic trend reported by ASCD.

While our public education system has room to advance, our educators continue to educate far more of our young people for more school years than either India or China. Our best students may not be as exam-driven as South Korea’s best or as international-test successful as the Finns, but overall our young people are far less self-abusive teenagers. Our young women today have far more educational and career opportunities than their peers in Japan, the Middle East or on the African continent. Children who enter the United States from third world countries are better served in our Statue of Liberty schools than in their own countries. We are dedicated to including, not excluding, special needs and immigrant children in our regular school communities and to keeping learning doors open rather than closed.

1.     In the People’s Republic of China, the decision was made in 2007 to fund nine years of compulsory public education for the 80% of young people who live in rural poverty and cannot afford the many fees attached to schooling in China. However, significant gaps still exist in meeting the target that all Chinese youth complete nine grades. Of course, if a student does get through and gets accepted into what would be our equivalent of high school, his/her parents are responsible for paying tuition to attend. If rural and poor, a mainland Chinese child is basically out of luck. Yet, chasing the American creativity dream drives the new Chinese national strategic plan – an American dream worth chasing.

2.    Talk about a poverty gap. In India, more than 40% of children drop out before eighth grade. An increased commitment of India to educating its young people has resulted in only 1.4 million school children not being enrolled in any school at all today – down from 9.6 million school children in 2010. When you realize that education is the fuel of a nation’s  future, you invest in it.

3.     In Mexico, only 68 % of children completing first grade will complete nine years of education. Thirty-five of these will go on to graduate from upper secondary school. Compulsory education now extends through 11 years of schooling, a relatively recent extension across the country. So close to us but so far away in education reality.

4.     In Afghanistan, only 1 in 2 children attend school and 45% of its 13,000 schools conduct classes in tents, lean tos, or under a tree. Nothing is more valued than education in places where access is a precious commodity.

5.     In Morocco, approximately 40% of females between the ages of 15-24 are illiterate and only 15% of first graders will graduate from high school.  Some things don’t change when education is reserved for a few.

6.     In Saudi Arabia women attend gender-segregated schools and are prohibited from studying architecture, engineering, and journalism. Girls in STEM, it’s one of many Saudi Arabia’s gender gaps.

7.     In Japan, gender gaps in society, workforce, and education continue into this century. Women make up only 46% of students enrolled in Japanese universities as compared to 57% of college students in the United States. In fact, Japan and Turkey are the only two nations where female college enrollment is not on the rise. And, Japan represents one of the largest gender gaps in the world, an issue of economic concern at top levels of the government.

8.     In South Korea, performance on exit exams is considered a “life and death” matter. Parental pressure and personal pressure lead to high suicide rates, inflated grades, and enrollment of significant numbers of students in private tutorial schools. Even the American military limits operations to provide maximum quiet on exam day. What does South Korea produce? Robots according to one South Korean professor.

9.     In Finland, 40% of teenagers in school reported being heavily intoxicated within the last thirty days, almost double the U.S. reported rate. We have seen the use of alcohol drop annually in the United States for decades  – a statistic that makes a health difference for our teens. Alcohol use among teens is an issue across Europe. Not all stats worth knowing get reported in standardized test data.

10.  In Germany, most special needs” students attend “special schools that only serve students who have learning or emotional difficulties. Learning community gets defined differently in different nations.

11.  America’s dreamers created the reality that all young people, regardless of class, gender, race, ethnicity or religion are afforded a free, public education.

This gift, I do not take for granted.

American Kids as Creators and Inventors …..

 

 

 

Posted in culture, school culture, Uncategorized | Tagged , , , , , , | 2 Comments

Pay Learning Forward: Back to the #FutureReady

obamaAs superintendents shared their districts’ contemporary learning stories on a field trip to the ConnectEd Summit in DC, our professional speech described the natural, and ancient, learning pathways of humans from field experience to tool use.

“Research and education has shown that field trips are remembered long into adulthood. Why? Because you’re experiencing something rather than simply reading it in a book…. To experience something has a far more profound effect on your ability to remember and influence you than if you simply read it in a book. So why not figure out a way to turn a lesson plan into a living expression of that content. A living expression, so that sparks can be ignited and flames can be fanned within the students. And at that point, it doesn’t matter what grade they get on the exam because they are stimulated to want to learn more…  And there it is.  You’ve cast a learner into the world. And that’s the most powerful thing you can do as a teacher.” Dr. Neil deGrasse Tyson

Today’s high tech research to decode the workings of the human brain tells us that natural pathways to learning (Dr. Judy Willis, neurologist and teacher) embed what we learn in our neural structures. In essence, we humans are born to move, narrate, imitate, listen, design, create, build, engineer, play, sing, dance, and apprentice our way to the learning needed to thrive, not just survive, in our homes, communities, and work.

Simulation Center work

Simulation Center work

Why did the ConnectEd Summit superintendents come to these pathways in our stories about our students’ and teachers’ most innovative work?  It’s because our stories framed a context for what’s necessary to capture the potential of all children as learners, regardless of the era into which they are born.

Tools change, knowledge advances, and skills develop as generations march forward,  but what our young people need as learners today is as old as stone tools the most ancient of teachers once taught children to use. Our children still need us to support them to search, connect, communicate, and make in the caves, campfires, and watering holes of today’s communities – only now both face-to-face and virtually.

01-communication

The Free Speech Wall Charlottesville Va

At the Summit, superintendents were clear in conversations with each other, the Secretary of Education, and his staff that learning must sustain a spirit of inquiry that fosters creativity, critical and ethical reasoning, communication, and collaboration. We communicated pride in our districts’ efforts to put the factory school model behind us as we design learning spaces for today’s children.

Here’s what I heard emerge as themes from our discussions about the inspiring and inventive teaching and learning occurring across the network of school communities linking our nation:

  • We described commitments to project- and problem-based learning through which young people follow their personal passions and interests to seek and create work meaningful to them through the arts, STEM/STEAM, or global action projects.
  • We shared opportunities for learners of all ages to venture out of desks and chairs and into multi-age communities, coming face-to-face with the real world of interdisciplinary applications, high-and low-tech tool uses, and authentic, experiential learning – a purposeful abandonment of Carnegie’s required seat time memorizing content in de-contextualized silos to take high stakes state tests.
  • We pinpointed the critical need to address economic gaps and opportunity gaps so we can ensure equity and access for all young people to excellent teachers, contemporary learning spaces, broadband connectivity, mobile devices, time, and other essential resources.
  • We described natural learning as transportable everywhere a child can go in a community, virtually connected – or not.

From Alaska to Florida, a tiny microcosm of America’s schools, 100+ superintendents along with a few teachers, students, and principals who also lead to educate young people (50 million of them in around 16,000 school districts spread across 3.80 million U.S. square miles/9.85 million km2) came to D.C. to hear the President.

studvoice5

Yet, the voices that resonate in my head are those of students – young reporters covering the Summit, a high school student seated with equal status at the table with suited superintendents from around the nation, millennials working the twittersphere. Their voices represented the agency of young people communicating a value for adults who help them figure out how to grow into their voices, find their stride as influencers, and pursue their dreams for not just the future, but also the here and now. Whether at the ConnectEd Summit or simply chatting in the #stuvoice twitter stream about what they care about, our young people affirm what engages and empowers them.

Learner-centered Principal Leadership

Learner-centered Principal Leadership

In the end, I think we all left knowing that realizing a bright future for young people really isn’t about superintendents gathering in DC for an event. It’s about unifying our communities to care for, respect, and value each child as a learner and to support those who teach. Our ancestors must have known this too as they engaged in their own version of #futureready learning work. They surely wanted similar things – children who thrive, grow up to become successful adult contributors in their own families and communities, and who are kept as safe and healthy as possible in an increasingly challenging world.

 

Isn’t that the best of who we are now and who we’ve always been –  generations of parents and teachers committed to our children as we pay learning forward?

 

 

 

 

Posted in culture, Game Changers, Leadership, learning technologies, Policy, school culture, Uncategorized | Tagged , , , , , , , , , , , , , , , , , , , , | Leave a comment

#exponentialchange, #disruptiveinnovation, and …#CE14

Papyrus. Printing press. Microprocessor.

Change can occur in quick bursts that may advance or even retro-grapencilsde civilization, but in the moments of our daily lives we often think of change as a slow drift. The pencil I used as a child, as did my mother, and my mother’s mother and perhaps even hers before her was invented in 1564 and has mostly been constructed in the same way ever since. The pencil once was an essential tool in my elementary pencil box, the college bio lab, my own teacher’s desk, and in my admin office. Then the need for a pencil changed for me – and the rest of the world, too.

 The 1:1 pencil device of my schooling was replaced suddenly by my smart phone “pencil”, circa 2007. Now I reach for my phone to record lists, make notes, compose messages, capture images.

My pencil is a relic from a time just past Gutenberg’s era. His printing press fueled 1450’s connectivity, a revolution that emerged when writers’ final drafts turned into books, broadsheets, pamphlets, newspapers, and magazines. Writing tools changed. Quill pens, pencils, rubber erasers, fountain pens, ballpoint pens, typewriters, whiteout tape and liquid emerged, all evolving technologies that advanced the capability of writers to record at a faster and faster pace. The printed page opened knowledge to people who otherwise would never have learned to read. It was …

Disruptive Innovation at its best

Just a little over 500 years after Gutenberg, the microprocessor was invented, an innovation as disruptive as the printing press. As a result we now live in a time of exponential post-Gutenberg change, a historical turning point equal to the Renaissance. Humans today search, connect, communicate, and make, linking the world through rapid-fire use of contemporary technologies.

Change does not drift along incrementally in our time.

Not in today’s careers, businesses, hospitals, homes.

And Not in Schools Either

IMG_1668

Skyping In Kindergarten

Our kids no longer pull encyclopedias or non-fiction texts off the shelf to do research. They search the globe for accessible expertise, experts, and others with similar learning interests. The thought that paper books have appendices for citations versus hyperlinks in a digital document doesn’t even make sense to them.

They don’t limit their connectivity to peers in their class, grade level, school, or even their local community. Their tools move with them, allowing them to connect anywhere they can catch a wireless signal. They feel isolated in homes, cafes, cars, and streets when those signals are absent. They understand the language of connectivity – mobile, cellular, fiber, satellite up and downlinks, broadband, bandwidth, gigs, virtual, GPS/GIS, portals  – words that didn’t have any context or meaning for me until after my 5th decade had almost passed.

Teens no longer define communication as writing on paper, creating a snail- or e-mail, making a phone call or watching a television show, movie, or listening to a CD. Communication is about instant connectivity with peers, teachers, family everywhere – for them community exists all over the world and print in another language isn’t a barrier thanks to Google’s translator. They aren’t limited by devices that allow them to simply write. They dictate tweets, listen to text messages, “OTT” chat, share images profusely, and download music, books, and other media of interest.

They produce in any format in which they desire to communicate and upload at astonishing rates. They are are part of a human exploration and file sharing network that is changing the world. They are the most connected communicators in the world’s history.

cardboardFinally, our kids don’t define learning as limited to what’s on the board, in a lecture, or between the pages of a textbook. As humans have since the beginning of time, they yearn to “make” as a pathway to learning. Kids don’t want to power down their creativity.

They are intrigued with what they can make with older technologies from lathes and sewing machines to contemporary programming languages and music beat production tools. Give a first grader some cardboard and you’ll end up with a robot or a house. Give a middle schooler a 3-D printer and you’ll end up with a prosthetic hand to donate to a handicapped child or a “Dr. Who sonic screwdriver flashlight.” Give a high schooler the time to create and you’ll end up with a choreographed dance or a phone app.  Today’s kids are …

A New Generation of Inventors

bikeguysEducators long have known from experience and research that learner engagement begins with hands-on, exploratory and experiential learning. Now some educators, parents, business executives, and politicians realize the “more of sameness” built through two decades of mass standardization has resulted in a generation of young people who have had to find their own pathways to active learning outside of school. They may be bored in school but they aren’t bored outside of it. Many of our younger generations spend time in post-Gutenberg “search, connect, communicate, and make” opportunities. While taking tests, listening to lectures, or doing worksheets they think about what they are going to do next. They aren’t waiting until after state tests are completed to go on their own version of field trips, pursue interesting projects, or engage in fierce debates about global issues.

They make learning happen in spite of us. They can because they are connected.

techkid solderingAs October’s Connected Educator Month inches toward November, how might we accelerate the exponential change in learning opportunities that Connected Learners need?

How might we push not just beyond our own learning horizons but challenge colleagues who fear relinquishing the power and control inherent in Gutenberg-driven teaching?

How might we do something tomorrow to power up learners in our care? If we do, I believe we will unleash a passion for learning in young people unlike anything we’ve seen in the test prep classrooms of the last two decades.

Posted in culture, Game Changers, Leadership, learning technologies, school culture | Tagged , , , , , , , , , | 1 Comment

Walking on Air: Remembering Seamus Heaney

And yet the platform here feels more like a space station than a stepping stone, so that is why, for once in my life, I am permitting myself the luxury of walking on air …. I credit poetry for making this space-walk possible.”

Seamus Heaney’s lecture to the Nobel Foundation recipient of the Nobel Prize for Literature, 1995

I woke up at 3 a.m. and in the early morn I could almost hear Seamus Heaney reading “Death of a Naturalist” on a YouTube video, perhaps preserved for all time. I’d driven down one of the old roads of Virginia the day before, a road that reminded me of another Heaney line from “The Wood Road.” In the dark, I turned to my phone and tweeted out the line with an image I’d captured from the side of a gravelled lane.

woodroadHow many times in the lives of humans do we connect moments together in the night only to figure out why in the light of day?  What compels the subconscious to make sense of that which is important to us when the conscious forgets?  When I opened an RSS news feed from Ireland mid-morning I knew why Heaney had slipped his voice into my night dreams. Today. August 30, 2014. The first anniversary of his death.

I’m reminded on this anniversary that it is a poet’s words that make the content and context of humanity accessible to us all. Poets make meaning for us – the artistry of converting image to word.

It is December in Wicklow:
Alders dripping, birches
Inheriting the last light,
The ash tree cold to look at.

(from “Exposure”, 1975)

Poets solve conundrums and, like mathematicians, they subtract the extraneous and leave the essential, the perfectly constructed theorem on the blackboard. They notice the world; quantum word mechanics who machine together patterns of space and time.

He called her good and girl. Then she was dead,
The searching for a pulsebeat was abandoned
And we all knew one thing by being there.
The space we stood around had been emptied
Into us to keep, it penetrated
Clearances that suddenly stood open.
High cries were felled and a pure change happened.

(from “Clearances”, 1986)

Poets create lines of code, a complexity of action no less sophisticated than the work of a great programmer.

And some time make the time to drive out west
Into County Clare, along the Flaggy Shore,
In September or October, when the wind
And the light are working off each other
So that the ocean on one side is wild
With foam and glitter, and inland among stones
The surface of a slate-grey lake is lit
By the earthed lightening of flock of swans,
Their feathers roughed and ruffling, white on white,
Their fully-grown headstrong-looking heads
Tucked or cresting or busy underwater.
Useless to think you’ll park or capture it
More thoroughly. You are neither here nor there,
A hurry through which known and strange things pass
As big soft buffetings come at the car sideways
And catch the heart off guard and blow it open

(“Postscript”,1996)

And, poets seek to understand as philosophers, seeking unknown answers to questions asked.

….  Where had we come from, what was this kingdom
We knew we’d been restored to? (from “Leaving Going, 1993)

Why cherish the words of poets in a time when we educators are told it’s far more important to focus today’s children on informational texts than poetry?

I am no poet. I studied science. I taught science. My love of science has shaped my interests and my perspectives on education. At the same time, I know we humans have always reflected the importance of  the cultural spaces we inhabit. Cave paintings under flickering firelight, images created on walls before poetic word.  The ancient language of Beowulf,  spoken aloud by Seamus Heaney as poetry was intended to be shared. NPR’s anthology of rap  and fifth grader ‘Savannah‘ who wrote “Waiting in the Dark” so many years ago in the school where I was principal.

Why poetry in 2014? Poets explore the richness of what makes us human, placing words perfectly into the air for us to hear.

Poets link the disciplines of learning. Poets evoke the faces around us. Poets remind us we humans are more than the training manuals and research texts that some would say define us in this century.

Heaney’s poetry did all of that for us.

 

 

 

Posted in culture, Game Changers, school culture, social story, Uncategorized | Tagged , , , , , , , , , | 1 Comment

Why Are We Here? #LeadershipDay14

At our Back to School Leadership gathering I asked the team in the district where I am superintendent one question, “why are we here?”  A simple question, right? Some might say so. But I believe it’s a grand challenge to define ourselves as the leaders we need to be in 2014. Why do we come to work every day? To collect a paycheck?  Make sure our schools like clockwork? Ensure kids pass state tests? Implement the Common Core?

I don’t think so.

20140601-093459-34499043.jpgInstead, I believe our work is about educating our children for life, not for school. And the nature of life in 2020, 2030, 2040, and 2050 and so on can’t even be projected with accuracy based on what we know today.

We do know our children will grow up to live in a world with all the grand challenges that Planet Earth can throw at them – war, disease, famine, water shortages, global climate change – and all the cultural changes that technology acceleration and physical migration brings to our lives.

We also know our children will live in families, workplaces, communities, and nations as humans always have – albeit Gen Y and Z  will likely experience more than a few of each across a lifetime. Does the context and content of typical schooling today prepare children entering kindergarten in 2014 at age 5 for their world forty years later?

I bet not.

IMG_1668

Skyping with Friends 

I shared with the leadership team when we gathered together that technology changes the world in every century. The tall ship and the printing press. The telegraph and the train. The plane and the phone. Twitter and YouTube. Communication and transporting technologies that move people and information around the globe impact civilization. As the technology changes, what humans know and can do changes. Learning changes. The world changes.

 

 

 

Why are we here?

I believe we’re  here to help children and the teachers who serve them to flourish not just function or as @fredbartels said in twitter to me recently about the role of school leaders:

fred bartelsWe all flourish when we work to create spaces for learning so that the people we serve will thrive and prosper or as Merriam Webster online puts it to “grow luxuriantly.”

in 2014, this means we must mindfully and with passion:

  • provide universal access to the world as a source of learning,
  • open pathways with interactive technologies and connectivity that didn’t even exist ten years ago,
  • make passion-based learning a way of learning for all, not just a few,
  • model an open mindset for lifelong learning.

That’s why we are all here; to lead so our children flourish.

Nothing more. Nothing Less.

Now and forever more.

Leadership Academy

Young Leaders At Work

 

 

Posted in culture, Leadership, learning technologies, school culture, social story, Uncategorized | Tagged , , , , , , , , , | 8 Comments

Rocket Kids

Near the end of this school year, I had the chance to watch sixth graders gathered on a slope observing rockets of all colors and sizes launch off a makeshift pad. Some participated in the countdown – 5, 4, 3, 2, 1….  a reminder of my own childhood experiences sitting on the cafeteria floor, an entire elementary school listening to the numbers moving backwards in now ancient countdowns for the Mercury launches. Back then, we squinted to see the tiny black and white television planted on a slightly raised stage. Here, each cheer from the watching crowd prompted classmates, part of a recovery crew, to chase across the well-worn soccer field, jumping high to retrieve falling rockets.

I thought as I watched them that they were all Rocket Kids under a June sky – enjoying a beautiful day outdoors, exhilarated with each rocket’s successful launch into the brilliant blue above. Some might think this a waste of time, kids outdoors chatting with each other and their teachers rather than inside filling out worksheets or listening to explanations of “rigorous” math problems. However, I like to think that just as I recalled the feeling of cool tile under my legs while watching Mr. Blake, my principal, tune in those Mercury launches decades ago, these kids will look back and remember watching their own rocket launches and hopefully a little science, too. At the least, some will remember a wonderful spring day at school with friends.

Across the nation and in classrooms in my district,  I also knew on that beautiful June day other students were laboring over pages of required state tests as they attempted to demonstrate what they’ve learned to people who will never see the faces of these children taking tests. May and June, perhaps more so than other months, represent billions of dollars of state contracts for standardized test administration. For many children, the dollars spent on testing represent basic resources they could use in their classrooms, field trips to art museums and historical sites long cut from school budgets, or even opportunities such as the rocketry activity that make textbook science real to these middle schoolers. This isn’t a financial tradeoff that’s keeping a love of learning alive in our children I fear.

Primary students build bridges
Primary students build bridges

Every year as the scores roll in, we educators talk about children who know far more than shows in their test results. Watching the Rocket Kids, I wondered who among them is labeled test-proficient … or not.

Listening to their shouts and laughter, I wanted each of the children in the sunshine to be seen for their strengths, not as deficits in their school community. They deserve to be viewed as more than a number, counted as more than a pass or fail by computers sorting them into spread sheets, numerical characters lost in big data. It’s not that I’m against assessment. But, I am against the mass standardization of learning that’s sapping creativity and divergent thinking out of our nation’s future.

rocketkids

These kids wouldn’t have found much joy in making rockets that all looked the same nor would they have been as interested in tracking flight paths if they all flew about the same distance into the air. I’m sure they won’t pursue future careers in science because of the tests they’ve taken this spring. And, I wouldn’t want them to anyway. We need children to grow up and become inventors, designers, artists, builders, healers and even historians because it takes a world of diversity and interests to make communities, states, and our nation better for us all.

Maker Corps and Maker Kids

Maker Corps and Maker Kids

As the children labored to get rockets into the air, chased after blown up parts and parachutes gliding to earth, chanted the launch count backwards, I am certain I see an engineer out there alongside a poet, a programmer, a teacher, a carpenter.

I bet that my elementary principal saw great promise in the children under his care, too. He might even have thought of us as Rocket Kids.

Posted in Uncategorized | Leave a comment

Makers By Design

When a principal wanders into my office during the middle of state testing and just a week or so away from the end of the year, I am realistic in not expecting the same charged enthusiasm I heard earlier in the year. After all, I’ve been there. The end of a school year can sap a principal’s energy as s/he engages in a faster than typical urgency to make decisions and take action. Principals spend the end of the year in both start up and wind down mode – hiring new teachers, taking part in celebrations, often dealing with increased discipline issues and last minute parental concerns while pitching in with anything that needs to get done to bring a school year to closure. In May, the pace can suck the life out of a principal.

This week I ended my Friday chatting with a principal who brought a fresh energy into my office, delighting me with his affirmation that working in an at-risk school is his life’s work. I’ve always known that about him but his perspective was different yesterday. Why? The school staff has imagined and embraced a change that he believes has energized children, brought families closer to the school, and catalyzed  a renewed joy of teaching among staff. I’d love to be able to bottle his perspective and share it with America’s educators. But, I don’t need to. This school’s secret is encapsulated in one word.

MAKE.   Make not as an add on to the “real” work. Make as integral work. In this school where kids experience a design, build, and create ethos across the entire school, the staff realize that kids who make things are engaged – and empowered. They are curious. They want to learn. They are having fun. Discipline issues are basically nonexistent this year. State test scores are up. The principal’s imagination is on fire. The teachers are already thinking about how to make an even more powerful maker school experience next year.

Kindergarten maker work

Kindergarten maker work

Why has making ignited educators, parents and students in this school?

Making embeds informal learning into formal learning experiences. Kids develop more complex vocabulary, apply critical math skills, and explore a range of knowledge as they make. As the principal shared a digital image portfolio with me, his stories jumped out of joyful learning narrative. The story of a young child who decided he didn’t want to make the Statue of Liberty (his choice) but to be the Statue of Liberty complete with cereal box sandals, cardboard body and scepter, and a post it note tablet. The idea that making can be captured in movies and art work and iPad interviews. A project in which two fifth graders created a design for a maker patio outside classrooms, presented it to a landscaper, and now will get to see their project actually built with PTO support.

As we’ve embedded a #make2learn #learn2make mindset as a learning transformation pathway across 26 schools in my district, we are learning there are no linear instructional recipes or boxed programs for this work. Instead, maker education represents learning opportunity embedded in a conceptual frame of choice, interest, curricula bending, risk-taking, collaboration, curiosity, inquiry, tool cribs, and time flexibility.

Interest. Engagement. Passion. Empowerment. Agency.

Because of our work to bend curricula, instruction and assessment away from the standardization movement and toward the maker movement, I am particularly interested in the impact of making as a pathway to learning – a pathway along which children and teens pursue interests, engage their hands and minds, find passions, empower themselves and others, and discover a sense of personal learning agency. The stories this principal shared with me parallel stories that are emerging all over the district.

The STEAM Faire

The STEAM Faire

When I listen to teens describe how they work together to create contemporary music in a music industry studio (created in an old library storage room, no less) – writing lyrics, constructing music and beats, learning to use recording devices, practicing, producing and marketing – I am reminded that making to learn comes in a variety of forms and that when we step away from the standardization we practice in schools, making allows young people to access curricula that otherwise might not be available or of interest to them.

Imagination. Creativity. Ingenuity. Problem-solving. Solution-finding.

Why are we pursuing making? We humans naturally are curious creatures who seek to solve dilemmas, discover shortcuts through invention of new tools, and to express their understanding of the world through art forms. As soon as we can bang pots together, stack blocks, or smear paint we become makers. Children spin their imaginations into creating as they use the materials around them in ingenious ways to solve problems and find solutions to grand challenges. They persist. They ask questions. They seek knowledge. They share ideas. They try new ways of doing things. They dream.

When I watch young people challenged by thorny problems begin to work together to find solutions, it strikes me that boredom is not in their vocabulary. I’ve seen learners, elementary to high school, use 3-D printers to re-engineer artifacts such as the Vail telegraph and Civil War mini-balls. They’ve designed and printed unique smart phone cases, screws for library furniture, and science lab pulleys.  These learners don’t recognize the limits set on their learning by content standards created by people far from the classrooms they attempt to standardize. Instead, these learners seek rigor in their own learning as they take on challenges that build all the competencies that an adult might use in the home, at work, and for a lifetime of wanting to know and do more.

jesse

phone case designed and 3-D printed for the principal

Exploration. Discovery. Design. Experimentation. Invention.

I’ve experienced the joy of children and teens in school this year who find themselves with opportunities to sustain their natural curiosity along learning pathways as they search, connect, communicate and make in and out of school. I am reminded in other classrooms that learning doesn’t happen so well when children and teens are seated in rows for hours on end and expected to vicariously acquire knowledge from the dominant teaching wall. Children and teens like to explore the world in which they live. They seek challenges and take risks as they discover pathways to learning that take them beyond the known horizons of their lives. They tune in through play, stories, movement, games, apprenticeships, and interaction. They design, experiment, and invent to take on new challenges.

They experience ….

Joy. Why would anyone question that joy fuels learning? When young people accomplish hard work they experience joy. When they pursue an interest, they find passion and that passion fuels them to keep on working even when they might quit. When they become makers, they delight in the products they create.

This year, I’ve watched children build wooden boxes, design and construct electric guitars, exhibit their handmade pottery and oil paintings, cook soup, sew bow ties, sing original lyrics, direct, produce, and screen video documentaries. I’ve observed them writing code for websites, games, and apps for smart phones. I’ve read their published prose and poetry in paper and virtual formats. I’ve been delighted by their choreography for musicals and their performance of original drama productions.

For humans such as this teen choreographer are ultimately #maker learners by design … 

I am convinced from my observations that when children are afforded opportunities to explore a rich ecosystem of learning inside and outside of school, they experience an authentic growth in knowledge and competencies that has seldom been available to learners since the printed book began to dominate the ecosystem. When maker experiences become prevalent, all learners thrive, even those who experience great difficulty in traditional school.

Why would I want to offer learners anything less?

20140601-093459-34499043.jpg

Posted in culture, Game Changers, Leadership, learning technologies, school culture, social story, Uncategorized | Tagged , , , , , , , , , , , , , | 9 Comments

A Letter To All Those Who Choose To Teach

Dear Teachers,

I take every chance I can to share the work of our schools’ excellent educators with the public. You and I both know that no more important profession exists than that of teaching.  I am proud to be a member of this professional community that continuously has advanced civilization since the first teacher stood on the banks of a river drawing “counting” marks in the sand or using cave pictographs and campfire stories to pass on tribal history. As valued community members, teachers have had influence across tens of generations and today’s generation of teachers is no different.

You matter.

I talk to parents every day who relay stories of how a teacher has made a difference for their child. This occurs in school hallways, parking lots, and store aisles.  I hear the stories at PTO gatherings, or on the phone and through handwritten notes, emails, and social media. Just the other day, a parent stopped me at a school activity to comment that her child loves her teacher and still wakes up each morning excited to go to school. A high school parent shared that he suspects his soon-to-graduate senior will miss a teacher who has impacted her life as much she will miss leaving her close friends behind. During the recent We Notice celebration sponsored by the County Student Council, teachers shared letters with me from parents and students including a teacher with a We Notice note from her own child. The letters said “thank you” in different ways. Thank you …  for helping me, looking out for me, teaching me to be a better person, going an extra mile for me.

The stories are different but one message is clear. No matter what else changes, teachers matter.

You matter because you prepare young people for adult life. You created passion in a student who never cared much for science and she pursued a career in medicine. You discovered an interest in music within a child who struggled with reading and he became an extraordinary singer. You modeled that you too  can make a mistake, apologized, and helped a child understand that we are all human. You took your car for a wash on a Saturday at a school club fundraiser and made a day better for teens you teach. You greeted students at the classroom door to help them with a project even when you needed a bathroom break yourself.

The list is endless of what you do for young people. In exchange, you may work two jobs to make ends meet for your young family. After a long day teaching, you take work home every night to be ready for the next day or next week. You pay for school supplies that a student needs but can’t afford. You add granola bars to your own grocery cart to be sure everyone in your class has a snack at break.

You do whatever it takes to help young people be successful in your class.

Your spouses, partners, and friends who don’t work in education notice how hard you work in the evenings from designing lesson plans to grading student work. Your colleagues in education, even those no longer in the classroom, understand exactly what it takes to be an excellent teacher. They know every day you enter school with personal qualities that help you meet the needs of each unique learner – patience, attention, commitment, enthusiasm and care. You study not just the content you must teach well but also how to teach children well. You are a learner yourself.

Many of you remember playing teacher as a child. Some of you were drawn to the profession because you loved school. Others of you chose the profession because school was a struggle and you believed you could help children who most need excellent teachers to find success as learners.

I believe all of you came to the profession and stayed because you believed you could make a difference in the lives of those we serve as learners.

And, many of you, as I do, remember a teacher who inspired us to teach. For me, it was Mrs. Hiers who was my high school biology, chemistry and physics teacher – when she wasn’t serving as the guidance counselor in my very small, rural high school. One day, she handed a biology lab report back to me and shared in her soft voice that I had a real affinity for biology. That sparked possibilities I had never considered before. That comment led eventually to a major in biology and to the beginning of a career I have loved ever since.

Teachers have made a difference in my life from my childhood to this day. And, our world is a better place because each of you chose to believe in the power of teachers to influence young people who grow up to advance civilization.  You pay forward what excellent teachers did for you.

Thank you for choosing to teach.

Posted in culture, school culture, social story | Tagged | 1 Comment

The Grittiest Kid I Ever Knew

He wouldn’t have done well on the Impulsivity Test for children on Angela Duckworth’s webpage, but I think he was the grittiest kid I ever saw come through the elementary school where I was principal.

He’d had a horrific young life by the time he was nine – and he walked through the door angry on the day that his latest foster-mother registered him well after school was underway that year. The folder forwarded by his former school was thick with school changes, the worst of grade reports, and assessments by all kinds of professionals who’d been charged to take a look at him based on referrals of one sort or another. He was tough. His first words to me? “I hate this f’ing school.” He’d been there all of five minutes.

I noticed that his blue eyes constantly darted sideways to check out the people in the room. I knew that look. I could feel his intensity almost as heat rolling off his rail thin body and I think today I understood even then that beneath his anger lived a depth of real fear. He was just a child. He was a survivor.

When I first read his records, it was obvious why he was hostile to adults specifically, but others in general. His nuclear family had self-destructed around him and he’d been a tiny victim of that ugliness. Enough said. By the time he reached us, he’d seen at least 16 different home placements, including at least one brief stint in a residential home. He ran through them in a litany one day for me as if he was reciting the alphabet. He showed no emotion.

 I placed him with the best teacher I had and hoped that he would settle down and find a peace that would allow him to learn. He tested below grade level which was consistent with his records, but his new teacher saw capability within him. He loved science. He hated math. He  discovered a love of writing with her. He thought books “sucked.”  When his teacher shared an intense poem of his with me, it was obvious he wasn’t writing subdivision poetry. There were no rainbows or cute puppies in his young life. His words were ones of abandonment.

1185

He didn’t do homework unless his foster-mother made him and it was war at the kitchen table from the stories she shared. We created sign-off logs and contracts, offered extra time shooting hoops with a male assistant, and checked in with his foster-mother routinely. He turned in next to nothing. But he finally found a bit of a passion when he got into building simple circuits and figured out all kinds of cool things he could do with bulbs and batteries. When he wasn’t fiddling at a science center, he wrote about hating his family and foster siblings or stared out the window. He had no safety net. And, he was nine years old. A prior assessor had labeled him as a slow learner. But, none of us thought that at all when he forgot long enough that he lived in a child’s version of hell to show that he was a curious, interested kid who loved to learn.

He’d end up yelling at someone in school pretty much every day. Sometimes the teacher. Sometimes other kids. Sometimes … me. Once I invited him to come for a “lunch-bunch” Wednesday in my office and to bring some classmates. He invited no one. He came and wandered my office, picking up science gizmos I kept for just that purpose. He was intrigued with my framed black rattlesnake skin hanging above my desk and wondered if I’d shot it. I told him no that it had been found by a friend – a roadkill in New Mexico. Because I loved snakes, I told the boy the story of how I acquired that skin. My desktop computer caught his attention and he wanted to know if he could type on it. I let him do that a bit and I remember the delete key mesmerized him – he typed his name and deleted it over and over again. These were pre-laptop days, pre-video game days, pre-almost-every-kid has a device days. He was amazingly focused.

When we finally sat down to eat lunch together, I asked him if he liked school. I will never forget his response in a somewhat agitated voice. “I hate it here. Kids here don’t like to fight. They won’t fight. I like to fight.” I smiled because we were a school that used Glasser’s control theory as a philosophy to underpin community values. Our kindergarteners began early with conversations about solving problems with others by using words. It worked in the sandboxes and in their kitchen center. By the time our kids were nine like this little boy, they might roughhouse a bit on the playground but they, in general, just weren’t  physically aggressive with each other unless someone really lost it.

I asked him why he liked to fight and he went back to wandering my office. No answer. I was ignored. Was he rude? Not really. Just not willing to talk about something that likely made him uncomfortable. Then he turned. “I like to fight because it makes me feel good. That’s why.” It’s all he said. I filed it away. There was no need to share it with the psychologist he saw every week. We all knew that anger was his weapon and his tool to escape class, the playground, the cafeteria – anywhere he felt unsafe. Especially foster families.

I came to value this nine-year old boy. His story has stuck with me for a very long time. I can still see the dusting of freckles on his nose, his darting blue eyes, and his pale arms learning against my desk as he typed away, standing at my desk. He was with us for three months and then disappeared into the lost world of foster children. We got a call from his next school asking about him and what we’d done that had worked since his grades were better at our school than anywhere else in his record.  Let me be clear. We weren’t perfect for him or with him. I’m not laying claim to any savior mythology. But, I think we understood what he needed from us, mostly, and we didn’t need impulsivity test data to tell us that. What we did need was what we valued as a staff in our work with all our kids – a sense of empathy, trust, and respect.

We didn’t have much to share with the counselor who called. He’s smarter than his past files show, we said. He loves science and experiments. He can write poetry when he wants to. We shared that he was pretty well-behaved while with us other than the time he pushed an assistant while getting off the bus one day. Angry.  Who wouldn’t be, we asked?

I’d never give that little boy Duckworth’s survey. It would only reinforce all the negatives in his life. And, I don’t think he lacked self-control at all. Every seemingly impulsive action he took –  from his anger to his distractedness –  was motivated to give him space to breathe and control over a world gone awry.

I still wonder, when I think of him, where he is today. I like to imagine that he found the perfect family and went on to graduate from college, maybe a science major. I like to avoid thinking that he’s in prison or dead. However, my dreams and my nightmares are both possible. I do know this. He was one of the most resilient little guys I ever knew. I didn’t expect him to focus all the time on school work, to become a model student holding on to his bootstraps. Instead, I expected him to find some slack with us, a little safety valve of a school where he could find relief from what Paul Tough reports from medical research as allostatic stress – a huge interference with a child’s working memory.

Finally, I’m not a fan of Angela Duckworth’s references to Sir Francis Galton. This little boy was the kind of child Galton demonized in his Victorian Eugenics pseudo-science. He could have been the poster child who the Commonwealth of Virginia sterilized under its Eugenics Laws, and he was the kid we could have handled in very wrong ways through the systems we employ to label children such as him because of his learning gaps, behaviors, and personality.

I feel this way about Duckworth and her Grit surveys because ethically I don’t like seeing Sir Francis Galton, father of the Eugenics Movement and social Darwinist, cited as a rationale by any modern-day researcher in regards to children and schooling. There is no good reason. It’s that simple to me.

While reminiscing tonight about the grittiest 9-year-old I ever encountered,  it was as if he reached out to remind me today why I feel the way the I do. And, I remember good times with him that transcended his anger, distractedness, and lack of focus. I remember him well.

1185

Posted in culture, school culture, social story, Uncategorized | Tagged , , , , , | 12 Comments

United We Stand: From Jefferson’s Declaration to King’s Dream

It’s Martin Luther King, Jr. Day across the United States. Mostly, all public offices and schools are closed. Some choose to celebrate the legacy of MLK by providing community service to those in greater need. Others offer or participate in programs to rekindle and light flames in support of the principles of  “I Have a Dream.” Our learners in school spend time before and after today watching primary source video of speeches and footage of the civil rights movement. They write about their own hopes and dreams. Some engage in discussions or debate about social justice and how far the civil rights movement has taken the United States – or not.

Leadership Academy

Leadership Academy

Ceremonial remembrance days have always been important to tribes and communities since humans first gathered in caves, around campfires, and at watering holes. Ceremonies transmit important oral histories through story, dance, drama, art. They bring humans together to say what happened is so important that we do not want our people to forget.

IMG_9018

As tribes evolved to communities and communities to city-states and city-states to nations,  ceremonial remembrance days became politically codified as holidays of significance, perhaps as religious holy days, historical events, or celebrations of seasonal significance and importance. And we see tangible changes as a result.

Learner-centered Principal Leadership

Learner-centered Principal Leadership

Martin Luther Ling Day in the United States is such a day. The Third Monday of every January. A remembrance of his birthday on January 15.

Mr. Jefferson

Mr. Jefferson

A belief that his voice was so important in advancing Jefferson’s second sentence of America’s Declaration of Independence to encompass all Americans, what some call the “best known sentence in the English language”, that he deserved a day of remembrance for his life, not his death:

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”

We aren’t there, yet. We still fight over what equality means and who deserves access to it. We still have children without access to basics that we should take for granted in a nation of great wealth – shoes and coats, running water, medical services, food.  We have elderly citizens who live without the medicine they need, reasonable access to heat in the winter and cooling in the summer, and a decent hot meal at least once daily. We have handicapped community members, physically and mentally, who wander our streets, facing third not first world problems in their daily lives.

Dr. King and many Americans who stood beside him and behind him advanced the Declaration of Independence’s second sentence. But the issues that led to the Civil Rights Act of 1964 did not end when the Act was passed or King died. We still have solutions to be found on many fronts. We still don’t have a national unity of purpose or belief as to for whom the Declaration was intended.

madisonAre we better as a nation today than when Madison penned the Preamble to the Constitution?

Absolutely.

 

“We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

Are we better today than when Lincoln delivered the Gettysburg address on those still bloodied fields of Pennsylvania?

Assuredly.

“ … It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.”

Have we advanced who we are as a nation since we raised the Statue of Liberty on Liberty Island and Emma Lazarus wrote the iconic poem that defines America?

Affirmedly.

“Give me your tired, your poor,

Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tost to me,

I lift my lamp beside the golden door!”

And, are we better today than when King shouted his message from the mountain tops of Washington, D.C.?

Certainly.

“And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.”

Yet, as with all grand challenges, we are not there yet. We have work still to do that represents the best of who we are on those remembrance days in which we commemorate the Declaration, our wars on behalf of the world and us, and the lives of Washington, Lincoln, Kennedy, and King.  We still have children to serve, senior citizens to care for, immigrants to welcome, poor to raise up, and a people to unite.

Posted in Uncategorized | 1 Comment

Dear Karl, Scott, Daniel, and John : The Future You Predicted Seems Right On Schedule

The Thank You Letter: Part I

Dear Karl, Scott, Daniel and John,

You told me to start preparing learners, even  my own child, for careers that haven’t even been invented yet. Now I know what that means. My son texted me this past week to let me know about a job offer from a media company that he sees as a good career move. I immediately called to chat.

The conversation went something like this.

“So, first thing, does this job have benefits?” (me)

“Yea, it’s fulltime but I can have all the vacation I want as long as my team gets our work done.” (him)

“Umm. really? That’s interesting. What kind of job is this one?” (me thinking – I could like this job)

“ It’s a micro-content manager – you know using social media like Vine, Instagram, Twitter, SnapChat – to shape and promote brands. I think it’ll be pretty challenging since new platforms and apps emerge almost every day – I’ll be figuring out how to create macro buzz with micro content – kind of like virtual Burma Shave.” (him)

“Ok- I’m on Twitter and I get using Twitter, but how does that translate into work?” (me thinking – seriously? )

“Well, if I take this job, I’ll be part of a team – actually multiple teams on the east and west coast – and we’ll sit around and create micro-content.” (him)

“That sounds … interesting. This is a real job, right?” (me – thinking  – well I’m not sure what I’m thinking since I’ve never heard of this)

“Of course- it’s why I got an MFA in digital media and technology- design work.” (him)

“Ok – last question? If this is it – the job  you want, what kind of clothes will you need?” (me- thinking $$ signs for work wardrobe)

“Geez, mom – what a question. Of course it’s not IT. No job is ever it-  but, no worries- dress is pretty casual at this office- tee-shirts and jeans are fine.”

Here’s what I’ve learned from my own son’s experience.

Shift does happen. He’s entering a career that I didn’t know existed when I first saw your youtube video, Scott and Karl. Preparing kids for jobs that don’t exist today means helping them be lifelong learning ready since we don’t know what tomorrow will bring.

The “concept age” job  is real, Daniel. My son, and other young people, need to engage in a different kind of learning that leads them to acquire and use those six senses you identified.

  • Story – Narrative added to products and services – not just argument. Best of the six senses.
  • Design – Moving beyond function to engage the senses.
  • Symphony – Adding invention and big picture thinking (not just detail focus).
  • Empathy – Going beyond logic and engaging emotion and intuition.
  • Play – Bringing humor and light-heartedness to business and products.
  • Meaning – the purpose is the journey, give meaning to life from inside yourself.

Redesigned leadership, John, in the company my son’s poised to enter really focuses on affirming culture,comfort, creativity, and empathy as integral to their organization design. Our young people today enter new designs for work spaces that demand vastly different competencies than those of  the “cult of efficiency” and compliance created in 20th century schools to educate kids for factory work. Redesigning leadership is a new mindset for leading work differently. However, if schools continue to be “command and control” zones, our kids will be disadvantaged by an adherence to old models of management, curricula, assessment, and instruction. They won’t be prepared.

The best news to me as mom is that my son’s happy. He’s weathered an economic recession that’s had more impact on middle class college graduates than in any similar downturn. He’s got a job and it’s exactly what you predicted. Because of twitter and YT, I was able to access your thinking and it helped me to help him think about different options than doctor, lawyer, MBA, and engineer.

Now, what’s next?

Sincerely,

Pam

And Now… The Rest of Our Story: Part II

Well the future’s here. You all told me to expect it. Shift Happens. A Whole New Mind. Redesigning Leadership. In words and video you sent your messages to America and around the globe.  The 21st century world will be different for millennials educated in schools shaped and dominated by 20th century career educator-boomers like me. We must redesign, shift, and create a new world of learning to educate our young people.

A Whole New Mind

You educated me well. I’ve used your phrases in sessions with educators, the business community, parents, and students including my own son. I’ve shared that we must prepare our young people for careers that haven’t been invented yet. I’ve even gotten a laugh from audiences when I’ve referenced the MFA will be the new MBA, with attribution of course, to you, Daniel. I’ve spoken about new ways of leading that draw from social design to leverage the creativity of employees as you, John, describe so eloquently when you speak.

Now as a parent I understand the reality of what you all were saying as I’ve watched my son grow into a millennial adult. As Tom Agan wrote in the New York Times he has a different mindset about work.  He just landed his first real job – the kind with benefits and a 401K. The starting salary isn’t “to die for” as he says, but it’s, oh,  ten times my first salary as a teacher. The job? Well, Shift Happens – but more on that later.

Daniel, in 2005 most middle class parents, including me, were still thinking the college success recipe for our kids included doctor, lawyer, MBA, with a touch of engineering on the side. I read your book, took note, and shared it with my son – and every educator I could, including the School Board. I remember sitting down with Jason before his last year in high school.  I shared excerpts with him, reinforcing his strengths as an artist and his interest in multimedia, particularly documentary film-making. And, when he graduated with an MFA this past spring, I thought about the learning pathway you opened up for him to consider just before he headed from high school to the University of Virginia.

He finished as a liberal arts undergraduate who avoided STEM courses as if they were the plague – not because he lacks mathematical capability but because it’s just not his cup of tea. Instead, he left college with a great command of Spanish and a sprinkle of three or four other languages thrown into the mix.  He also could research, write, and create digital content with the best of his peers. But, he didn’t pursue programming, engineering, or commerce even though I urged him to at least consider a minor in something with a STEM focus. I hadn’t yet heard your phrase, John, when you put the A in STEM and added an arts twist. I also hadn’t heard the term creative used as a noun, as in Jason is a “creative.”

In 2009, he exited into in the worst job market for college grads in decades, if not ever. That’s when I realized life would be a bit different for him than when I began my teaching career. Instead of landing one of those dream consulting roles that kids like him tended to accept right out of college, he headed off to his “first jobs”, both part-time, one working in a boutique food market and the other creating digital content for a nonprofit foundation. At the same time, he managed to take a few digital media courses on the side. I kept asking, “what do you want to do?” He kept shrugging and saying he wanted to do something creative, preferably in the city.

He spent a year working while also building a digital portfolio for application into MFA programs across the country.  Just two years ago, I blogged about my angst when he moved from rural Virginia into the largest city in America where he enrolled in the Design and Technology MFA program at Parsons.

While in the MFA program, he did what many grad students do. He landed an internship in Manhattan working with a media firm. Leveraging his video-editing skills (thank you, National History Day), he continued freelancing with the firm after the internship ended.

I kept asking as he applied for jobs, “so what do you anticipate you’ll be doing?” He kept telling me, “something with design and media, Mom.”

I confess I had no clue what that really meant. I kept worrying as I watched him apply, consider, and either reject or be rejected. He kept freelancing and I kept worrying as moms do about student loans, benefits, and his own retirement one day. When he started @thepuparazzi on Instagram, I thought it was creative but couldn’t see how it fit into a work portfolio. I suspect today that it helped him show others what he can do.

I realize in 2013 that much of what our kids need to learn today is not what we once thought they needed to know as outlined in the last one hundred years of school curricula. We need graduates who are transdiscplinary boundary spanners, mindful thinkers and leaders,  creative solution-finders, and analytical problem solvers. Our graduates increasingly need to both L- and R-shift in the workforce.

Now I wonder what the 22nd century will bring. Any thoughts on that?

Posted in culture, Game Changers, Leadership, learning technologies, social story, Uncategorized | Tagged , , , , , , , , , , , , , , | 7 Comments

Reminding America: Gratitude for a Public Education

vietnameseThe dark-haired girl, maybe six-years old, darted from behind the plate-glass window and exclaimed to her mother, “Snow flakes are falling.” In a soft voice, the mother replied  using a different language. The child turned and switched quickly from English to her mother’s language without missing a beat. As I waited in front of the small business, I commented to the mother that her daughter was fortunate to grow up bilingual. The mother smiled and shared that her two children preferred to speak English but she wanted them to speak Vietnamese, too. I then asked how long her family had been in the United States and where her daughter attended school.

I expected a simple response but she responded with a story far more in-depth than I anticipated. In our hurried lives, we often aren’t privy to the back channels in another’s world. In that moment, I stopped to listen.

GoogleLMapAnLoc

Map of Vietnam during the U.S. -Vietnamese War

Her father had been associated with the U.S. government as a young man during the U.S.-Vietnamese War. After the fall of Saigon and unification of North and South Vietnam, he was incarcerated in a re-education camp while his young family attempted to survive without him. This woman, now a mother of two, described a harsh life. Her schooling ended at age twelve. She went to work with her mother washing clothes seven days a week, subsisting on a bowl of rice twice daily.

In her slightly accented voice, she described to me a life of bleak survival as a child and teenager. As she unfolded her story, it became a bit murky about how her father made it to the United States and eventually brought his family here as well. However, the point of her conversation was not about her early life, but about her own children and their education here.

This thirty-something mother now works seven days a week in America doing service work just as her mother and she did years ago in Vietnam. As her own mother took the risk to come to America so her children could have a better life, this mother also shared that she wanted the best life possible for her own two children – both U.S. citizens by birth. I asked her if she wanted to finish school herself and she replied, “… not until my children have their education. It’s the most important reason I work so hard. I want them to do well in school so they can have the life they want. America provides that chance for them. I was forced to quit school in seventh grade because of my father’s association with the United States government. Here, my children have so many opportunities that were denied to me … I can read and write in two languages so for right now I am fine, but one day I will finish high school, too.”

She smiled at her daughter spinning to catch the tiniest of flakes falling on outstretched fingers while we continued to talk under the gray sky. She said, “There is nothing more important than theirhollymead education. I think people in this country don’t appreciate what it’s like to live somewhere where going to school can be denied. No-one should ever take an education for granted. I’m grateful to live in this country and for my children to be able to go to school.”

My own parents and grandparents didn’t take America’s educational commitments for granted either. My grandfather didn’t finish high school. My parents were high school graduates. They all expected me to graduate from college. They were grateful for the basic education I received in a small town steeped in deep South poverty.

My high school counselor was also my earth science, chemistry, biology and physics teacher. The football coach was my government teacher. Most of the educators in my hometown school grew up there. Some teachers never attended a four-year college but were products of “normal schools.” These educators, however, all were revered in the community even though we didn’t experience much of what we refer to today as “high quality” teaching. We filled in a lot of workbooks in elementary school, read a lot of textbooks in high school, and listened to a lot of lectures at the chalkboard all the way through school. Some of us passed. Some failed. And, each year there were fewer of us left to graduate.

schooldesks

Still, my parents and those of my friends appreciated my teachers’ efforts because their children were being provided a pathway to what that “greatest generation” considered a better life for their “baby boomer” children.

bambergDespite the perspective of parents in my mid-twentieth century community, the educational system of that time was not what it is today. There was no compulsory attendance law then and I watched peers drop out of my class to begin work on their family’s farms or in the local mill (some left in late elementary school even.) Much of our work demanded us to be passive and compliant learners. We attended schools still segregated despite Brown v. Board of Education and the federal Civil Rights Act of 1964. There were no special education services – the federal Education for All Handicapped Children Act of 1975 was still a dream. I wasn’t that well prepared for college – my high school offered no AP courses, just one year of French taught by a teacher who only spoke English, and no math courses beyond Trigonometry.

However, public education was valued by my community’s parents in the 20th century just as strongly as the Vietnamese mother values her children’s education now.

Because of public education,  any child who walks through the doors of America’s Statue of Liberty schools will be served by a public school’s teachers. We don’t deny children an education because of who their parents are. Instead, we Americans educate all children, regardless of their parents’ economic status, religion or lack thereof, race, ethnicity, or political beliefs. Unlike some countries, we educate boys and we educate girls. We educate children with handicaps. We educate children for whom English is a second language. We educate the children of those who are incarcerated in our prisons.

It does not matter in the United States who you are when it comes to attending our schools.

During this Thanksgiving break, I am grateful for the public education  that’s been offered across my family’s generations and to young Americans in every town, city, county, and state today.

And, I offer thanks to the Vietnamese mother who reminded me of that.

IMG_1668

Posted in culture, Uncategorized | 6 Comments

Why Connect? Reflections on Our Filters, Virtual or Otherwise #CE13

Why Connect?

Over the past couple of weeks, I’ve participated in multiple activities of Connected Educators Month.  It’s evident. Walls tumble down that separate educators from each other as they connect around the world. New ideas proliferate as a participation culture emerges. In my own district, connected educators create new pathways for learning – for themselves, colleagues locally and around the world, and their children.  The key word among connected educators during #CE13 seems to be share – whether in a Pinterest “PD Scavenger Hunt” or through a school-wide tweetup on what choice and comfort looks like for children.

Kindergartners Skyping on 3rd Day of School

Kindergartners Skyping on 3rd Day of School in @abigailkayser’s class

We benefit from professional connectivity because it helps us make eye contact with other educators across global watering holes. That’s a step in removing filters that prevent us from learning with and from each other.  Yesterday I caught a bit of chat at #globalclassroom and had a chance to witness how we filter across diverse cultures, experiences, and time zones. In virtual environments, exchanges at watering holes open us to new ways of thinking – multiple points of view from around the globe – and as we interact we find our perspective isn’t the only one out there.

Such connectivity helps us take down our professional filters and see what’s outside our walls, our boundaries, and our barriers. When we connect, our natural human curiosity and urge to explore causes us to seek what’s beyond our known learning horizons. When we discover others with different ideas at virtual watering holes, that leads to questions about our own filters. I believe that’s a good thing.

globalclassroomReflecting on Filters

A mentor once said to me that we all have to watch out for our filters. He was a mentor before the topic of “the filters”, you know the ones I mean, became a different kind of headache for contemporary educators.  But, I think his reference applies to any kind of filters in our lives, even virtual ones.

student writing on desktop
Using desk surfaces as a writing space challenged my filtering system – until I saw the  walls and windows at NPR covered with notes, diagrams, and outlines. 

Over-filtering represents one of the greatest sources of failures in our individual thinking and that of our systems. It’s why I keep a mental list of the four failures of government – imagination, policy, management, and capability – that the 9/11 Commission identified in their final report as root causes of 9/11. It’s why I am conscious of Ellen Langer’s mindful leadership as a frame for thinking about why individual leaders working alone are poor predictors of the future. It’s why I believe in finding new pathways to advance our work and the concept of “terroir” and scaling across not up (from Walk Out, Walk On), rather than thinking all schools should or can implement identical solutions, even when they’re trying to address the same challenges. Why?

There are no “one size fits all” answers. There are no magic formulas. In this day and age, there are no standard problems, and no standard solutions. Pentagon staffers articulate that in their work, and so should we. No two school communities, no two grade-level teams, and no two parents, children or teachers are exactly alike.  As @yongzhaoUO says, we need to consider the uniqueness of the local work we do rather than focusing on mass standardization.

Filters tend to push us towards seeing different situations similarly, rather than recognizing that no two are the same. Filters tend to cause us to go to the same people for feedback – often people who reinforce our own perspectives and ideas. Filters are why we lack the capability over time to see watermarks on our own professional wallpaper. Filters are why in our work as educators we don’t always get or attend to the full breadth and depth of information we need. Filters can be our worst enemy when it comes to decision-making.

We all filter.

Our brains must filter to accomplish anything in a given day. Other people also filter for us. Sometimes because they see it as necessary to getting work done in priority order. Sometimes, it’s to advance someone’s perspective. We need to be aware of that and constantly monitor how our filters, and those of others, impact our work, and ultimately impact how our work impacts young people we serve.

1950 classroom Source:genderroles1950.blogspot.com                                                                                       Factory school traditions centered students and teachers in isolated silos

When we work in isolation, and we all do need that time sometimes, we don’t consider a full range of ideas and possibilities to help find solutions to challenges in front of us. While I’m not an impulsive person (well, maybe just slightly impulsive), I’ve found that time to think and reflect with others who represent diversity of background and expertise isn’t just a luxury, it’s a necessity. Over years in leadership roles, I’m still learning to slow down, seek advice, and take time to consider decisions – and to work on lowering, not raising my filters.  Pretty often, I don’t hear what I’d like to hear when I go outside my own personal filters, but usually it’s what I need to hear.

Checking Filters

I’ve also learned it’s important to periodically change my work environment because my personal filters can cause me to stop seeing what’s around me – the proverbial stains on the wallpaper no longer exist in my line of sight. It’s why I’ll occasionally ride a school bus to chat with a driver, help a custodian stack chairs after a program, serve food in a cafeteria, or teach or co-teach a lesson.I need to work outside the hierarchy to understand the impact of decisions on those most affected by them. Twitter helps me get outside the hierarchy, too.

However, even in using Twitter, we can either set up situations where we lower filters or even maintain a different version of face-to-face filters in the virtual world.

If I chose to follow people who express the same opinions and ideas that I’m drawn to, then I’d end up with the same echo chamber that can exist in my professional work environment if I’m not constantly attending to that. I’ve pushed myself to look for and follow people with different points of view, people who work in very different fields than education, people who ask hard questions, challenge authority, and who don’t accept the way it is as the way it has to be. I’ve found people with great educational expertise around the world who do things very differently from the practices used in my own work spaces.  Twitter has become a watering hole that encourages me to lower filters and consider other possibilities, options, and potential new pathways for improving our work to serve learners well. Without access I wouldn’t know:

@catherinecronin @marloft @lasic @largerama @poh @colonelb @joemazza @liamdunphy @tomwhitby @flourishingkids @doremi @mrami2  @gravesle @jguarr @mcleod @blogbrevity @jonbecker @grandmaondeck @blogbrevity @cybraryman and literally thousands of valued voices sharing ideas, resources, and questions routinely on twitter as well as in  #cpchat, #edchat, #musedchat #edchatie #ccglobal #engchat #ntchat #ptchat #nwp #ideachat #satchat #rschat  and the many other chat waterng holes that run every day,

hundreds of superintendents on @daniellfrazier’s supts list who offer perspectives on challenges I face daily in a similar role,

@monk51295 @maryannreilly @paulallison and the book Walk Out Walk On  and why we should consider a different option than simply “scaling up” educational programs,

@karenjan and #spedchat regulars who champion Universal Design for Learning and a range of accessibility solutions that allow children’s capabilities to emerge,

@saorog @pamelaaobrien @scratchteam because sending some teachers to #scratchmit2012  and interacting with our Irish PLN led us to implement #coderdojos and use of Scratch across our school district,

the work of @kcousinsmles @mlsmeg @bkayser11 @mthornton78 @paulawhite @mtechman @ethorsenahs @beckyfisher73 @tborash  @mpcraddock @khhoward34 @andrewwymer10s @sresmusic  @jatcatlett @wingfriends @jengrahamwright @chalkrelic @gweddettecrummie @mrglovermhs @peacefulsmiles @ebredder @hoosjon @irasocol @csratliff @hobbes4564 and many other tweeting educators who work in schools across our #acps district,

the work of connected educators such as @dcambrid who is a champion of Connected Educators Month and strategic focus upon ways to support educators to make critical shift as digital learners themselves.

A Few Questions

So, when we reflect upon what we don’t consider, don’t ask, and don’t learn when we have our filters up, I’d suggest we consider these questions in regards to digital, connected learning:

Why do we think that filtering social media and virtual learning tools – Youtube, Skype, Wikipedia, Twitter and others, even Google for heaven’s sake – makes sense for either us or our learners?

Why not teach children what we’re learning at the virtual watering holes; how to navigate and learn the shifting protocols, rules, etiquette and boundaries associated with digital citizenship and literacy so we can take full advantage of opportunities to lower filters and learn?

Why deny ourselves and our young people a world of opportunities that allow them to learn from experts and access the tools they need to search, connect, communicate and make?

Why block educators and the young people they serve from being able to consider that the way they think could be informed by points of view from people all over the world with different knowledge and informed understandings of science, maths, history, economics, the arts, and literacy?

Filtering, virtual or not, limits all of us from exploring beyond horizons of what we define as possible to learn. It was true for those who tried to limit the work of Galileo.

image of galileo with telescope
Source: Galileo With Telescope Image
pbs.org

And, it’s true for young people and us today.

Unblocking our filters allows learners and educators to find a different learning world beyond the horizon – one of panoramas, 360s, microscopic, bird’s eye to fish eye, and telescopic points of view.  And, wouldn’t we all be better critical thinkers, creators, problem-solvers, designers, builders, producers, and engineers as a result?

kids drawing map on table
@mthornton78’s class at work
Posted in culture, Game Changers, Leadership, learning technologies, Policy, school culture, Uncategorized | Tagged , , , , , , , , , , , , , | 3 Comments

Hawk Watching and Other Observations

butterflyonthistleI spent the morning observing a 5-lined skink skitter across the patio in search of breakfast, back and forth, slipping in and out of the stone wall. Overhead, a crystal-sky overlayed the slightest of breezes. In the air, the scream of a pileated woodpecker reverberated as he pounded square holes into a round tree trunk. Monarch butterflies, ruby-throated hummingbirds, and kettles of hawks all poise to leave Virginia this month in their annual fall migrations. In fact, about a week ago I saw my last hummingbird  dive bombing garden flowers one last time.

As I walked the hollow’s graveled road under today’s late morning sun, I was reminded of a similar day some time ago when I perched atop a Blue Ridge peak – a day with middle schoolers spent counting hawks , watching them draft ever higher on thermals, until they faded into pinpoints and then, into nothing. Overhead, today’s vultures slid across the sky catching a bit of heated air as they spiraled high above me. Across an overgrown field, a red-tailed hawk soared with the vultures, wings only occasionally beating the air. There are no children with me, but the blue sky reminds me of them.

vulture

This time of September happens to be peak hawk migration season in the Blue Ridge. And no matter how far I drift from those days spent gazing skyward, during this time of year, memories of hawks lofting skyward still lift me, too. I almost always carry my phone with me as I walk, an easier camera with which to grab images than either my old Canon SLR, a ‘70s relic, or my newer version which is fully digital. My little phone is my mainstay today as I wander schools, the built world, and natural environments observing ecosystems through which I move.

Black Racer & cell phone_T_2

I was trained to observe closely as a student of field biology when I was in college. Teaching children to be good observers made sense to me when I began teaching middle and high school science in the mid-seventies. Then, when I became a school administrator, observing became a key skill in that work, too. The skill of observing is one that cuts across disciplines and forms a basis for building knowledge and understanding of the world around us. Yet, in a learning world that’s fraught with focus on hurrying children through curricula and educators through teaching so everyone can arrive on schedule for high-stakes standardized test dates, there’s little time left over for children, teachers, or administrators to simply slow down and observe the world around them.

Middle Schoolers Exploring an Estuary Circa 1977

I worry about our young people who seldom are afforded time in school to simply observe. So much of what we ‘70s science educators used to call inquiry learning, exploration, and hands-on experiences has been subtracted from learning time today.

This was brought home to me recently at the grocery store when I ran into a middle-aged man whom I taught in the mid-seventies. We recognized each other immediately despite the fact that he was 12 and I was in my early twenties when we spent time together – teacher and learner. In those days, I was teaching six classes of more than thirty students each, no planning period, and eating lunch with a class of children. My first year of teaching was defined through inquiry science with one class set of texts as a resource for science.  Today much is different for today’s learners and teachers than when I was in the classroom. In the middle school where I began teaching science, we used instructional principles that guided our work in the collaborative, somewhat open, learning spaces of the time:

  • Engage learners in inquiry and scientific experimentation.
  • Make interdisciplinary connections across teams.
  • Use the school grounds and beyond to learn about the natural environment.
  • Plan, teach, and assess to high levels of Bloom’s Taxonomy.
  • Let kids make things – baby jar barometers, plastic cup anemometers, water drop “microscopes.”
  • Set up stations for activities in which kids use technologies to experiment – equal arm balances, beakers, hot plates, Celsius thermometers.
  • Bring all the senses to bear in learners’ observations.

Along with the children I became an even better observer of the world around me, inside and outside the classroom. We discovered together the power of school ground “field trips.”  One day we set up string grids in the grass to observe and quantify flora and fauna inside the strings – and found a lot of creatures crawling there we didn’t anticipate. We walked into nearby woods and plucked sassafras twigs to see if they really tasted like root beer. We learned to identify poison ivy, tulip poplars, and reindeer lichen. We used my college field guides as a resource and began to sketch and describe everything we did. It didn’t matter whether we were blowing through a straw into Bromothymol Blue or digging a small courtyard pond and introducing native plants, fish and turtles into it, we recorded it all.

We spent class time seeking knowledge, building competencies, and pursuing interests. We weren’t without a curriculum, but we weren’t limited by one either. In those days, I didn’t worry about standardized tests even though children were taking those even back then. However, our school’s science goals were about children using what they were learning to become better thinkers, enthusiastic observers, and scientifically literate young people.

My former student, now a middle-aged man who had grown up in a poor rural Virginia family, was accompanied by his son, a middle schooler. The father reminisced about his memories of being in the middle school science club, a group I co-sponsored, taking field trips to distant places such as Wallops Island and the National Radio Observatory in West Virginia. I’m not sure how we paid for everything back then but we made and sold a lot of bird houses. My partner teacher and I threw in what we could, as teachers often do today, and paid for what our kids couldn’t fund raise. The principal chipped in a bit, too.

This former student, now a parent in his own right, asked me why kids in school don’t get to do this kind of learning anymore. It’s a good observation for a parent to make I say to him. I’ve been bothered also by visits to classrooms across the United States where children bend over test-prep curricular worksheets or engage in “drilled into the ground” review work to prepare for standardized tests each spring.

As I talk with this parent, I remember the joy and passion of children jostling their way outside to go on a nature walk, sketchbooks in hand. I almost can hear the sound of them oohing and ahhing the first time they watched pH paper change colors when we tested acid-base properties of “unknown” chemicals. I tell him that I pull out old photographs occasionally and remember kids delighted by the “found” exoskeleton of a deceased horseshoe crab we once stored in one of our curio cabinets.

beachkidsKids, some experiencing the ocean for the first time, circa 1977

Children deserve to experience joy and passion in their learning every day. It’s what keeps all of us coming back to press past learning challenges in our youth and our adult lives. Learning in school should push us – educators and children alike – to be curious, to think, to feel stretched, to continue to ask questions after we walk out for the day, and to want to come back for more the next day, and the next. I want that, and more, for all our children and all the educators who serve them, yesterday, today, and tomorrow.

It’s hard to fight upstream against the tide of standardized testing that reduces learning down to a least common denominator. I like to think we educators and parents can turn that tide. We know from research and experience that when our children’s hands and minds engage together, learning happens and it sticks. And, that’s stuck with me for a lifetime.

questfest5

Chatting with this middle-aged man, a former student, at a grocery store checkout, I am reminded that no one much remembers their responses on four-choice, one-right answer tests.

Instead, I was taken back to a long ago field trip, captured still in a binder of old photographs, when he said with a smile, “ Do you remember that field trip we took to the ocean? I’ll never forget finding that horseshoe crab.”

His memory is exactly why I keep pushing upstream against the tide of standardizing everything just so kids can pass a test.

albumkids

Remembering the Child in the Back
A trip to the Beach

Posted in culture, Game Changers, school culture, social story, Uncategorized | Tagged , , , , , | Leave a comment

Three Stories: One Influence

Leadership Academy

One:

I am listening to Paul Tough’s How Children Succeed. It’s full of research about all the topics that educators discuss when they see children, adolescents, or teens who struggle because of challenges attributed to home environmental stressors. It’s painful to listen. Much of what Tough reports as empirical research represents the common sense understanding of educators who know children growing up with an overload of allostatic factors increasing chronic stress will typically experience disproportionate academic and behavioral difficulties as they move through school. They are more likely to be labeled special education students, need behavioral intervention, or be suspended, expelled, or drop out of school than their middle class peers – and far more often than children living in poverty who do not experience intense familial stress factors.

While poverty is often a root cause of chronic stress factors, there are children living in poverty who succeed. Such children live in homes where strong, functional attachments to a significant adult make a positive difference for them. I was struck by a body of research reported in How Children Succeed related to attachment theory. Intervention that helps young mothers, at-risk because of their own stress factors, to learn positive skills to nurture infants and toddlers actually makes a greater difference in the success of young children entering school than other interventions, including building early cognitive skills. In fact, according to Tough, kindergarten teachers in large numbers report that it’s not children who struggle to learn the alphabet or numbers that’s the biggest challenge for them as educators – it’s children who lack basic capabilities to build positive peer relationships, relate to adults, and control anger impulses.

When children have high allostatic loads, they enter school with chronic stress. Their symptoms often continue unabated through school impacting their capability to hold what they learn in working memory, a basic prefrontal-cortex function that supports learning in school.

I wonder how our at-risk children’s success in school might be different if an intensive, national initiative to provide deep parenting intervention occurred? How might breaking the cycle of chronic stress in children change their emotional and learning trajectory as they move through school? Imagine how different their learning experiences could be.

Two:

Seamus Heaney died this week. I often have thought of the great poets as being the best of farmers who till words into soil, then reap poetry from the land. Heaney’s gift for  sowing words created poetry that fed the world. His perfect command of word is a great loss in an imperfect world.

However, I am comforted that somewhere out there another great poet grows into her or his own, finding pathways to expression because a teacher creates space for children to explore language as more than an information base or a response to a writing prompt. Perhaps, just as Heaney did, such a child struggles to make sense of an imperfect world, digging as poets do when they reach down to plant earth with words.  Every class contains poets, and somewhere out there the next version of  a Seamus Heaney one day will emerge to “gobsmack” us with his or her unique talent to till image into verse.

writer

It’s our role as educators to support children to sustain their creative passions and find their own voices through art. After all, poets,  storytellers, artists, musicians and sculptors define the bandwidth of our culture, not politicians, economists, or CEOs.  Because of artists, we see and hear a different world, one filled with color, symphony, story, and dance. We may need STEM to save the world, but, I for one, believe we also need artists to advance humanity and civilization even more.

Three:

I talked with a teacher, @hobbes4564,  this past week who just blogged about how she is  helping children learn about friendship. Beth’s a fabulous teacher who engages kids in powerful ways through old and new learning tools. Her third grade kids are maniacal bloggers who routinely log and share posts and comments with other children all over our district – and the country. She’s started a new activity, “Challenge Friday”, that builds from her love, and the children’s, of Legos as learning tools. Last week their challenge was to build a working lever made of Legos and use it to lift a 50 g block. It was fascinating to watch children work in pairs to explore concepts of force, load, and fulcrum as they experimented with their Lego bricks.

However, her goals for learning go far beyond cognitive skill acquisition. This weekend, she reflected upon how she is helping children who come from a mix of countries and localities to make and sustain friendships. Playful Lego work in her class offers not just opportunities for children to learn new content and skills, but also to build friendships, learn new language and express themselves artistically. I loved listening to the children talk with each other when I visited. One child asked another, “how do you know what to build?” The other child responded simply, “I see a picture of it in my mind.”

legokid

In watching children in her class work so carefully and civilly together, I am struck that this educator is teaching them both how to succeed and to become artists in their own right, even as they create and build STEM principles with their Legos. I’d love to be able to bottle her expertise as an educator – her understanding of how children succeed is worth its weight in gold.

________________________________________________________

Together these three somewhat disparate stories that I experienced last week connect for me the importance of our influence as educators beyond building cognitive skills and knowledge among young people we teach. We educators aren’t miracle workers, but we do make a difference with children who need strong, positive, trusting relationships with adults in their lives. Not every child will grow up to become a great poet, but every child needs to grow up with a communicative voice.  Not every child represents chronic risk factors, but all need to know they’ve adults in their corner.

We hold the power to help all children gain a sense of strong personal voice, sustain curiosity, develop caring relationships, maintain well-being, and explore learning through multiple pathways.  We are responsible for nurturing the complete child, not just their cognitive functions, using every possible strategy to protect children with allostatic risk factors – not add to their debilitating stress during their hours with us. In doing these things, we gift children with competencies that equip them to succeed in life – as parents, community members, co-workers, and friends.

That’s why I believe educators represent the most important profession in the world.

hollymead

Helping Hands

Posted in culture, Game Changers, school culture, social story, Uncategorized | Tagged , , , , , , , , , , , | Leave a comment

A Summer of Maker Learning

Coder Dojo Maker

Coder Dojo Maker

“… Design and thinking is … idea of making creative leaps to come up with  a solution… allows people to not just be problem solvers with explicit, but also tacit knowledge… they are learning by doing… coming up with solutions by making things.”

Bill Moggridge, former Director (deceased)                         Cooper-Hewitt National Design Museum                           Design and Thinking, the Movie

Public educators and young people have lived in a world defined by standardized test results for well over a decade. We now see millennial educators entering our profession, having grown up in what I sometimes refer to as the “test prep” generation. They, in many cases, never experienced some of the learning opportunities that older generation teachers remember or experienced themselves as children.  In many public schools, field trips, school plays, guest speakers, in-depth discussions, inquiry projects and hands-on activities no longer exist.  In others, professional positions from art teachers to librarians have disappeared from our school staffs. Imagine the recess play that used to be the norm in elementary schools, but now often is the exception.

Consider time. Consider resources. Consider children.

Consider these questions.

How are our schools better spaces for learning and learners as a result of the standardization movement? Are our little “widgets” happier, more creative, more capable critical thinkers? Can we say they’re learning to … play well with others … contribute positively to their communities … acquire competencies needed in contemporary and future workforces?  Can they access and use the learning knowledge they need from multiple sources both virtually and in the real world?

A Summer for Young Makers

This summer, I’ve had a unique opportunity to watch children of all ages across my district engage in maker “summer school” curricula, one not predefined by standardization or test-driven results. They’ve created, designed, built, engineered, produced, played, marketed, and contributed as they have worked to make, take apart, problem-solve, and understand what it means to learn through your hands and mind. In doing so, they’ve balanced the use of embodied and encoded languages, the DNA of human learning. I’ve walked spaces where children are improvising jazz for the first time, learning how to use a drill, making soap, constructing squishy LED circuits,  designing cardboard buildings and arcades, building robots in every form and material imaginable, and programming in computer code from Scratch to Python.

Maker Corps and Maker Kids

Maker Corps and Maker Kids

Our district’s elementary maker summer camps were fueled by our Maker Corps affiliation with MakerEdOrg. In  another elementary school, children both made and marketed their wares to raise funds to donate to the SPCA. A diverse group of high school students participated in a Leadership Academy designed to infuse a cadre of different leaders into their school. They built teams and designed a project to wash cars, earning money for Habitat for Humanity. Over 800 learners ages 5-18, worked in multi-age Coder Dojos to develop and extend coding skills, making games, websites, and programs. Middle school summer schoolers participated in cooking classes, learning all sorts of key math and reading skills along the way. And, the jazz makers – kids who came together for two weeks in beginning to advanced jazz camps – culminated their summer learning with a free concert at the downtown pavilion.

A Spark that Inspires Teachers and Learners

The educators who worked with our young people this summer say “these kids have been so engaged, fun, excited, curious, hardworking, and collaborative. And, some are kids who really struggle with ‘doing school behaviors’ during the regular year.” Rather than a summer school experience centered in tutorials and repetitive practice work designed around standardized tests, our kids have built complex language through experiential learning in rich environments, been challenged to use math, science, history, and the language arts as they’ve designed and created – everything from jazz to video games.

Why are we focusing on #make2learn and #learn2make as a pathway to lifelong learning rather than the current test prep mania? Because educators everywhere know that children who are bored by school work, turned off by worksheets, tired of listening to adult talk, and stripped of opportunities to stretch their hands and minds are kids who struggle to sustain attention and value learning. Those with effective “doing school behaviors” might get their A’s and look like good students but they also often feel disconnected from joy and passion for their work as learners.

Boredom in school is the number one reason listed by dropouts for dropping out. It’s also felt by our top students – not because of content lacking rigor. Rather, it’s because teachers  today feel compelled to fly through a scope and sequence of standards so their students acquire information paced so students will have covered what they need for a test one spring day. Teachers often feel compelled, if not required, to subtract from their teaching the very things that engage and entice children as learners – field trips, special guests, extended discussion of interesting topics, hands-on projects, inquiry activities, and interdisciplinary opportunities.  In subtracting the school experiences that enrich and extend learning, opportunity gaps between  middle class children and children living in economically disadvantaged homes only grow wider.  “Test prep” disadvantages all learners as experiential learning has been subtracted from our classrooms and schools. Our children who face challenges associated with risk factors are disadvantaged the most.

Why is it that big, huge corporations get beat by kids in garages? … because they’re inventing the future.”

Roger Martin, Dean                                                      Rotman School of Management                                       Design and Thinking, the Movie

Making is a process, not a “one-right answer” end in mind. It’s a process of learning,  developing knowledge, pursuing interests, and developing the confidence and resilience that comes with making mistakes, too. It’s not a bottom line of measuring what students know in standardized test results. Rather, it’s a bottom line in which lifelong learning is assessed when kids show what they can do with what they know.

Making is the fuel of America’s inventive spirit; its citizen-thinkers, workforce, entrepreneurs, artists, and solution-finders.

That’s why we value our kids spending time as active makers of their own learning – a competency built for a lifetime.

Leadership Academy

Leadership Academy

Posted in culture, Game Changers, school culture, Uncategorized | Tagged , , , , , , , , , , , , , | 2 Comments

Unhurrying the Hurried Educator: A Convo about Personal Learning and Passion

My first iPh*ne reconnected me with a love of photography that I’d abandoned at some point. Perhaps it was because I had become so consumed with my professional work. Or, maybe it simply reflected the difficulty of having a camera with me when I had moments I wanted to capture. However, when I discovered the pretty decent quality of my embedded phone camera, I became somewhat compulsive about grabbing photo opps both inside the schools I walk routinely, as well as reconnecting with the built and natural world.

Photo-sharing inside flickr, instagram, and Pinterest offers the chance to share photos with others and build a different kind of PLN that is image, not text-based. I know I’m a better photographer today as a result of reflective interaction inside global photo PLNs. I also believe a rediscovered passion for photography has positively impacted me professionally. Use of my own photos inside my blogs and in professional media reminds me that pursuing learning outside my profession also adds value within it.

passion

Recently, Steve Hargadon spent time with a small group of educators in the community where I live. The conversation led me to reflect on the value of photography in my life.

For over an hour, we chatted about education, from Virginia to Nepal. At some point, we ventured onto the topic of personal interests and passion. We began to explore the narrative of what interests us beyond our profession. Where do we find personal sources of learning passion in our own lives? What do we enjoy personally as learners? What are we drawn to do outside of our day (and night) jobs as educators? Why should we connect with a personal passion for learning beyond work -whether it’s gardening or volunteering with Habitat for Humanity?

a rake lies in on the red clay in front of the tomato plant

Steve wondered with us how our own personal learning pursuits and passions help us as educators to both recharge ourselves as well as to elicit similar learning passions from young people we serve and colleagues with whom we work. He shared his own personal interests, including building a PLN of people around the world who live with Vitiligo, a pigment disease experienced by Michael Jackson – and Steve. Some in the room that day shared their personal interests. One administrator described his love for Emily Dickinson poetry and his own poet’s alter ego as Dickinson’s “third cousin, twice removed”, Emmett Dickinson. Another described a passion for cooking. Someone else whispered, “I garden.” Some simply listened.

After Steve moved on to his next stop in his wayfarer world, I began to reflect further on our conversation. I was reminded of something Karen Olivo, youthful Broadway star from the Tony-winning show In the Heights, shared on Skype last spring with our local high school cast who were about to perform In the Heights. She commented to them that being an artist is “a way of life, not just a job.” She spoke to her own passion for what she does.

I think most educators feel that way, also. Sometimes it’s hard for us to separate our lives and personal learning passions from our profession. For example, our young people performances of In The Heights caught fire on stage because of the passion and love of performance their drama teacher brings with her to work every day.

Ms. Olivo shared her personal story of rehearsing, finally performing day and night for months, and, at some point, choosing to work through significant illness because the cast was counting on her. A young performer in the room asked her what she did to stay focused day in and out during the show’s run. She responded when people were sitting out there beyond the lights expecting her to deliver, she was compelled to bring her best to each beloved moment she spent on stage. Ms. Olivo sounded just the way many educators do about their work, too.

IMG_1035Yet, I fear even as we cherish the passion we find inside our own profession, it’s a life that also consumes us. We often don’t take time to step away and reflect on what else is important to us outside of the walls of our classrooms and administrative offices. We begin to miss the vicissitudes of life around us as we move in and out of the boxes we call school, day after day. In doing so, we disconnect from our early passions – whether in pursuing personal interests or igniting a love of learning in young people. We may forget what brought us to love learning ourselves and into the most important profession in the world. We may no longer see ourselves as learners with interests we want to pursue, too.

With Steve, we discussed that day how our own passions for poetry, photography, music, art, collecting, gaming, projects, sports, writing, drama reading, history, and so on can help us ignites interests, and ultimately, learning passions in others. The conversation centered upon the idea that as we pursue our own lifelong learning work, we become models of curiosity, inquiry, and motivation. While others may never share our interests, we can inspire them to find their own. When our own interests and passions become stories, then our stories can be shared to engage others in learning.

As we bring our own interests alive, we can connect dots for young people that lifelong learning isn’t something we do for grades, but rather because we love to learn in our own way, in our own time, about those things that intrigue and inspire us. Our personal interests also provide down time from the intensity of our day jobs. In our pursuits, we step away from being “hurried” educators, whether for an occasional few minutes, few hours, or few days. We renew and refresh our memories of what it means to take risks to learn something new, to stretch our own thinking and skills, and to find joy in the simple pleasures of doing what we love.

And, that’s good for us and it’s good for the people with whom we work as well as those we teach.

Art Stow: the Bagpiper Principal

Posted in culture, Leadership, learning technologies, school culture, social story, Uncategorized | Tagged | 8 Comments

Learning Naturally

IMG_9192

I’ve been thinking about the end of the cycle of another school year. Of course, there is no end to school really – no end to learning ever. School is simply one anchor point in the day in the life of learners. Educators who recognize this come to teach differently than those who see annual high-stakes tests as the end game. These committed educators aren’t bound by the old traditions of factory schools or the new rituals of corporate-run schools, those teaching places commonly grounded in a Gutenberg model of “write it , print it, read it, and recall it.” They may even work in those places but manage to “teach as a subversive activity.”  These teachers understand that learning naturally sustains curiosity, passion, interest, and inquiry within children in their journey towards the rite of passage we call high school graduation.

maker space

a maker space class

In reflecting on the natural learning that occurs for children through storytelling, play, simulation, dance, making, and apprenticeship, I am reminded that the invention of the printing press opened the door for school to become synonymous with education. As a result of this, both the culture and measurement of learning shifted from what children were learning to do in natural environments to what they were taught in school to remember.

Today, we know somewhere between early and recent human learning directions lies a space where hands and minds intersect in deep learning. It’s a space that great educators occupy with the learners they serve, inside and outside the walls of the classroom.  As an assistant dean of a medical school said at a Bio-Tech conference speaking about the interactive, interdisciplinary, inquiry model being used at his school, “medical students today need to show us what they can do, and embed their knowledge in that.”

More Pk-12 schools need to embrace that approach to learning if we are to create more than “by chance” opportunities for all children to remain curious, inquiring, engaged learners after age four,  just as this medical school strives to do. There are public schools doing just that.

capturing images

3rd grader capturing QR code

questfest3

parent capturing QR code

I recently had the opportunity to tour an annual interactive museum that’s been in the making since the mid-90s in an elementary school that I know well. The children there have moved over time from showing their “paper-based” portfolio of inquiry, arts, and writing to a portfolio that includes digital and traditional artifacts of their learning. Despite the changes in technologies, educator commitment to “P-based” learning has remained constant in this school. Children ask questions and take apart problems of interest to them through an I-Search process that results in projects about which they are passionate. Their school year cycle ends annually with a culminating Quest Fest at which they share their learning across the school community.

questfest5At the Quest Fest, I watched children adding to a collage of geometric shapes in a hallway to create a new mural. “I wonder” videos displayed by first graders captured all their curiosity about things that interested them. A maker classroom was suffused with the delight of children building from milk cartons, cardboard and other people’s discarded treasures. The hallways were full of parents and children, mobile devices in hand, decoding projects through QR codes posted everywhere. Kids stood around explaining their projects and wandered the halls and classrooms looking at other children’s projects.

A schedule of performances offered insights into the children’s work through songs and skits they had written to share.

Inquiry. Writing. Art. The 20th century morphed into the 21st and these children along with their teachers are blending these with new technologies to create opportunities that never before existed.

something old, something new

something old, something new

In many ways, what I observed at the elementary Quest Fest is the best of learning as it has always been – learners wondering, storytelling, playing, making, imitating, depicting, creating, and performing. They are showing what they can do while embedding what they know. I’d like to think, when given natural learning opportunities, children educated in this way will sustain pursuit of “lifelong learning” as a way of being from cradle to grave. What more could a community, state, and nation desire from school for children?

questfest7

Wood

Carved, Powerful

Help Build Teaching

Not a Toy

Medicine Doll.

By Quinn

Posted in Uncategorized | Leave a comment

Moving Up the Learning Curve

It’s good to be surrounded by people who know a lot more about technology than I know- virtual and face-to-face friends, colleagues, my son. I can always ask for assistance and they are more than willing to help me unwrap or unravel whatever I have done to create my own version of chaos theory inside a device. Often, they say things like “I’ve not seen this before” or “Boy, I’m gonna have to ask somebody else about this.” This isn’t new in my world. My approach has always been to jump in and try to figure it out as I go. Sometimes it works. Sometimes not. It definitely makes learning new things a bit messier.

I’m truly baffled as to why I am so resistant to using print resources to figure out technology tools and apps despite my passion for 24/7 reading. Perhaps it’s a kind of stubborn resistance to depending on someone’s formula or a reliance on pre-defined steps. I used to feel the same way about math problems in textbooks, too. Or, maybe it’s some sort of Konrad Lorenz imprint on my grandfather who used to say when he would pass a tool to me to help with a project, “the worst thing you can do is break it.”

math for the ages

Anyway, I finally set out to build my own personal blog space this week. I looked at over one hundred blogs over the weekend as they began to stack up on @tomwhitby’s RebelSBloggers wallwisher site. When I hit the publish button on my own post at eduratireview, I watched as fellow bloggers started posting. It struck me that the time was right to build my own blog site, preferably with no assistance. How hard could it be? What would I do if I messed it up? It was comforting to know I could go to @beckyfisher73, @paulawhite, or @chadratliff- all accomplished bloggers in my immediate neighborhood- and just ask.

Well, I think I’ve done it without anyone’s help. No real glitches. No snafus. I’ve pushed myself up the learning curve, just wordpress.com and me, creating a new space for learning- an interesting space to capture and exchange ideas, information, images, and opinions.

In reflecting on work that’s no challenge for most of those who might read this, I have learned from pushing myself beyond a comfort zone in the use of technology that lifelong learning doesn’t come easily. I get frustrated. I swear that I am done with it- forever. I get embarrassed that what my son does intuitively, I struggle to learn.  I’ve come to the simple conclusion, it’s a good thing to feel that way. It reminds me that every day in our schools children struggle to learn what comes easily to their peers. It reminds me that teachers are challenged to find the time and the courage to take a risk and get over the hurdle to learn new skills. Importantly, I am reminded that to learn in a new space may not go as planned, indeed, it may not go well at all. It makes me feel vulnerable. It’s scary. It’s a different version of facing mortality when I realize I can fail publicly.

However, I’ve learned an important lesson from my friends and colleagues over the years; I can fail and bounce back with their support to learn what I need to keep going as a learner. It’s when I feel I have no learning safety net that I fear failure’s permanence. I wonder how many of our children feel there’s a learning safety net there for them when they fail, rather than just another bad grade. We must not leave those safety nets to chance- not for our colleagues, our family, our friends, or the young people we teach. After all, on some days any one of us will need that net.

learning together

Posted in Uncategorized | Tagged , , , | Leave a comment