Saturday, May 7, 2016

Worth Reading Part II...

I forgot to include two videos in the previous Worth Reading post.  Take a few minutes to check out both videos.

1. Losing Ourselves (Wolfe)- A student-directed documentary about how an expectation for perfection undermines the love of learning and creative endeavors.  A piece potentially worth sharing with high school students and faculty.  



2. Ski Lodge on Wheels- Leveraging tiny living to support a passion.  Outside of my love for skiing, this video is a subtle reminder of how important it is to be afforded opportunities to pursue a passion. Watch the video and specifically, reflect on the process.  Consider the amount of thought and authentic problem-solving involved in supporting the passion of these quasi-nomad skiers.

Worth Reading...

Sharing highlights from the past few weeks.

1. Johannes Haushofer CV- professor at Princeton University publishes a CV of his failures in an attempt to balance the record and provide some perspective.

I have noticed that this sometimes gives others the impression that most things work out for me.  As a result, they are more likely to attribute their own failures to themselves, rather than the fact that the world is stochastic, applications are crapshoots, and selection committees and referees have bad days.

2. Is Your School Literate? (Richardson)- the author revisits a question presented six years ago and wonders whether schools are addressing the evolving notion of what it means to be literate in the 21st century.

While I think the “Are our kids literate?” question is certainly an important one, an even more significant one may be “Are our schools literate?” Is modern literacy something that is a part of our DNA, or is it something we try to “teach” as a separate entity using some off the web curriculum to pace us through it? I think you know that the answer, by and large, is that we’re not practicing literacy in schools in ways that either model or teach our students the skills they need to become truly literate in today’s world. Obviously, we’re not talking about a three week unit in the second half of seventh grade. And we’re also not helping our kids in this regard when we bring digital tools into classrooms and then employ them for traditional purposes. (The “digital worksheets” thing again.)

3. The World Must Invest in Technology Education (Knowles)- Andreas Schleicher, a Director at the Organization for Economic Co-operation and Development (OECD), states how education technology will not only impact our children as individuals but future industry, business, and trade.  Schleicher states those unable to navigate the digital landscape will struggle to fully participate in the life around them.  Whether this bold statement is true can be debated.  However, it's critical that students are able to make thoughtful decisions regarding the use of technology. As opposed to the teacher dictating the use of technology, individual learners should assume ownership the selection of digital tools and resources.

Technology should allow for deeper learning, and flexibility for more individual choices to accelerate learning, and to use out-of-school learning in effective and innovative ways.


4.  Don't Send Your Kids to College.  At Least Not Yet (Falik)- An interesting piece about whether it's best for students to take a gap year before entering college.  The article points out that taking a gap year offers the chance for students to gain experience through personal exploration.  Additionally, students potentially enter college more mature through a bridge year.

A growing number of colleges have begun to embrace a novel solution: change the outcomes of college by changing the inputs. What if college freshmen arrived on campus not burnt out from having been “excellent sheep” in high school, but instead refreshed, focused and prepared to take full advantage of the rich resources and opportunities colleges have to offer?

5. The Power of Audience (Cofino)- The post discusses the power behind creating for a public audience.  This has been a recurring theme posted on this blog.  Students need to compose for an authentic audience and preferably one that can offer helpful feedback.  Also, check out the following video, the girl in the video describes her learning process and specifically, how she was able to learn from others who, publicly, shared their work.





6. The EdCollabGathering: Future Ready Elementary Classrooms- elementary school teachers share how they broke away from traditional models (instruction, environment, management) to create a transdisciplinary environment in two 4th grade classrooms.













Monday, May 2, 2016

Unseen City: Wonders of the Urban Wildlife

I regularly listen to several podcasts.  One of my favorite podcasts is 99% Invisible.  The most recent episode, Unseen City: Wonders of the Urban Wildlife, broadcasts an interview with author and amateur naturalist Nathaneal Johnson.  In the book, Unseen City, Nathaneal Johnson shares stories of plants and animals which thrive in urban landscapes.  In the podcast, Johnson explains how he became intrigued by animals and plant life that many of us simply overlook on a daily basis. However, as the podcast and book highlights, urban creatures reveal fascinating stories of fortitude and survival.

What resonated during the podcast was a subtle message to take the time to observe the natural world.  We often take for granted the natural world and rarely stop and think about how aspects of the natural world evolved.  To an extent, this is true in education.  Students rarely slow down to observe the natural world or for that matter, the subtle developments within a given day.  As a result, meaningful opportunities to reflect and to dig deeper are lost.  The same is true for educators.  How often do teachers and administrators just simply observe students not necessarily to assess, but instead, to uncover hidden facts about how kids learn, interact with peers and manage the realities of being a student? Educators can take a cue from Johnson and carve out time to observe and to think deeply about what is noticed.  It is important to uncover the hidden/unseen stories and not take for granted certain developments within a school building or classroom.




Monday, February 22, 2016

Worth Reading...

Sharing a few posts from the past couple of weeks.

1. Turning the Tide: Inspiring Concern for Others and the Common Good Through College Admissions- Report making the case that the college admission process can promote that ethical and intellectual engagement are both highly important


How might we construct an admissions process that sends compelling messages that both academic achievement and commitment to others and the common good are highly important? How might we construct a process that motivates young people to contribute to others and their communities in ways that are more authentic and meaningful and that promote in them greater appreciation of and commitment to others, especially those different from them in background and character? How might we increase young people’s understanding of and commitment to the public good? Just as important, how might the admissions process assess young people’s contributions to others and their communities in ways that are more valid and meaningful, especially students varying widely by race, culture and class?


2. Using Snapchat to Develop Empathy in a Technology Driven World (Holland)- using snapchat to tell stories as a way to develop empathy as part of the problem-solving process

Imagine asking students  to watch the Snapchat story featuring the city of the day and respond to the visible thinking routine, "I used to think.... But now I think..." Consider the discussions that could take place as we come to a self-realization about the depth of people around the world and what it means to be a global citizen. That moment of self-assessment, where you realize what you used to think and what you now have learned, truly leaves you feeling more cautious about the biases you develop towards people and places with which you are not familiar.

3. Why Coding is the Vanguard for Modern Learning (Olsen)- learning to code isn’t acquiring skills but rather how coding enables development that is not possible without coding

Code enables us to experiment. To imagine solutions or creations, and then see if we can in fact make them. Code enables us to solve problems that would otherwise be beyond our capacity because they would take far too long, or be difficult not to introduce mistakes. The computer language provides precision and consistency to a level beyond what we can usually do by hand.

4. Welcome to the Postnormal Paradox (Boyd)- thoughts on the changing economy and how what people are investing in is evolving

Through the 20th century, as we shifted from a horse-and-sun-powered agrarian economy to an electricity-and-motor-powered industrial economy to a silicon-based information economy, it was clear that every company had to invest in the new thing that was coming. These were big, expensive investments in buildings and machinery and computer technology. Today, though, value is created far more through new ideas and new ways of interaction. Ideas appear and spread much more quickly, and their worth is much harder to estimate.

5. The Math Class Paradox (Boaler)- how the growth mindset can save math class
Educators know that the most productive math-learning environments are those in which students receive positive messages about their unlimited potential and work on interesting and complex problems; in which they feel free to try ideas, fail, and revise their thinking. Students with a “growth” mindset are those who believe that their ability is not “fixed” and that failure is a natural part of learning. These are the students who perform at higher levels in math and in life. But students don’t get the opportunity to see math as a growth subject if they mainly work on short, closed questions accompanied by frequent tests that communicate to them that math is all about performance and there is no room for failure. When students inevitably struggle, most decide they are not a “math person.” The last decade has seen a nation of children emerge from our schools terrified of failing in math and believing that only some students can be good at it—those who can effortlessly achieve on narrow tests.

6. How Frustration Can Make Us More Creative

7. Team 19: Rapid Innovation in Public Schools




Tuesday, February 16, 2016

A Few Highlights

Sharing a few highlights from OPEN: How we'll work, live and learn in the future by David Price.  A worthwhile read as Price discusses how going 'open' has the potential to change the professional world and education.  Even though examples of successful businesses and schools are presented, a key point is that certain changes are beneficial regardless of the type of organization.  The latter point is important to serve as a reminder that schools need to reflect larger societal changes and that the work students do needs to resemble the manner in which the global community interacts, creates and makes meaning.

Gee and Shaffer argue that the US education system is still preparing students for commodity jobs, and thus facing overwhelming competition from developing countries, when it should be educating and training for ‘innovation jobs’, which are less easily outsourced

In almost every form of transaction we make, social and cultural as well as financial, we’re removing the ‘middle-men’ who historically have connected producer to customers, experts to novices

We need asset-based approaches to education – what do you already know, what have you got to share, what can we build on?

The opening of learning is transforming every aspect of our lives. It offers the promise of a more equal distribution of wealth, opportunity and power. It can close the gap between rich and poor, sick and healthy, strong and weak, and it accelerates the speed at which we solve intractable problems.

‘Open’ is shifting the focus of attention from how we should teach, to the best ways to learn. It’s no longer about traditional vs progressive, didactic vs experiential. Instead, it’s about what we can do for ourselves, how we can tap into the knowledge and expertise that is within all of us, but rarely mined. In short, it’s about the rise of informal learning

Polyani, however, argued that when it comes to learning, true objectivity is impossible, since all acts of discovery are personal and fuelled by strong motivations and commitments

The wisest course of action is to create the right learning environment, culture and context, which brings people together to learn from each other. The old joke that ‘collaboration is an unnatural act between non-consenting adults’ may have had its roots in corporations trying to break down silo mentalities. But if ‘open’ tells us anything, it points to a realisation that we have to understand how people learn when they have a choice (in what to learn, and who to learn with) and bring that into the places where they are required to learn

“If you have a work culture where bringing your mistakes to the table every week is a normal thing to do, it feels less like failing and more like learning”

Great learning environments aren’t afraid of passion, because of its key role in motivation. Being passionate in formal learning situations is so unexpected that it’s frequently confused with eccentricity

Vimeo, YouTube and Twitter are filled with examples of extraordinary student work, where the public assessment means far more to these young people than whether they got a B+ from their teacher

‘when people are intrinsically motivated, they engage in the work for the challenge and enjoyment of it… Managers in successful, creative organisations rarely (need to) offer specific extrinsic rewards for particular outcomes… The work itself is motivating… the most common extrinsic motivator managers use is money, which doesn’t necessarily stop people from being creative. But, in many cases, it doesn’t help either

Most of the powerful learning experiences happened outside school or college (e.g. learning to swim, ride a bike, process life-changing events). They involve some kind of mentoring, backed up by some form of study group. They arise from some form of project – putting on a play, realising an ambition – that blends thinking and doing. They involve challenge, risk, and learning from failure. They force us to put ourselves outside our comfort zone, working through our doubts and fears, often by trial-and-error. There’s invariably that light-bulb moment, followed by a gain in confidence and pride. People frequently recall some form of public presentation helping to cement the experience in our memories

Monday, January 18, 2016

Remembering Dr. King

A poignant way to remember Dr. King is expressed by Michael Eric Dyson in I May Not Get There With You. Among other comments in the concluding chapter, Dyson talks about the King holiday and offers his opinion on how the day should be celebrated. I tend to agree with his position.


 When we celebrate the King holiday, we do not simply celebrate the life of Martin Luther King. We celebrate individuals like Ella Baker and Fannie Lou Hamer, Bob Moses and Charles Sherrod, Septima Clark and Harry Moore, Emmett Till and Medgar Evans, Victoria Gray and Malcolm X, Roy Wilkins and Whitney Young, Angela Davis and Huey Newton, Mickey Schwerner and James Chaney, Andy Goodman and Bayard Rustin, Viola Liuzzo and James Reeb, Addie Mae Collins and Carole Robertson, Denise McNair and Cynthia Wesley, Julian Bond and John Lewis, Andrew Young and Ralph Abernathy, Hosea Williams and Jesse Jackson, Diane Nash and James Bevel, Dorothy Cotton and Johnnie Tillmon, and legions of other souls who sought to bring justice and freedom to Southern black doors and Northern project apartments. We celebrate King's insistence that "injustice anywhere is a threat to justice everywhere," as we extend his radical legacy to embrace citizens who are oppressed...

Friday, January 8, 2016

Worth Reading...

Sharing a few highlights from this week's collection.

1. We Need More Curious Dreamers, Tinkerers, and Makers (Fryer)- several great embedded videos and links.

all it takes is a dreamer. Can you imagine the Wright Brothers if one was a lawyer and one was an accountant? Why are you going to build this stupid airplane? It only carries one person. Who’s going to buy it? What kind of a profit margin are we going to get? We’ve got forty percent on bicycles. What are we doing this for? Think about the liability! Everybody can sue us! It’s a bad idea. Yeah, let’s not do it. As long as we have that opinion, we’re stuck. What you have to say is, “Gosh it’s something no one has ever done before. Let’s try it.

2. Denis Dutton: A Darwinian Theory of Beauty- TED collaborates with animator Andrew Park to illustrate Denis Dutton's theory on beauty- that art, music and other beautiful things, far from being simply "in the eye of the beholder," are a core part of human nature with deep evolutionary origins.



3. Looks aren't everything.  Believe me, I'm a model (Russell)-



4. A Radical Rethink of School (Educating Modern Learners)- Jim Calhoun, the principal of Castle View High School in Castle Rock, CO, talks about a school within a school he has helped develop.

5. Maker-Centered Learning and the Development of Self (Agency by Design)- a white paper presented by the Agency by Design.  Identifies beliefs of maker-centered learning for young people.