City Modern Trip

On Thursday several teachers traveled to New York City with 15 11th and 12th graders to participate in City Modern, a week-long festival celebrating design in New York.  This is the second year in a row we took students in to NYC for the event.  In both cases students were part of a small theme based academy.  As part of the academy students work on a capstone project and take courses in which they explore the concept of design and delve into the creative process.  

What's great about the trip (the itinerary is provided below) is that students are exposed to a broad spectrum of design.  As the day evolved students were naturally compelled to reflect on distinct design elements.  Additionally, students are afforded the chance to interact with professional designers.  In particular during the last stop of the day students spent time in a working studio reviewing products and projects as well as listening to professionals present an unfiltered view of the design process.  

The unique ways students are exposed to design makes the day worthwhile.  Whether it is observing artifacts in a gallery or the A & D building or listening to designers passionately talk about their craft, students are engaged in truly authentic learning experiences.

Furthermore, we asked students to take as many photos throughout the day.  Looking at an object through the lens of a camera often presents a different perspective.

We wanted students to examine a product or larger installation from varying vantage points.  The hope is that we can compile all of the stills into a rough slideshow.  Collaboratively, we could move through the slideshow commenting on and discussing what the cohort experienced during our trip to NYC.

City Modern Trip Itinerary

• Stop #1- Paula Cooper Gallery to view the Sol LeWitt exhibit
• Stop #2- walk on the High Line exploring the transformation of the old west side rail lines
• Stop #3- apprentice talk moderated by Dwell magazine:
• Built in Maine, Thos. Moser furniture is 100% American-designed, engineered and built. Each piece celebrates the natural beauty of wood with unembellished, graceful lines that echo numerous historic antecedents including traditional and modern forms. This year, Thos. Moser invited two aspiring furniture designers to Maine where they experienced first-hand, the techniques and philosophy that has defined the Moser aesthetic for 40 years. The panel discussion on Oct 3 featuring Thos. Moser designer Adam Rogers, the emerging designers, and a Dwell editor will examine the importance of melding craftsmanship into the age of high-tech design. The “apprentices” will share their experiences, and using their own pieces, describe their appreciation for the Thos. Moser approach.
• Stop #4- self-guided exploration through the A&D building
• Stop #5- travel to Brooklyn to spend time at Snarkitecture 

Expressing Some Frustration

In the past I have written about The Classics Academy.  The theme-based academy for 12th grade students is in its third year of existence.  Next year we are extending the academy down to 11th grade.  Part of the rationale for extending the program is to create a feeder system. It has always been a struggle to build our numbers for senior year due to scheduling conflicts or graduation requirements which still need to be fulfilled.  The academy has run but we have always operated under a cloud of whether, due to numbers,  the program will continue.

In particular we have lost interested students due to conflicts with advanced placement courses or because taking a fourth year of science and or math looks "good" on a college transcript.  Most recently, we lost two students who initially enrolled in the academy but this week decided to go in another direction their senior year.  As was the case for the most recent cases and in the past, I speak with students who are weighing whether to enter the academy or decide to leave after enrolling.  Never once was I truly convinced that students were making a decision purely for the love of learning.  Decisions it appeared were more along the lines of following a prepared script that had been handed down from one generation of learners to the next.

I wonder about the long-term costs when a system is created where a love of learning and personal passion for the content takes a back seat when it comes to constructing a schedule.  I started by referencing the Classics Academy but similar decisions impact other programs.  I'm not sure who decided what the perfect college resume looks like and to an extent I do not think an answer to this question matters.  It comes down to those who are involved in helping students make decisions about where they want to spend their time.  We have to coach / collaborate with students to put them in classes where a love of learning is fostered and personal interests flamed.  Think about what is lost or what is ever gained if these two core principles are muted?

I offer this story in closing.  The other day two recent graduates returned to say hello to a few teachers.  Both students happened to be alumni of The Classics Academy.  One student shared an experience from college.  This student happens to be a Classics major but is also minoring in education.  As part of a teaching fellowship this student taught a lesson on the Trojan War to 6th graders.  The Classics alum shared that 6th graders were spellbound learning about the "wrath of Achilles, Odysseus, the horrors of war and the difference a journey makes."  The Classics alum also said that it was one of the best experiences of her life and has caused her to consider pursuing a career in teaching. 

This story is a bit revealing and offers a juxtaposition against filling out a prescribed template.  The Classics alum was able to share her passion with 6th graders and invite them in on her personal quest to see the relevance in studying the Classics.   For this particular student genuine and sustaining inspiration was realized by simply having the chance to make a free and unrestrained choice.  I imagine that her love of the Classics was only furthered by this teaching experience.  The great fear is whether the story briefly explained above is a rare an unique experience. 

Are values such a choice, lifelong learning, curiosity, experimentation and play pushed aside in favor of an arbitrary set of rules, procedures and expectations?

Classics Academy Strategic Plan

I am sharing a link to what is now a draft of a strategic plan.  Several educators, including myself, were assigned the task of expanding the Classics Academy.  The Classics Academy is a cross-curricular experience integrating English, History, Mathematics and Science.  Through the Classics Academy students explore the Greek and Roman civilizations through three core course and a series of suggested offerings.  The Academy experience affords students the opportunity to study classical literature, history, mathematics, art, religion and philosophy. Students participating in the Academy learn to produce and consume new knowledge while synthesizing complex understandings of the human experience.  All Academy students conclude this year-long experience by composing a final exhibition related to their studies.

Currently the course if offered to seniors.  For a variety of reasons it has been a struggle to grow the program.  Through the plan we are making an effort to create a more inclusive program that extends beyond senior year.  Many of us believe in the Academy and the promise of a new paradigm it represents. 

Feel free to open the draft.  Those of us responsible for the draft have limited experience crafting a strategic plan.  Everyone is welcomed to comment and contribute to the plan. 

Classics Academy City Modern Field Trip

I first want to share the itinerary from yesterday's Classics Academy field trip to New York City.  Myself along with Mr. Gutkowski (@mylatinteacher) and 6 students participated in the week-long City Modern design showcase taking place across Manhattan and the outer boroughs.

• 10:00-10:30-  Sol Moscot Opticians (6th and 14th Street)
• walked through the store and talked to manager about the company and  their visual advertising campaign

• 10:45-11:15-  New York Design Center (32nd and Lexington)
• viewed Design Through the Ages Exhibition 

•  11:30-12:30-  Architects & Designers Building ( 58th and 3rd)
• visited B&B Italia and Poliform

• 12:30-1:00-  Lunch

•  1:00-2:30-  Dwell Designers Discussion With David Moser  (62nd and Madison)

•  3:00-5:00-  Emerging Designers Open Studio Tour (Brooklyn)
• visited Snarkitecture and UM Project and spoke with lead artists in each studio

 It was an ambitious schedule, but thanks to a willing bus driver (thanks Rich) and eager students, a full-day immersed in design was accomplished.  Despite the rain and painful attempt to exit via the Holland Tunnel (two hours to move from Broome and Mercer to Jersey City) we were all moved by spending time with talented and passionate creators.  One student shared how she was blown away by the trip to NYC and that her head was "spinning" from trying to observe and process everything she was exposed to.

I have been a strong proponent of field trips.  I think we need to get kids out of the building and authentically experience the curriculum.  Working in the tri-state area, I think it would be naive for us to close off students and teachers to our surrounding riches.  With the help and assistance of other teachers and administrators, we have grown the number of approved field trips.  In particular, we have increased the amount of  excursions into New York City.  Classes visit museums, take walking tours of distinct neighborhoods (Harlem, Lower East Side, West Village, Battery City), participate in actually Literature Trip (Catcher In The Rye Walking Tour) and participate in special offerings such as City Modern.

Having participated in several trips and in speaking to other teachers it has become clear that field trips serve as inspirational resources.  Yesterday's trip is a prime example of this development.   Students spent an entire day observing products and interacting with artists.  They were able to speak with David Moser, Alex Mustonen and Francois Chambard and spend time walking through their studios.  In a real and tangible way, students were able to reflect, comment on and generate a discussion about the design process.  From what I saw yesterday served as a source of inspiration.  It further emboldened these students to pursue what they are passionate about and gave them confidence to succeed through obstacles inherent in any creative process. 

Views From the Inside

I want to thank Marie Pfeifer for her excellent coverage of Classics Academy Night in her article From killer tunics to The Killers, Classics Academy blends ancient and modern at Morristown High.  The article posted on the Morristown Green website detailed the senior theme-based Academy and purpose behind Classics Night.  What's engaging about Ms. Pfeifer's article is that students were provided a vehicle to share their views about the program.  All of the students were interviewed and several of their comments were included in the piece.


Classics Night provides each student in the Academy the chance to publicly address the following core question:

In what way or ways is my present contingent on my individual and humankind’s collective past?

Students are presented with a blank slate as to how they address the Academy's overarching question.  Like last year's Classics Night, members of the audience were treated to a diverse range of endeavors.  In addition to the projects and performances several students choose to read prepared remarks as a way to further explain their interpretations.  The remarks excerpted in the article speak to the benefits of situating learners in cross-disciplinary environments.  Just take a minute to reflect on the core question.  How would you respond and how would you go about demonstrating your interpretation?  Classics Night is the culmination of positioning students to be creative, to think critically, to consider competing perspectives, to construct complex understandings and to defend a position in a public forum.  This is evident when you reflect on the perspectives shared by our Classic Students such as the following from Alice Feldman:

A quote from Kurt Vonnegut sparked my thinking about the resounding meaning of words. He writes, “Socrates says ‘to be is to do,’ Sartre says ‘to do is to be’ and Sinatra sings, ‘Do Be Do Be Do.”

I laughed after reading those lines, who wouldn’t? But the validity of Vonnegut’s message stuck with me. Everything that we say or do is bound to be misunderstood; and how likely is it that everything we say or write is truly an accurate reflection of what we meant to say, or indeed what we even thought at all?

Opening Remarks

Opening remarks to the second Classics Academy Night held Wednesday June 13th.


I would like to take the opportunity to formally welcome everyone to the second of what will hopefully be many Classics Academy Night.  It is great to see so many family, friends and educators present for this evening’s program.  

First, I would like to thank Anthony, Cynthia, Dawn and Mark.  The success of the program and national recognition we have received is a direct result of  their dedication, effort and professionalism.  Their unwavering belief in what the Academy represents and faith in what our students are capable of achieving compels all  of us to redefine the educational paradigm at MHS.

In introducing last year’s program, I talked about a group of high school students from Massachusetts who started their own school within school.  In similar fashion, I wanted to take a brief minute to share a story I came across while reading Tony Wagner’s latest work Creating Innovators: The Making of Young People Who Will Change the World.

In Creating Innovators, Wagner provides a rationale for developing an innovation-driven economy. The book explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators.  Throughout Creating Innovators individuals, teachers, corporations and educational programs such as the Stanford d. School and High Tech High are profiled.  There is an emphasis in the book on dissecting forward-thinking environments where cultures of innovation based on collaboration, interdisciplinary problem-solving, and intrinsic motivation are allowed to flourish.

One such program highlighted is the D-Lab at MIT.  Started by Amy Smith, the D-Lab’s mission is to improve the quality of life of low-income households through the creation and implementation of low cost technologies.  Sixteen different academic offerings make up the suite of D-Lab classes, falling into the broad categories of Development, Design and Dissemination. All D-Lab courses are based on the same values and principles of providing experiential learning, using technology to address poverty, building the local creative capacity and promoting local innovation.

Jodie Wu graduated from MIT in 2009 with a degree in mechanical engineering and also, was among the very first to enroll in d-Lab classes.  Upon graduating, Ms. Wu turned down a scholarship to the University of California at Berkeley to start her own business in Tanzania.  At age 24 Jodie is the president and CEO of Global Cycle Solutions.                                                   

Global Cycle Solutions  is working to share affordable, quality technology for villagers around the world. Ms. Wu’s core team works on the ground in East Africa visiting villagers to understand their lives and needs. Where there is a need and a solution, GCS brings that product to these villagers. Where there is a need and no solution, GCS develops these technologies in-house to cultivate creative capacity in the local communities.

Ms. Wu was quoted as saying, “everything changed when she took D-Lab,” which at that time was a sequence of D-Lab I, II and III.   Again Ms. Wu, “What I loved about the course was that it integrated my wanting to make a difference in the world with my engineering skills.

I believe there is a profound link between Ms. Wu’s experience and what you are about to see this evening.  It’s simply inspiring what can be achieved when young people are encouraged to follow their passions and develop a sense of purpose.  In just two years the Classics Academy and in particular this night of public exhibitions has shown the need to empower students to explore issues of personal and global relevance.

Before closing I would Personally like to thank the 2011-2012 Classic Academy students.  Our students  took a leap of faith in taking the road less traveled.  I hope the journey this year has been challenging, enduring, inspiring and something they will hold dear throughout their education and professional careers.

Again, I want to welcome everyone this evening and at this time I would like to turn the program over to the Classics Academy staff.

Google Apps Presentation- A Glimpse at the Future: The Educational Revolution at Morristown High School

Tomorrow I am co-presenting with Mark Gutkowski (@mylatinteacher) at the NY/NJ Google Apps for Education Summit.  I am sharing our presentation slides along with the session's description.

Session Description
A macro view at the innovative, interest-based programs that are redefining the traditional high school experience for students at Morristown High, where our Classics Academy and self-paced environments are leveraging technology in deep and meaningful ways for stakeholders.  As a Google-based school, our team will discuss the curricular and instructional approaches that have fostered creative and collaborative scholarship.

Change is Essential

“Change is not merely necessary to life – it is life.”

I came across this quote by Alvin Toffler via a post on Twitter and it captured the week I have had. It seems as if this week I have been engaged in discussions about traditional aspects of schooling. I have been part of conversations about grades, homework, summer reading... Within each conversation there have been elements of educators holding on to or protecting the traditional high school structure/system.

Just as an example, we had a discussion about homework policy and in particular, the amount of homework assigned to high school students. I wonder why we assign homework and why is it often true that a particular grade or weight is delineated for work completed outside of class. The focus should be on learning and not the amount of work a student completes in a defined period of time. I also wonder if we should remove homework from the vocabulary of schools. Is it counterproductive to discern work completed outside of the classroom or specifically, tasks finished at home. How do you separate and quantify thinking done in class to thinking done outside of class?

In part the conversation about homework stemmed from the showing of Race to Nowhere. The film was shown and has since instigated concern about the rising stress level students endure. Exchanges have transpired regarding requirements placed on students that extend beyond the school day. I agree with this argument if the work students are doing has no value and disregards individual passions and interests. Can you blame some kids for choosing not to answer questions 1-20 or complete a text book chapter review section? However, learning cannot be relegated to a scheduled instructional block. Learning is fluid and can happen anywhere and at any time and moreover, from anyone. This is not a policy, but rather a healthy recognition of how critical understandings are developed.

Homework, in the way it has been defined, is reminiscent of a time that no longer has a place in a progressive and innovative learning environment. In my mind it comes back to entertaining the idea of fixing a system that quite frankly, requires far greater measures. As opposed to repackaging a homework policy or summer reading schedule, an opportunity is presented to engage stakeholders in a serious examination about the types of experiences we value for students.

I juxtapose these conversations with a classroom experience I observed today. I spent a couple of hours with Mr. Gutkowksi (@mylatinteacher) and our Classics Academy students. We started a small theme-based senior academy this year built around the study of Classical Civilizations and how a study of these ancient cultures informs students about today. Symposium is the wheel class for this Academy and serves as a central space where students can make connections between the four additional classes that make-up the Classics Academy schedule. However, Mr. Gutkowski has taken a progressive philosophical approach guides the Symposium class.

“The Symposium for the Classics Academy is an exploratory, full-year class that will delve deeply into the concept of creativity. The class will actively implement whole-mind strategies and activities in order to break down traditional modes of learning and to expand students’ views of themselves, as well as their personal concepts of creativity.”- Symposium Curriculum

The year has been full of amazing experiences for both the kids and teacher involved with the Classics Symposium. Today was another meaningful moment. Akemi Tanaka, a respected designer came in to speak. For over two hours students engaged a professional in discussions about the creative design process. In the end, students were allowed to present their ideas to Ms. Tanaka, educators and classmates.

During today, time and space were redefined. Bells sounded to signal the end of classes and beginning of lunch. Students barely recognized these symbols of start and stop times. The conversation continued beyond a scheduled block of time and as a result, was allowed to grow and provided space for individual inquiries to be heard. Yes, students sit for presentations during the school year, but this was more intimate and represented an exchange between equals who shared a similar passion. Deep learning occurred in powerful and meaningful ways.

It was a week of contrast and this brings me back to the quote. I wonder, deep down, why in education, change is difficult. Change is who we are and as Toffler states, is necessary for life. On one hand we have a system where learning is compartmentalized to what is done inside and outside of class and on the other hand, learning is fluid, organic and shaped by a broad set of experiences and personal connections. How much longer can we exist where this philosophical dichotomy has a place in schools?

*To follow today's discussion check out the following hashtag- #mhsclassics