A Time to Think

How often is space provided for students and teachers to think? Do schedules governing the school day and lesson plans determining the flow of an instructional period provide time for an individual to reflect? Even further, as we move to a national model where standardized tests are frequently delivered, is there going to be time to think?

Thanks to those who I follow on Twitter, I was inspired to share these thoughts. The real inspiration was located in the resources individuals tweeted out. The tweets shared powerful links, that in their own way, challenges traditional academic structures and the expectations placed on students.

To be brief, do we create an environment where game-changing ideas are nurtured? I find it difficult to think that subtle changes to the system will result in academic environments where creativity and innovation is fostered and learners are compelled to be problem-solvers and pose questions to problems that need to be addressed.

Even while writing, I am reflecting on the two links. One was to a Youtube video about creating a school in three hours. The second was from Thomas Friedman in the form of an opinion piece in the New York Times. If you have a 20-30 minutes, I would suggest watching the video and reading the article. I was left thinking about school and expectations. Yes as an administrator I want students to pass state exams, but I would be more concerned that learners have the chance to think about global issues and possible ways to address problems that plague entire communities. Why not run a class where the course is titled “The Earth Is Full” and support the efforts of teachers and students to spend time engaged in analyzing and discussing pressing matters. This is not to say that classes fail to address relevant material, but it is in bits and pieces as opposed to being the foundation of any course, school or national initiative.

I am afraid that lost amidst testing and common standards is that school can be a place where one can think. The time and support is present for an individual to learn and intellectually prosper.

As always curious to see what others think.

Feel Good Story

I wanted to share, at least what I thought to be, a feel good story. I believe this evening the #edchat discussion focused on the intense amount of negativity directed towards public school teachers. I was unable to participate, but certainly feel that criticism has been harsh and fails to acknowledge progressive educators who are working to re-envision learning in a way that moves beyond limited standards and incessant testing. My contribution to #edchat and the larger conversation about saving our schools is to pass along an email I received before leaving school for Memorial Day Weekend.

Earlier I has shared with my staff the video sensation Fifty People One Question. I asked if anyone would be interested in doing this at our school. Friday afternoon a teacher shared that he was having his students put together videos that followed the Fifty People format. He went on to say that he was working with one student to put together a segment and that the video would be dedicated to a senior student who is battling cancer.

The email explained the following:

"Since Student X got sick, who I have had for 5 classes in 4 years, I really wanted to put together a video for him. I think I am going to come up with a question that indirectly relates to his situation, and then dedicate the video to him. I am actually visiting him in the hospital this afternoon, and had this come up earlier, I might even bring the camera in there to ask him the question too. Maybe I still can after we get this rolling."

I just thought the idea was touching and would mean so much to a student who has to spend the last part of their senior year undergoing chemotherapy treatments. Not sure what it takes to "convince" people that kind and caring educators are tirelessly engaged in making a positive difference in the lives of students. Hopefully, situations like the one shared in this blog can build the bridges needed to make the kind of changes our schools require.

Is It Still Fun

Next installment of my weekly podcast series. Thinking about whether high school is fun. And if high school is not fun what are we doing about it?

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Life Without Social Media- Never Again

What was life like before social media? It is hard to imagine a world without Twitter, Facebook, Youtube. I am in the process of finishing a gravel patio and referenced several Youtube videos along the way. It certainly helped to have a visual and commentary from other "DIY's" as we took on this project.

A few weekends ago my 20 year High School Reunion was held. Months prior to the reunion a fellow classmates started a Facebook group for my class. This afforded classmates the opportunity to reconnect and served as platform to share updates about the reunion. While not an avid user of Facebook, I am always amazed how easy it is to stay connected and still feel as if you are the part of people's lives. Finally, I would be lost without Twitter. As an educator Twitter has become a necessity. I learn so much from following passionate educators and participating in various chats.

Often while interviewing, I will ask a potential candidate a question about how they embody the spirit of being a life-long learner. This leads to a discussion about how one continues to learn and the role social networks play in furthering personal and professional interests. While not the determining factor, I am pleased to hear how a potential candidate harnesses the power of social media to grow as an educator.

I also think the concept of social is important. We are in the process of revising the English Curriculum at the high school. A true collaborative effort has been underway to rethink our English classrooms. Via Google Docs, educators have been invited to offer opinions about the curriculum. Over 100 educators from all over the world have viewed the document. The social nature of Google Docs will result in a rich and deeply relevant English curriculum. Looking forward, it is exciting to think how social media/networks will impact education and only for the better. Will there be a time when, essentially, all foundational materials such as curriculum and core texts are crowd sourced?

As an educator I am certainly grateful for the development of social media and how it makes me a better and more informed educator.

Are We A Building of Learners

I came across a question on the blog Dangerously Irrelevant that caught my eye. The question asked:

How does an emphasis on being a ‘student’ rather than a ‘learner’ impact children’s motivation for school tasks?

A series of question that started with a similar premise followed this initial query. For me what resonated was the comparison or implied contrast between student and learner. In and even out of schools, these terms are viewed as the same. However, I think there a stark differences between these words. As suggested in the post, a student is someone who receives knowledge. Students either attend school or do well because it is part of a larger cultural norm. Additionally, students are devoid of assuming ownership in the classroom and in schools.

In contrast, I think we want our kids to be learners. To be conservative, there are a fair number of schools that state in a mission statement a desire to foster life-long learning. I think one would be challenged to find a mission statement or set of objectives in which kids are encouraged to be life-long students. Learners are active, inquisitive and assume ownership. Learners have passions and interests that are vigorously pursued. Learning further implies a constant process. Learning leads to additional questions and continued acts of discovery.

I wonder about the potential impact if we supported learners. Would the mindset begin to change if we became a building of learners and not an academic environment that delineates roles and expectations.

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

Asking Questions

Just wanted to share the following excerpt.

" We believe that instead of posing questions to find answers it is essential to use answers to find increasingly better questions."- New Culture of Learning

What do you think about this statement. Certainly made me stop and think about what goes on in the classroom. Are we more concerned with students answering questions rather than having students continually ask great questions? Should we be satisfied with a final answer or does a summative statement lead to further inquiry?