Posts Tagged ‘educational reform’
The Extended Mind: The Power of Thinking Outside the Brain by Annie Murphy Paul (A Guide for Educators)
As an educator who . . . began my career as an outdoor and experiential-based counselor; loves and studies educational trends; and teaches elementary students, and pre-service and in-service teachers; I believe good teachers naturally do what’s best for their students. This is in spite of (all meanings intended) of the multiple, and often conflicting and changing mandates placed on them.
With that said, I was excited to hear Annie Murphy Paul discuss her new book, The Extended Mind: The Power of Thinking Outside the Brain, at toddle TIES.
Over many years of elementary school, high school, and even college and graduate school, we’re never explicitly taught to think outside the brain; we’re not shown how to employ our bodies and spaces and relationships in the service of intelligent thought. Yet this instruction is available if we know where to look; our teachers are the artists and scientists and authors who have figured out these methods for themselves, and the researchers who are, at last, making these methods the object of study. For humans these [methods] include, most notably, the feelings and movements of our bodies; the physical spaces in which we learn and work; and the other minds with which we interact—our classmates, colleagues, teachers, supervisors, friends. (https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665)
From The Harvard Book Store:
The Extended Mind outlines the research behind this exciting new vision of human ability, exploring the findings of neuroscientists, cognitive scientists, psychologists, and examining the practices of educators, managers, and leaders who are already reaping the benefits of thinking outside the brain. She excavates the untold history of how artists, scientists, and authors—from Jackson Pollock to Jonas Salk to Robert Caro—have used mental extensions to solve problems, make discoveries, and create new works.
What we need to do, says acclaimed science writer Annie Murphy Paul, is think outside the brain. A host of “extra-neural” resources—the feelings and movements of our bodies, the physical spaces in which we learn and work, and the minds of those around us— can help us focus more intently, comprehend more deeply, and create more imaginatively.
In this book, she proposes a series of strategies that for me reflect best practices in education and ones that I typically use with my students (of all ages) on a regular basis. As mentioned earlier, I believe good educators often naturally integrate these practices in their classrooms:
created by Cindy Blackburn
Here is an written summary of these keys points and strategies:
Source: https://jenniferlouden.com/wp-content/uploads/2021/07/Paul.THE-EXTENDED-MIND.list-of-takeaways.pdf
Top Five Blog Posts During 2021
I love to blog. I do so for several reasons. First, it provides me with a means for reflecting on my teaching practices as well as having a written and often graphic record of my pratices. Second, my biography includes the statement, “I believe one of the roles and responsibilities of the modern educator is to share resources, lessons, ideas, thoughts, and opinions.” Blogging and Tweeting allow me to do so.
Here are the top five blog of 2021.
Number One: Virtual Team Building Activities
This is not surprising given all of the remote learning in K-Higher Education especially in the beginning of 2021. I was happy to see that educators looked for team building activities to use with their classes.
Number Two: The Importance of Civics Education
This actually surprised me. As I mentioned in the blog post, I was never that found of civics and politics but given the events of the past couple years, I have come to believe that all kids need civics education throughout their K-12 education. So I was excited to see this as number two.
Number Three: Morning Meetings, Check-Ins, and Social-Emotional Learning
This wasn’t surprising. This is an old post – from August, 2012. It always gets good traffic which is exciting to me as I believe that morning meetings can be powerful in elementary education environments.
Number Four: Emotional Check-Ins in a Teaching Webinar
As with the Virtual Team Building Activities, this wasn’t surprising given all of the remote learning during 2021. All of the activities described in this blog post focused on social emotional learning (SEL). One “good” thing that came from COVID is a greater focus on SEL in traditional educational settings. I always believed in its importance so I am thrilled it is gaining more acceptance.
Number Five: Approaching Marginalized Populations from an Asset Rather Than a Deficit Model of Education
This is also an older post. Out my top five, I was most excited to see this one. My work history includes teaching and counseling marginalized children and youth. Needless to say, the movement towards anti-racist education this past year has made me more hopeful that this can be achieved one day (although I understand it will take a lot work and a major overhaul of our traditional and archaic education systems).
Watching Them Learn
I have been very intentional in the public school teaching jobs I have chosen. First I was a PE teacher, now I am a gifted education teacher. I chose these jobs because I believe in active, hands-on, and joyful learning. I love being able to provide them with learning experiences not based on preparing them for toxic tests, but on how humans learn naturally outside of school settings. I also base many of my learning activities on my belief on the need for humans to create which I discuss more in The Magic of Making: The Human Need to Create:
The conclusion I came up with is that the human need to create is innate; and that too many people, starting during their childhood public education, stop creating. When they are given the opportunity, permission/invitation, materials, and methods, they fully embrace making and creating.
- I love watching them go through all of the crafty materials trying to find the right ones for their projects.
- I love watching them try to figure out how everything fits together in their projects.
- I love watching them struggle to get something to work that matches their mind’s eye, and the joy they experience when they do.
- I love watching how fully engaged they become in their learning, how they get into a flow, and how nothing else exists in the world.
- I love watching how when I give them a math challenge, the students gather around the interactive Smartboard in order to solve the challenge.
- I love watching how the collaborative projects build friendships, and the joy they feel in just being with one another. They ask to spend lunch together in my classroom. They ask to come to school on days off.
- I love watching the pride that shows on their faces when their projects are completed.
I have the best job in the world. I get to have a front row seat to witness these beautiful human beings do what they are supposed to do – LEARN – really learn.
Student Choice and Voice Can Equal the Best Day Ever
As is true for a lot of progressive educators, I have a belief in and attempt to practice the implementation of student voice and choice:
Sometimes this means fully letting go of the reins so learners become completely self-directed. I had the privilege of witnessing this in action one afternoon last week. I use the word, “witness,” as it was totally due to the actions of one student.
As I do every Thursday, I “pulled-out” 4th-6th graders for gifted and talented services. During the morning they built and experimented with Wiggle Bots. One of the students, Sean, also began experimenting with some of the materials in an attempt to build a toy bow (out of skewers) and arrow (out of jumbo straws). I asked him to focus on making his Wiggle Bot but told him he could continue his experimentation during lunch (they voluntarily spend lunch with me on Thursdays). They stay with me after lunch for an hour+. I do math challenges with them during those times. Sean asked if he could continue to work on fine tuning his bow and arrow instead. Then, the other kids asked if they could do so, too. Being a learner-centric educator, who values student choice and voice, I said, “Sure, go for it.”
I am so happy I did! They played with the continual improvement of their straw arrows; iterated through testing, and modifying them; and tried out different materials for their tips and tails in an effort to create increased distance and accuracy . . . again with little intervention from me. They went outside to test their work, and later, to play games with their arrows that they made up – most notably one that mimicked the video game Among Us. Seeing such joy in their social interactions warmed my heart. I know how important allowing for social time is for this age group especially after last year’s isolation due to remote learning – just as important or even more important than content area instruction.
I witnessed their creativity, innovation, flow, positive social interactions, excitement, engagement, and joy during this student-driven activity. Sean was visibly very excited that not only was he successful in making his bow and arrow, but more so that the other students followed his lead to participate in these learning activities that he initiated. The pride I saw in him was what prompted me to write this post. I was so happy with him and for him. One student even said at the end of the day, “This was the best day I ever had at school,” and this came from a student who absolutely loves and excels at school. When I heard the student state this, I jumped with joy. It wasn’t due to anything I did. It was only that I stepped back and let the students take over their learning.
I’ve discussed that one of my goals in my classroom is to create the conditions for having students experience and express that they had the best day ever:
During this particular afternoon, I believe the following occurred:
- Built on learner interests and passions
- Used whole body and hands-on learning
- Allowed learners to work with others if they choose
- Encouraged and acknowledge a broad range of emotions
- Celebrated both effort and success
- Respected the process – let go of the need to create the best day ever
My reflection is that I believe I typically do a good job of giving voice and choice but it is often within a more structured STEM, STEAM, maker education activities (see my book, Learning in the Making, for more information about this). I’d like to figure out more ways to “follow the child” like they do in Montessori environments. I have a lot of craft and STEM materials accessible in my classroom. I need to try out the suggestion made by Sean that day, “We should spend an afternoon just exploring, playing with, and creating things using these materials.”
Offering Electives to Elementary Students
Electives, as we all know, are classes that students choose to take. Electives are typically chosen based on interests, passions, a need to learn something new, and/or because of future goals. It is not clear to me why elementary students are rarely offered elective courses.
In addition to empowering practical skills, electives can help students find hidden talents or passions. In fact, several studies show that students are more likely to get a degree or major in a course they took as an elective. Electives offer options that allow individuals to seek out interests. Being able to choose a class is huge, and this tends to keep kids motivated to learn (Beyond the Classroom: Electives in school — essential or entertaining?).
Other benefits of electives include:
- They honor student voice and choice. Obviously, the act of allowing students to choose desirable electives gives them both voice and choice. Electives should also be designed so the types of activities offered to students embrace their voice and choice.
- Given that students select their electives, they become interest and passion driven.
- They are self-differentiating. First, the act of selecting electives of personal choice can be considered differentiation by interest. Second, within the electives themselves, students choose to work on personal projects that are often based on both their ability levels and interest levels.
- They are authentic and relevant. The types of elective offered should mimic the types of activities used by professionals in a related career field. Students will then see what they do during their electives as having real world applications.
- Electives assist students in seeing the big picture of the content being studied. By showing them the types of learning activities that will be part of the elective, they get to see more of the big picture of the elective; the smaller pieces of the bigger elective topic. I never understood why elementary students aren’t shown the bigger picture of a lesson, unit, or course. At least, college, and some high school, students are given a syllabus which tells them what they will learn during the course.
- Because elective classes offered to elementary students should be STEM/STEAM process based, they have the potential situate historically underserved and disenfranchised young people to be more competitive with more privileged youth in college. The types of electives offered to the students assist them in developing the “21st century” skills of creativity, communication, critical thinking, and collaboration as well as the ability to persevere, iterate, ask for help, and see themselves as capable learners. It gives them the extra boost that many of the more privileged youth get through their extra-curricular activities.
I am a lifelong learner. I have a very strong need to learn new things. Summers give me the opportunity to learn new things that I can offer to my students during the following school year This summer was no exception. I learned about artificial intelligence, e-textiles, and hydroponics. Now, I can offer these new things as well as some others related interests and passions as electives this coming school year
I have the privilege of teaching gifted elementary students at a few Title 1 schools. I understand that I have more freedom than the classroom teacher to develop and teach my own curriculum. I see my students for two 2-hour blocks during the week. So I plan to explain to them that they can choose two to three electives per semester. The selection of electives is up to them. This year I prepared the following slideshow to show my students the electives from which they can choose. (Note: I know that teachers have to teach to so many standards and use district mandated curriculums. I still believe they can carve out some time during the week to offer electives. I think students have a lot to gain to see their teachers teaching about their personal interests and passions. They get to see their teachers actually being lifelong learners and the benefits it entails.)
Reimagining Education: A Call for Action
Many of us have been discussing educational reform for decades. Given the unprecedented time of COVID19 and its effect on education, it is a perfect time to revisit and reimagine the purpose, operations, and skills related to a powerful education. Some of the issues that have emerged and are still emerging include: the social emotional health of learners, a realization that students aren’t able to be independent and self-directed learning, and an awareness of inequities that exist in the United States. It has become blatantly obvious that students can’t learn effectively at home – especially without teacher direction throughout the school day.
It’s a perfect time for educators to reimagine an education they wish they had during their own school years so that their learners can have such an education.
Here is what I propose that should be components of a reformed/re-formed education:
- Self-Determined Learning and Learner Agency
- Learner Voice and Choice
- Just-In-Time Learning
- Whole Person Learning
- Educator as a Tour Guide of Learning Possibilities
- Interest-Based Affinity Groups
- Use of the Learner’s Community
- Vigorous, Authentic Tasks
- Executive Function Skills Development
- A Focus on Social Emotional Health
- Anti-Racist Awareness and Actions
Self-Determined Learning and Learner Agency
Learners of all ages beginning in 2nd or 3rd grade can engage in self-determined and self-driven learning where they are not only deciding the direction of their learning journey, but also producing content that adds value and worth to related content areas and fields of study.
The learners in a self-directed learning environment where learner agency prevails:
- Determine what they want to learn and develop their own learning plan for their learning, based on a broad range of desired outcomes.
- Use their learning preferences and related technologies to decide how they will learn their material based on their own desired outcomes.
- Form their own learning communities possibly using social networking tools suggested and/or set up by the educator. Possible networks, many with corresponding apps, include: Facebook, Twitter, Edmodo, Instagram, TikTok, blogging sites, Youtube, and other social networks.
- Utilize the expertise of educators and other members of their learning communities who can introduce content-related resources and suggest online tools that the learners could use to demonstrate and produce learning artifacts.
- Demonstrate their learning through methods and means that work best for them. It could include blogging, creating photo essays, doing screencasts, making videos or podcasts, drawing, singing, dancing, etc.
- Take the initiative to seek feedback about their work from educators and their peers. It is their choice to utilize that feedback or not.
Learner Choice and Voice
Education works when people have opportunities to find and develop unaccessed or unknown voices and skills. Audre Lorde poignantly describes this “transformation of silence into language and action [as] an act of self-revelation.” Opportunities for flexibility and choice assist learners in finding passion, voice, and revelation through their work. (Student Voice Leads to Student Choice)
Some strategies for giving learners voice and choice can be found in the following infographic:
Just-In-Time Learning
Currently, most schooling focuses on just-in-case teaching and learning. Students are asked to learn material throughout their schooling just-in-case they need it someday. I contend that after students learn the basics of reading, writing, and math, they are asked to learn way too much content that may never use.
Just-in-time learning is a concept that has become popularized in connection to organizational development. “Just-in-time learning is an approach to individual or organizational and development that promotes need-related training be readily available exactly when and how it is needed by the learner” (Just-In-Time Learning).
Kids (and adults) who need to access information in order to learn something or improve their performance – think video gaming, cooking, learning to play an instrument, fixing something, making something – often go directly to the Internet, most notably Youtube, to get some form of tutorial. This is just-in-time learning. Information is needed “then and there,” which motivates the learner to seek that information “then and there.”
In self-directed, interest-driven education, just-in-time learning becomes the norm. The educator, as truly the guide on the side, encourages and assists learners in engaging in just-in-time learning as a natural part of their learning process.
Whole Person Learning
As someone whose roots is in outdoor and experiential education, I believe a good learning experience engages the intellectual, physical, emotional, and social aspects of the learner. The focus becomes on helping educating the whole learner – not just their brain or intellect. Some have called this head, heart, and hand learning.
The 21st century is placing great demands on our students and educational system. To meet those demands, we recognize that educating the head (cognitive domain), exclusive of the heart and hand (affective and behavioral domains), is no longer educational best practice. It is the education of our students’ heads, hearts and hands that will genuinely prepare them for success in college, career and civic life. (Educating the Head, Heart, and Hand for the 21st Century)
Many researchers (Henting, 1997; Bruner, 2000; Stoll and Fink, 2000; Faultisch, 1999) believe, that quality education and successful education reforms can be achieved by changing the learning culture (with attention paid to the completeness and integrativity of a human being), especially in the context of lifelong learning which integrates all three domains of learning: cognitive (head), affective (heart) and psychomotor (hands). (“Head, Heart and Hands Learning”- A challenge for contemporary education)
Obviously to engage the head, heart, and hands, sitting at a desk won’t do it. Simply put, learners needed to move their bodies and have an emotional connection to the material to increase its stickiness.
Educator as the Tour Guide of Learning Possibilities
The educator, in a reformed model of education, steps back to let the learners take over their own personal learning. The educator lets go of expectations what the final produce should be; should look like; should do. The educator becomes a provider of resources, feedback giver, and communications facilitator. S/he becomes a tour guide of learning possibilities. S/he shows learners the possibilities and then gets out of the way.
he educator’s role truly becomes that of guide-as-the-side, coach, resource-suggester, and cheerleader as learners create their own learning journey. The educator has more life experience, knows (hopefully) about the process of learning, and has more procedural knowledge about how to find, identify, and use informational resources and social networking for learning purposes. Not only, then, does the educator help steer students in some more productive directions, s/he models the process of self-determined learning increasing the students’ aptitude for this type of learning. Learners, themselves, then also become mentors, teachers, and model learning for one another sharing best practices and strategies for effective learning.
Interest-Based Affinity Groups
Young people often find their own interest based affinity groups online. These include kids gathering via Discord or Twitch.tv to discuss video games, marginalized youth finding others like them through social media, and even groups as specific as those who share their art anime with one another for feedback.
Interest-based, affinity groups groups have been described in the report, an agenda for RESEARCH AND DESIGN A research synthesis report of the Connected Learning Research Network:
The primary driver of participation for interest-driven activity is a sense of personal affinity, passion, and engagement. Learning in this mode is generally knowledge and expertise-driven, and evaluated by the metrics internal to the specific interest group, which can often be subcultural or quite different from what is valued by local peers or teachers.
If interest-based affinity groups are promoted in the educational setting, groups will naturally emerge as members interests emerge. They will be fluid as membership changes and members’ interests grow, evolve, and change. The groups would be mixed ages and genders where members act both as learners and as teachers. There would be situational teaching and learning. This means that if someone has the knowledge or skills related to a certain area of learning, then that member emerges as the teacher regardless of age. Contributions by all not only make everyone feel valued, the community as a whole will benefit.
The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts.
John Dewey, Education Philosopher in Early 20th Century
Use of the Learner’s Community
Schools tend to be separate from the community – often not physically but in its use of its resources. The educator as a tour guide of learning possibilities assists the learner in locating and utilizing their community including local businesses, museums, parks, social service agencies, historical associations but it can be as simple as the learners going outside to do a science, writing or art project. Learning in the community is a form of place-based learning:
Place-Based Education (PBE) is an approach to learning that takes advantage of geography to create authentic, meaningful and engaging
personalized learning for students. More specifically, Place-Based Education is defined as an immersive learning experience that “places students in local heritage, cultures, landscapes, opportunities and experiences, and uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum.” (What is Place Based Learning)
For learners new to using their community as part of their learning process, the educator’s responsibility is to assist learners in both navigating through their communities and to identify community resources that can help with their learning process.
Vigorous and Authentic Learning Experiences
Providing authentic and vigorous learning experiences to all learners should be the highest prior for all administrators, curriculum developers, and teachers.
Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life. Students work towards production of discourse, products, and performances that have value or meaning beyond success in school; this is learning by doing approach (Authentic learning: what, why and how?).
In education, the term authentic learning refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school. For related discussions, see 21st century skills, relevance, and vigor (Authentic Learning).
The bottom line, in my perspective, is that learners view their experiences as having relevancy to their own lives, that they address their interests and needs. The following graphic shows some of the benefits of authentic and vigorous learning.
Executive Function Skills Development
Most educators would agree that a purpose of education is to assist learners in developing life skills which will translate to their lives outside of the school setting. These include goal setting, organizational skills, time management, and strategies to learn new things. They are skills or ability sets that are important for students to learn any content area knowledge. These are often discussed in the context of executive functions:
In their book, “Executive Skills in Children and Adolescents,” Peg Dawson, EdD and Richard Guare, PhD state “These [executive function] skills help us create a picture or goal, a path to that goal, and the resources we need along the way”(p 2). They identify 10 types of executive function skills that work together; namely: Sustaining attention, shifting attention, inhibiting impulses, initiating activity, planning and organization, organization of materials, time management, working memory and emotional control http://kooltools4students.weebly.com/at-and-executive-functioning.html
Most young people, themselves, would note there are skills that could assist them in being more successful in both school and out of school settings. Most would agree that organization skills, goals setting, and time management are relevant to other areas of their lives.
Executive functions and self-regulating skills development should be part of the school curriculum regardless of the age and demographics of the student body. Using and teaching these skills often have the advantage of becoming intrinsically motivated and self-directed as well as often making sense to students as something that has meaning and relevancy.
Here are some additional resources to assist learners in developing their executive function skills:
- Helping Students Develop Executive Function Skills –https://www.edutopia.org/article/helping-students-develop-executive-function-skills
- Creating an arc of change –https://www.educationdive.com/spons/creating-an-arc-of-change/563293/
A Focus on Social Emotional Learning
It’s not enough to simply fill students’ brains with facts. A successful education demands that their character be developed as well. That’s where social and emotional learning comes in. SEL is the process of helping students develop the skills to manage their emotions, resolve conflict nonviolently, and make responsible decisions.
Research shows that promoting social and emotional skills leads to reduced violence and aggression among children, higher academic achievement, and an improved ability to function in schools and in the workplace. Students who demonstrate respect for others and practice positive interactions, and whose respectful attitudes and productive communication skills are acknowledged and rewarded, are more likely to continue to demonstrate such behavior. Students who feel secure and respected can better apply themselves to learning. (Why Champion Social and Emotional Learning?)
Here are some resources for bringing social emotional learning into the school and into the classroom:
- The CASEL Guide to Schoolwide Social and Emotional Learning – https://schoolguide.casel.org/
- How to Implement Social and Emotional Learning at Your School –https://www.edutopia.org/blog/implement-sel-at-your-school-elias-leverett-duffell-humphrey-stepney-ferrito
- 21 Ways Teachers Can Integrate Social-Emotional Learning –https://www.weareteachers.com/21-simple-ways-to-integrate-social-emotional-learning-throughout-the-day/
Anti-Racism Awareness and Actions
When you’re essentially [teaching] a kid to be anti-racist, you’re deliberately encouraging them to talk about race and Racism. You’re deliberately teaching them that all the racial groups are equals. You’re deliberately showing them, yes, there are different colors and there are different cultures. And we should value them all equally.
It’s important for parents and for educators to be intentional about preparing our young people for the world that they are inheriting and living in. To not talk about it is a disservice to all young people. So not just black students who need to learn about their blackness and their history, but white students as well and nonblack people of color need to know our country’s history and talk explicitly about it.(How Can Parents Make Their Kids Understand How To Be Anti-Racist?)
Some anti-racist learning activities can be found at:
- Anti-Racism Resources – https://www.edantiracism.com/
- Anti-Racism Resources – https://abolitionistteachingnetwork.org/
- Anti-Racist Activities for Upper Elementary and Middle School Students –https://usergeneratededucation.wordpress.com/2020/07/12/anti-racist-activities-for-upper-elementary-and-middle-school-students/
Parting Shot
Educational stakeholders such as administrators, educators, parents, and community members might look at this or a similar list of proposed educational reform actions, and say, “This is unrealistic. It can’t be done.” To them I say, “None of you expected the changes that COVID19 would force upon you and your students/children, but you made those changes. Not all have been successful, but most were successful to some degree. It demonstrates, though, that significant change is possible when all stakeholders work together.”
A Beautiful Boy
During Fall 2020, I taught gifted education at the high school on our south-side. The south-side is known for its low income housing and its primarily Hispanic population. As an itinerant gifted education teacher, I work at several schools. Our district has extremes of schools – high income communities at one extreme, that have the characteristics of private schools, to the other extreme of Title 1 schools with 100% free and reduced lunch programs. I choose to work at these schools. For three years previously, I taught at Title 1 K-6 schools. I wanted to give high school a try. I really wanted it to work but it ended up being too difficult for me. I realized I can better serve younger students. Too many of my students (noting that they were identified as gifted) have mentally and intellectually checked out of school and were flunking many of their classes. Their emotional needs were too vast and deep to be able to concentrate on their academics. For example, I spent an afternoon with two 9th grade gifted girls who were my caseload, one had gotten into trouble for missing for two days. She had been holed up with a 19 year old guy who wouldn’t take her home. They told me stories about their lives that were absolutely heartbreaking – sexual abuse as children, abusive foster care homes, a father in jail for murdering someone, their own sexual promiscuity and drug use.
This leads me to a beautiful boy, Ivan. He was in a STEM class I taught that one semester. He showed up . . . sometimes. At one point, he was gone for a few weeks. I checked to see why and found it he was in juvenile detention. He was on probation (I am not sure why). Because he skipped school, he broke his probation and was put in juvie. He told me that he got in trouble in middle school due to anger problems, but all I saw was a kind, gentle and soft spoken young man. He told me about only living with an older brother because his mother lived in a town up north with “some guy.” He also told me he thought a lot about what was going on in the world and spent time on the internet looking up these things he thought about.
Although he rarely did work in my class, spending most of his time on his cell phone finding and listening to music, I really, really liked him. I couldn’t help but light up when he walked into the classroom, which was typically late. There was something special about him. I missed him when he was in juvie for two weeks, so much so that when he returned to school and my classroom, I yelled hooray, jumped up, and gave him a big side hug. He smiled at me with his big, bright smile and gave me a big side hug back.
Even with a label of gifted, school met none of his needs. He was only interested in writing and performing rap. He wrote, recorded, and published one of his songs onto an online music platform (I now wish I knew which one). I asked him to play it for me during class. I loved it. His eyes shined with joy and pride when he told me about it and even more so when the other students in the class and I listened to it. Such a beautiful boy!
He was such a beautiful boy. I used past tense, “was,” because this past week we got an email from the high school principal that Ivan was murdered due to gun violence.
I have spent the week wondering. I wonder if the schools better addressed his passion for music with his days spent at school writing lyrics, composing music, and recording and publishing his rap songs – maybe he would have been in a recording studio rather than roaming the streets in the very early morning hours. I wonder what would have been different if the schools focused more in his social-emotional needs than on his academics. I wonder what would have been different if the schools better addressed the socio-cultural factors and hardships that he faced everyday – maybe the cycle of violence and poverty could have been broken. Finally, I wonder what kind of man Ivan would have turned out to be since he was such a beautiful boy (young man).
Parting Shot: I sent the high school principal the photo of Ivan that I took of him working on an Arduino (bottom of post). She sent the news my photo. I guess they asked her for one. It was my final gift to him – being able to show him to the world as engaged in a school project; showing him at his best – I have a hunch there are possibly no other photos like this of him. RIP, Ivan – you really did rock!
Universal Skills for Learners: Increasing School Relevancy
Kids are learning – but for way too many it occurs outside of the school environment rather than during school. Given today’s technologies, it makes sense and is exciting that learning occurs after schools hours, but for exciting, engaging, and profound learning not to occur during school hours is, simply put, a travesty.
I contend that school, especially in the latter part of the 20th century, had a high degree of irrelevancy but in today’s highly connected world, it is absurd, verging, in my perspective, as unethical practices. We are asking today’s students to spend so much of their school lives doing tasks that are unconnected to the the skills that need now and in their future lives.
. . . and the kids agree as studies have indicated.
Gallup has conducted more than 5 million surveys with students in grades five through 12 over the past several years. These students have come from every state and from a range of rural, suburban and urban school settings. Almost half of students who responded to the survey are engaged with school (47%), with approximately one-fourth “not engaged” (29%) and the remainder “actively disengaged” (24%). A closer look at the data by grade level reveals a disturbing trend. Engagement is strong at the end of elementary school, with nearly three-quarters of fifth-graders (74%) reporting high levels of engagement. But similar surveys have shown a gradual and steady decline in engagement from fifth grade through about 10th grade, with approximately half of students in middle school reporting high levels of engagement and about one-third of high school students reporting the same (School Engagement Is More Than Just Talk).
Just 54 percent of middle schoolers and 46 percent of high schoolers think their studies are relevant, according to new data from the nonprofit YouthTruth. Relevance was rated lowest on the survey of various measures of student engagement: if students take pride in their work, if they enjoy going to school, if their schoolwork is relevant, if they try to do their best, and if their teachers’ expectations help them with that goal (Only Half of Students Think What They’re Learning in School Is Relevant to the Real World, Survey Says).
Over five years ago, I wrote a post entitled Universal Skills All Learners Should Know How to Do in order to discuss those skills I believe are important for learners during this era. For this post, I revisited it. I revised it to now include financial literacy and civics.
- How to be a self-directed learner – finding and using resources (both face-to-face and online) to learn and improve personal interests
- How to do effective online searches
- How to develop one’s own Personal Learning Network (PLN)
- How to post on social media while managing one’s digital footprint
- How to evaluate websites and online tools for credibility
- How to orally communicate with others both face-to-face and online (e.g., Facetime, Skype, Google Handouts)
- How to write effectively
- How to ask questions
- How to effectively ask for what one wants or needs
- How to set and achieve goals
- How to work collaboratively with others
- How to manage one’s own time
- How to be healthy – physically and emotionally
- How to care for others
- How to Enjoy and Engage in the Arts
- How to identify and solve problems
- How to make sound financial decisions
- How to understand and engage in civics
- How to take professional looking photos; make professional looking videos
- How to learn and use emerging technologies
- How to make and invent stuff
- How to code
I think most administrators and educators (and learners) would agree with the importance of most of the skills on this list to assist learners to be successful now and in their futures. Sadly, though, too few of these skills are directly and intentionally taught to learners: writing, speaking, and for more progressive schools, engaging in the arts and the computer science related skills. Is the current school system model really the best we can do?
My List of Best Education Videos – 2019
Here is my annual list of best education videos.
Youth Voice
As you’ll notice the first several are youth voices.
“The power of youth is the common wealth of the entire world… No segment in society can match the power, idealism, enthusiasm and courage of young people.” Kailash Satyarthi, Nobel Peace Prize laureate
Swedish climate activist Greta Thunberg chastised world leaders Monday, Sep. 23, for failing younger generations by not taking sufficient steps to stop climate change. “You have stolen my childhood and my dreams with your empty words,” Thunberg said at the United Nations Climate Action Summit in New York. “You’re failing us, but young people are starting to understand your betrayal. The eyes of all future generations are upon you. And if you choose to fail us, I say we will never forgive you,” she added.
“Change will happen when we put the flourishing neighbor above our own hero status. Even though we don’t always get to be the hero, we always have the chance to be a world changer. “How should we respond to the current wave of activism? Megan calls us to treat this political moment as a time for both celebration and self-examination. See how she recommends we share power and resources and prioritize others above ourselves.
Jahkini Bisselink is the Dutch Youth Ambassador of the United Nations representing all young people in The Netherlands. Jakhini is auspiciously bridging the gap between young people and politics, fighting to let their voices be heard in national and international decision-making.
Education Thought Leaders
“Are we helping children find solutions to their own challenges? This will become their strengths.” Leading thinker, best selling author and friend of Big Change, Simon Sinek shares his thoughts on the future of education – the change that’s needed and the change that is possible.
Catlin Tucker’s keynote at Fall CUE 2019. Grade better, make your life less stressful and be more effective.
In her SXSW EDU keynote, Jennifer Gonzalez explores the Aerodynamics of Exceptional Schools. In any school, just as in air travel, different forces impact our progress: some of these forces push us forward and lift us up, while others pull us back and drag us down. The success of our schools depends largely on how well we manage these forces. By applying wisdom from change management theory, instructional coaching, the tech industry, and even the fitness world, we can learn how to fight weight and drag, increase lift and thrust, and make our schools truly exceptional.
Pedro Noguera shares his insights on educational equity, Project Based Learning, and more at PBL World 2019. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts.
Here’s an overview of the benefits of PBL. To read more, check out: http://www.spencerauthor.com/10-things-happen-students-engage-project-based-learning/
The Future of Social Media?
Social media has become our new home. Can we build it better? Taking design cues from urban planners and social scientists, technologist Eli Pariser shows how the problems we’re encountering on digital platforms aren’t all that new — and shares how, by following the model of thriving towns and cities, we can create trustworthy online communities.
Feel Good Videos
Released at the end of 2018 and received a 2019 Oscar nomination for best animated short. Luna is a vibrant young Chinese American girl who dreams of becoming an astronaut. From the day she witnesses a rocket launching into space on TV, Luna is driven to reach for the stars. In the big city, Luna lives with her loving father Chu, who supports her with a humble shoe repair business he runs out of his garage. As Luna grows up, she enters college, facing adversity of all kinds in pursuit of her dreams.
Anna Hopson, 5, was born with a rare neurodegenerative disorder. But that hasn’t dampened her spirit. As Steve Hartman explains, her good mood has even rubbed off on her school bus driver.
First Lady Michelle Obama brings gifts and surprises to Randle Highlands Elementary School in Washington, D.C. (Videos like this make me cry – not so much due to the students’ and teachers’ joy, although that does touch my heart, but because they are so happy about receiving resources that all schools should have – an up-to-date computer lab and a basketball court.)
. . . and because this feels so good. Michael Clark Jr. had crowd of supporters at his adoption hearing this week, which included his kindergarten classmates from Wealthy Elementary in East Grand Rapids.
Authentic Learning Experiences
Providing authentic learning experiences to all learners should be the highest prior for all administrators, curriculum developers, and teachers.
Authentic learning is learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences should mirror the complexities and ambiguities of real life. Students work towards production of discourse, products, and performances that have value or meaning beyond success in school; this is learning by doing approach (Authentic learning: what, why and how?).
In education, the term authentic learning refers to a wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school. For related discussions, see 21st century skills, relevance, and rigor (Authentic Learning).
The bottom line, in my perspective, is that learners view their experiences as having relevancy to their own lives, that they address their interests and needs.
Qualities of Authentic Learning
I believe authentic learning experiences have the following qualities (which, by the way, are way too, often are not the qualities of many classroom activities):
- A state of flow – learners often say, “Is it time to go already?” For more about this, see Flow – A Measure of Student Engagement https://usergeneratededucation.wordpress.com/2011/01/12/flow-a-measure-of-student-engagement/.
- Interdisciplinary standards and skills are addressed. For more about this, see All Lessons Should Be Interdisciplinary https://usergeneratededucation.wordpress.com/2019/01/13/all-lessons-should-be-interdisciplinary/
- The focus is on learners learning rather than teachers teaching. For more about this, see ‘The Objective of Education Is Learning, Not Teaching’ http://knowledge.wharton.upenn.edu/article/the-objective-of-education-is-learning-not-teaching/.
- Often are minds-on, hands-on activities. For more about this, see The Imperative of Experiential and Hands-On Learning https://usergeneratededucation.wordpress.com/2016/12/23/the-imperative-of-experiential-and-hands-on-learning/.
- Learners do not ask, “Why do I need to know this?” Because authentic learning involves student voice and choice. they develop their own constructivist reasons for their need to know. For more about this, see Why Do I Need to Know This? https://usergeneratededucation.wordpress.com/2014/03/16/why-do-i-need-to-know-this/ .
- The learning activities are open-ended so learners put their “selves” into their projects. For more about this, see Open Ended Learning: What, Why, and How https://thehomeschoolscientist.com/open-ended-learning-resource/.
- Projects are long term not finished in one class period. They take many hours, many class periods.
- Troubleshooting and iteration often occur. Learning as an iterative process is discussed in Educators as Lead Learners https://usergeneratededucation.wordpress.com/2015/02/15/educators-as-lead-learners/.
- The learners become a community of learners sharing ideas, asking for help, brainstorming. For more about this, see The Importance of Building Community in the Classroom https://www.teachervision.com/blog/morning-announcements/importance-building-community-classroom
Some Recent Examples of Authentic Learning
Here are some recent examples I have done with my learners – one class did a social entrepreneurship unit while another class made Makey Makey Marble Mazes. I posted videos so their engagement can be seen.
Social Entrepreneurship
My students are finishing a unit on social entrepreneurship where they started a business to raise monies for a local nonprofit. They created a market survey using a Google Form, which asked about products, price points, potential nonprofit organization recipients of the profits; analyzed survey results, decided on and tested products; developed an expense sheet, using Google Sheets, for expenses and income; created a business plan that included the name of company, cost analysis, promotional plan; made a promotional flyer; created a sales and record sheet; delivered products; and managed monies.
For more information about this unit, see Elementary Social Entrepreneurship: A Perfect STEAM Lesson https://usergeneratededucation.wordpress.com/2018/05/13/elementary-social-entrepreneurship-a-perfect-steam-lesson/.
Makey-Makey Marble Mazes
Another group of earners made a Makey-Makey Marble Mazes as described by @Colleen Graves, see https://colleengraves.org/2018/05/04/makey-makey-marble-maze-and-5th-grade/
Reflection
I absolutely love planning authentic learning experiences. I get to use my creativity to plan and implement them. It does take lots of pre-planning – finding resources, usually videos, and purchasing, gathering, and organizing the resources used.
I also love watching how excited learners get doing them. There is 100% engagement. I’ve said before that being an experiential educator, there is lots of pre-planning but the learners work harder than me during class time – as it should be.
Jackie Gerstein, Ed.D.
User Generated Education 