User Generated Education

Education as it should be – passion-based.

Posts Tagged ‘passion-based learning

Show Learners the Possibilities . . . And Then Get Out of the Way

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We are living in an age of advanced user-driven technologies, information abundance, and networked, participatory learning. It should logically follow, then, that education should take advantage of these amazing developments. As many of us in education know, it has not. This theme has permeated many of my blog posts:

Moving from Education 1.0 Through Education 2.0 Towards Education 3.0

The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be moving, developing, and evolving from Education 1.0 towards that of an Education 3.0. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web. The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior. Logically, then, we would expect that schools would follow suit in matching what is happening via the Internet to assist children and youth to function, learn, work, and play in a healthy, interactive, and pro-social manner in their societies-at-large. This, sadly, is more often than not the case. Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0

Learner Agency, Technology, and Emotional Intelligence

The notion of agency as contributing to cognitive processes involved in learning comes primarily from the Piagetian notion of constructivism where knowledge is seen as “constructed” through a process of taking actions in one’s environment and making adjustments to existing knowledge structures based on the outcome of those actions. The implication is that the most transformative learning experiences will be those that are directed by the learner’s own endeavors and curiosities. (Lindgren & McDaniel, 2012)

All of this is fresh in my mind as I just completed four weeks of summer camp teaching maker education and photo-video apps to 5 to 10 year olds. This teaching experience reinforced for me that educators can be tour guides of learning possibilities; showing learners the possibilities, then getting out of the way.

Facilitating the Process

The following section describes some of the conditions in the learning environment that support the educator as being the tour guide of learning possibilities and then handing over the responsibility for learning to the learners. Educators still take on a very active role in the learning environment, but learning is driven by the actions of the learners not those of the educator.

Expectations for Self-Directed Learning

In a learning environment that stresses self-directed learning, the educator conveys the attitude that learners are capable of being masters of their own learning.

In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18)

In line with showing learners the possibilities and getting out of the way, the educator needs to take a back seat role in the learning process. Learners may not, often will not, do things the way the educator might, but the educator respects and supports this process in a self-determined learning environment.

Educator as an Observer

If educators want to know how learners learn, then they need to observe them learning under their on terms, with tools and techniques they use naturally.  Too often adults assume they know how children and young people learn, and too often they do not especially in this new age of learning. The educator in the role of tour guide of learning possibilities first, observes to discover each learner’s unique way of interacting with the world, and second, based on these observations, suggests or offers resources and strategies to further each learner’s self-directed learning process.

Educator as a Resource

The educator as a resource means that the educator becomes a coach or a mentor. Educators are the adult experts in the room. Learners will often go to the educator for assistance especially when stuck on a problem or to get feedback.

The best coaches encourage young people to work hard, keep going when it would be easier to stop, risk making potentially painful errors, try again when they stumble, and learn to love [their learning] (One to Grow On / Every Teacher a Coach).

The educator as a resource implies that the s/he has multiple skill sets: expertise in the process of learning and expertise in how to navigate online environments along with the ability to mentor learners using these skill sets.

Educator as a Demonstrator of Technologies

A subtitle of this section is It Really Is About the Technology . . .  Sort of.  In order for learner agency and self-directed learning to occur, educators need to keep abreast of current and emerging technologies. There is an assumption that young people are digitally savvy and know how to use emerging technology.

The widely-held assumption that all young people are digitally literate and able to navigate the internet meaningfully is inaccurate. This is something we urgently need to address if we are to support young people to cope with – and contribute to – a complex, global and digital society (New report challenges the assumption that all young people are digitally savvy).

“If educators are serious about preparing learners for their real lives – current and future, then it becomes an ethical imperative to bring relevant, current, and emerging technologies into the learning environment (It really is about the technology and . . .).  This translates into showing learners the possibilities of technology and internet use for learning so the learners can then bring this knowledge into their own learning journeys.

Learning is Viewed as Natural, Fun, Playful, and Joyful

It has been said that learning is painful. I take issue with that phrase. When learning occurs in settings and with processes selected by the learner, it is natural, fun, playful, and joyful. Sure, there are struggles as new learning develops, but it becomes a natural, accepted part of the process.

The highest-level executive thinking, making connections, and “aha” moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.  Joy and enthusiasm are absolutely essential for learning to happen — literally, scientifically, as a matter of fact and research (The Neuroscience Behind Stress and Learning).

Climate of Free Range and Constructivist Learning

The learning environment in a setting embracing self-directed learning takes on the characteristics of free range learning resulting in learners constructing their own meanings from their learning endeavors.

Free Range Learning is learning by living. It is learning by following our passions, exploring our world, living inquisitive lives and thinking freely. It is a lifestyle based on trust of a child’s natural desire to learn about the world around them. Every person’s learning journey will develop based upon their interests, experiences and choices (What is Free Range Learning?).

Free range learning is often associated with unschooling or homeschooling but it is intimately related to self-directed learning; and its tenets can be brought into in a more formal learning environment. The result is an honoring of contructivist learning “which holds that learners ultimately construct their own knowledge that then resides within them, so that each person’s knowledge is as unique as they are” (Learning Theories and Transfer of Learning).

Open to Emergent Learning and Learning Possibilities

Emergent learning is unpredictable but retrospectively coherent, we cannot determine in advance what will happen, but we can make sense of it after the event. It’s not disordered; the order is just not predictable (Emergent Learning and Learning Ecologies in Web 2.0).

Ambiguity is accepted. The educator lets go of what types of learning and products should result. By letting go of expectations “what should be”, there is an opening up to all kinds of emergent learning possibilities.

With an openness to emergent learning and learning possibilities, there is an acceptance that learning is messy:

Learning is often a messy business.   “Messy” learning is part trial and error, part waiting and waiting for something to happen, part excitement in discovery, part trying things in a very controlled, very step by step fashion, part trying anything you can think of no matter how preposterous it might seem, part excruciating frustration and part the most fun you’ll ever have. Time can seem to stand still – or seem to go by in a flash. It is not unusual at all for messy learning to be …um …messy! But the best part of messy learning is that besides staining your clothes, or the carpet, or the classroom sink in ways that are very difficult to get out … it is also difficult to get out of your memory! (http://learningismessy.com/)

. . . and a trusting of the process and embracing the journey:

I have learned that if you give freedom and trust to students, they will find their own way to the learning that matters the most. Playing it safe is not going to yield the opportunities that will make a difference. Off-script is when you don’t quite know where you are going, but you have the courage to commit to the journey knowing that it is the process itself that will hold the worth (Speculative Design for Emergent Learning: Taking Risks).

Use of Open Technology and Resources

In this age of information and technology abundance, free online technologies and resources are just ripe for the picking. An advantage of open educational resources is “expanded access to learning. Students anywhere in the world can access OERs at any time, and they can access the material repeatedly(Pros and Cons of Using OERs for Instruction). These resources leverage the playing field. They are available to all learners regardless of geographic location and SES level (although access to the Internet is required). This translates in the availability of high quality tools and resources outside of the more formal educational setting. Learners can access them in informal learning environments such as at home or local coffee shops and/or via their mobile devices in order to continue and extend their self-directed learning.

How the Learners’ Benefit

I often say that all learning activities should have multiple and layered benefits – addressing cross-curricular, cross-interdisciplinary areas as well as developing life skills. Here are some of the benefits along with example learner self-statements associated with those benefits that I have observed as a tour guide of learning possibilities:

  • Technology Skills: I can use technology to help me learn.
  • Creativity and Inventiveness: I can create new & worthwhile ideas & things.
  • Risk-Taking: I am willing to try new things when I am learning.
  • Academic Mindset: I am a good and powerful learner.
  • Communication: I can communicate clearly both verbally & in writing.
  • Curiosity and a Sense of Wonder: I wonder about the world around me.
  • Connected Learning: I can network with others to help with my learning.
  • Self-Directed Learning: I know how to learn new things on my own.
  • Self-Motivation: I can motivate myself to learn new things.

Educators as Tour Guides of Learning Possibilities

School Should Be More Like Camp

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Some things about me:

  • I love to learn, create, invent, ponder and imagine what can be.  I consider myself insatiable when it comes to learning
  • I hated school from 2nd grade through college.  It was painfully boring for me.
  • I loved summer camp.  I went to day camp for 10 years.
  • I have vivid memories of my camp experiences.  I have vague, blurred memories of school.
  • I feel that I learned so much more at camp than I did at school.
  • I believe that school wasted and basically stole my time.

So needless to say, I promote the idea that school should be more like camp. What follows is a chart comparing school to camp.  Which would you prefer to attend?  Which would you prefer your own children to experience?

school-camp

What follows are some excerpts of articles that reinforce these ideas.

From Why Can’t School Be More Like Camp

Focus on Relationships, Team Building, and Goal Setting

The first day of school would start with the teacher leading the students in team building activities and giving them ample opportunities to get to know each other. Kids would be paired and grouped in different ways to make sure that everyone learns everyone else’s name. New kids would be warmly welcomed by returning kids.  They would also learn about each other’s talents and interests. This conversation would be ongoing throughout the year to give kids the chance to share with and encourage each other as they learn new things.

Hands-On, Active Learning by Doing

If school were more like camp, hands-on activities would far outnumber multiple-choice tests. The information that really “sticks” is the stuff we do, so why is so much time spent on memorizing things that are forgotten within days?

If school were more like camp, students would spend less time sitting at a desk quietly working by themselves on a work sheet and more time practicing teamwork and collaboration, working on science projects and presentations, acting out a book they are reading, and building their creativity and problem-solving skills.

Students would be encouraged to delve deeply into topics that interest them, regardless of what’s on the list of standards.

A Positive Culture

If school were more like camp, teachers would be trained to create a fun, warm, and inviting place as much as they are trained to teach math skills. They would learn how to find what is special and unique about each of their students and help their students feel valued and included.  Teachers would check in with each student, every day, asking how they’re doing and providing support if they are struggling. Kids would be excited to get to school, and teachers would greet each student with a smile and a high five, hug, handshake, or fist bump.

If school were more like camp, kids would be cheering for and supporting each other as they learn new skills. Kids would celebrate each other’s successes by making daily “WOW” announcements and leaving encouraging notes. For kids who are struggling in some area, supportive peers would provide guidance and encouragement. Kids would openly talk about their areas of strength and weakness and support each other in improving.

Core Subjects Plus “Free Choice” Learning and Pursuit of Passions

At camp, we require that kids participate in certain activities, even if they’re a little scared. We know that they benefit immensely from challenging themselves and building new skills. But we also allow kids to pursue activities that they are passionate about. What if school could be the same way? Kids would be required to learn specific skills, of course, just like they are now. But they would also have more free choice options to pursue things they’re passionate about. Aspiring writers could have their own blog. Future doctors could do extra science research and experiments. If we showed more respect for kids’ interests and desires and let them spend more time on things that they are passionate and excited about, school would be a much happier place for them.

. . . and some more characteristics of camps which should be common school practices – from 5 Ways School Should Be More Like Summer Camp

Intentional, Intense Community

Summer camps make a point of helping the community to bond quickly through playing games, hiking and camping together (a.k.a. meeting and coming through a challenge together), telling stories around a fire, sharing sleeping quarters, and creating rituals around daily tasks like eating.

Facing Fears and Pushing Comfort Zones

At summer camp, kids do things they are afraid of.  They go swimming in creeks with snakes, they sleep in cabins with creepy crawlies, they go on 3-day hikes and sleep in the woods with who knows what kinds of monsters, they scrape their knees, and they don’t have their parents around to rely on.  Now if that isn’t just a recipe for learning coping skills and how to handle the unexpected, I don’t know what is.

Outdoors and Interactive

We already know that sitting in a desk and being lectured at is not the best way to learn.  There are also studies showing that environmental education boosts creativity, social skills, and problems solving skills.  So it’s clear that education should be more hands-on and more out of doors.

Regular Communal Singing

Singing a beautiful or lively group song is different than singing along to the radio.  It can bring a group together and can infuse a relatively mundane task with humor and joy.  But it takes time and commitment to build up a community repertoire of songs.  We have to take the time to teach them and sing them regularly so that is an inclusive activity.  There is little quite so touching as a group of young people harmonizing around a camp fire, or singing a song of gratitude to the cooks, or merrily caroling as they walk to the next activity.

Mixed Age Groups and Mentoring

This is something that summer camps get really right and most schools get really wrong.  At summer camp, kids are constantly mingling across ages.  Teen-age counselors are leading the activities and what could be more hip than that to a 10-year old?  Here is this older, totally cool person, who isn’t nearly so old as their parents, who they can jump on, and look up to and learn games from.  They get to see this older person making jokes, having conversations, dealing with problems, singing songs, having fun and generally being a model of (more) mature, multi-dimensional life.  In schools we separate the teen-agers from the pre-teens and both suffer.  The teens lose out on that sense of responsibility and accountability; they don’t get that sense that their behavior might influence someone else.  And the young ones only have teachers and parents to look up to, who seem so distant and foreign, instead of learning from a variety of ages and outlooks.

. . . and some others based on my own experiences.

Arts Integration

Doing art with a fully stocked art room is a central activity at camp.  All kids are artists at camp with accessible art projects like scratch art, lanyards, leaf rubbings, tie dying.  Children smile with pride at their creations rather than saying things like “I can’t draw” or “I am not an artist.”

Informal drama and theater is also part of the camp experience with talent shows, charades, and paper bag dramatics.   There is innate joy to expressing oneself through drama and theater without the fear of being graded or judged harshly.

Games, Sports, Movement

Sitting around passively isn’t part of the camp experience.  If the camper isn’t playing a sport, s/he might be going for a swim.  Then s/he runs to the art room, and after that – maybe a quick game of tag.  Kids aren’t (or shouldn’t) be told not to run (as in run in the halls).

Learning from Multiple Sources with Ongoing, Informal Assessment

Multiple means and avenues are used to learn to swim, tie a knot, identify a leaf, make a lanyard, and/or sing a song,  A combination of direct instruction, peer modeling, peer feedback, and natural consequences work together to help insure that most campers learn these skills.  Evaluation and assessment are indirect and ongoing – again coming from multiple sources.

. . . and finally, if we are serious about student engagement, motivation, and retention, then student satisfaction with and enjoyment of school should be a primary goal.  From the New York Times article, Why Can’t School Be More Like Summer?

Summer camps are by design happy places, run by people who clearly have been selected for their genial and outgoing personalities as well as their willingness to be ridiculous and silly on short notice. Camps embrace what Robert Louis Stevenson called “the duty to be happy”  Happiness is embedded in the summer camp business plan, and is central to what they do. If children  aren’t happy; they won’t come back.  Schools could learn a lot about student retention and achievement by taking a page from the summer camp happiness playbook.This is especially true right now.  Yet in all the talk about education reform, happiness rarely seems to make the list, even though there’s plenty of evidence out there about what an improved school environment might mean for learning and test scores, not to mention student attitudes and drop-out rates.

The bottom line, which is the focus of many of my blog posts, is that there is a belief that schools need to be the way they are.  They do not.

 

Written by Jackie Gerstein, Ed.D.

August 31, 2014 at 9:38 pm

Educators Are Doin’ It For Themselves: Creating Their Own Professional Development

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Educators are creating their own professional development opportunities on their own time without compensation, acknowledgement, nor credit.

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With so many great resources on the web, teachers are realizing that they can learn just as much (if not more!) from their personal learning network (PLN) as they can from traditional professional development (PD). Educators are connecting with like-minded individuals across the globe, reading about best practices and new trends in education, and sharing their experiences with friends and colleagues. Through social media, popular blogs and webinars, teachers are taking ownership of their learning and finding PD opportunities that weren’t possible a decade ago (Do-It-Yourself Virtual Professional Development: Taking Ownership of Your Learning).

Here is a list of how they are doing it:

For more information on self-directed professional development, see my post, Teacher Agency: Self-Directed Professional Development:

PD image

Written by Jackie Gerstein, Ed.D.

May 17, 2014 at 10:19 pm

Vision for the Future: The Other 21st Century Skills

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Due to the interest of my post The Other 21st Skills, I decided to individually discuss each of the skills or dispositions I proposed that are in addition to the seven survival skills as identified by Tony Wagner.  This post focuses on vision for the future.

2013-05-22_1407Having a vision for the future is an natural extension of Hope and Optimism, another 21st century skill I proposed.  A vision for the future enhances hope and optimism. To clarify, having a vision for the future is identifying and taking steps toward fulfilling one’s dream.  It goes beyond and is qualitatively different than identifying what one wants to be when one grows up or thinking about college.  It is about dreams.

The following excerpt was from my post, Dream-Driven Education. . . Seth Godin in Stop Stealing Dreams states:

Have we created a trillion-dollar, multimillion-student, sixteen-year schooling cycle to take our best and our brightest and snuff out their dreams—sometimes when they’re so nascent that they haven’t even been articulated? Is the product of our massive schooling industry an endless legion of assistants? The century of dream-snuffing has to end. The real shortage we face is dreams, and the wherewithal and the will to make them come true. We’re facing a significant emergency, one that’s not just economic but cultural as well. The time to act is right now, and the person to do it is you.

We can teach them not to care; that’s pretty easy. But given the massive technological and economic changes we’re living through, do we have the opportunity to teach productive and effective caring? Can we teach kids to care enough about their dreams that they’ll care enough to develop the judgment, skill, and attitude to make them come true? (http://www.squidoo.com/stop-stealing-dreams)

I propose that educators take a proactive stance to move from a system that may steal kids’ dreams to one that promotes the actualization of learner dreams. I have a dream today and everyday that education can become a conduit through which learners are provided with the time, knowledge, strategies, and tools to make their own dreams come true.   We are living in an era that education can be passion-based and dream-driven.  In this context, the role of the educator becomes that of dream-facilitator.

The dreams we need are self-reliant dreams. We need dreams based not on what is but on what might be. We need students who can learn how to learn, who can discover how to push themselves and are generous enough and honest enough to engage with the outside world to make those dreams happen. (http://www.squidoo.com/stop-stealing-dreams)

2014-01-19_1529Some of the characteristics of a vision for the future include:

  • Vision for one’s own dream.
  • Identifying and taking steps to achieve one’s dream.
  • Finding and connecting with a like minded community.
  • Reflecting on progress towards achieving one’s dream.

Identifying Visions

One of the first tasks of the educator as a dream-facilitator is to discover and help his/her learners discover their dreams, passions, and interests. The message given to the learners can be something in line with the following:

Visions must be about your deepest dreams of what you want when you listen to you heart.  You can’t dream about toys or things we buy that only make you happy for a few minutes.  You must use your heart to imagine yourself creating a happy life –  what you want to do, who you want to be, and how you can help others. (adapted from http://glad.is/article/create-a-vision-board/)

Some guiding questions to help learners identify and articulate their dreams include:

  • Given no restrictions, what would you like to do in your spare time?
  • If you could wave a magic wand and be or do anything you want, what would it be?
  • In one year from now, 10 years from now, what would you like to be doing that would make you happy?
  • What would your life be like if it were perfect?

Learners can be provided with a choice with how they answer theses questions: verbal or written responses, video or audio recording, or a drawing. Erin Little, a 5th-6th grade teacher, had here students blog about these questions.  Here are some example blogs:

An extension of this activity might be asking learners to create a vision board (see Vision Boards for Kids and Visions & Values for Kids).  Technology could be used for this process by giving students the opportunity to create a Glog or an Animoto of images that symbolizes their dreams.

20% Time or Genius Hour

Classroom time can be set aside for students to spend time with and work towards their dreams and visions.  Genius hour and/or 20% time is being implemented in many classrooms for this purposte:

For more information about Genius Hour and 20% time, see:

Student-Driven Personal Learning Networks

Support systems or personal learning networks could then be established based on grouping learners with similar dreams.  The group would act as cheerleaders, support-providers, progress-checkers, and resource providers for one another.   One of the group’s learning activities could focus on expanding their personal learning networks to include folks with similar dreams who they locate via social networks like Twitter, Tumblr, Facebook, and other social networks.

Reflection

Dreams will only come try if actions are taken to achieve them.  As such, the educator should facilitate a method for learners to reflect on progress towards their dreams.

  • What did you do today, this week to achieve your dreams?
  • What obstacles are you having or foresee having in progress towards your dream?  How can you overcome your obstacles?
  • What resources did you locate that can help you fulfill your dreams?

Blogging or micro-blogging (e.g. Twitter) could be used for this reflective process.

As a parting shot about young people and their dreams, here is a short film by high school student, Sam Fathallah. The asked his classmates to write their dreams out on a transparent whiteboard.

. . . and for those who just want some additional inspiration, Randy Pausch Last Lecture: Achieving Your Childhood Dreams . . .

Written by Jackie Gerstein, Ed.D.

January 19, 2014 at 10:43 pm

Is It Project-Based Learning, Maker Education or Just Projects?

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Zak Malamed of StuVoice.Org mentioned in a student voice panel that when given projects by teachers to complete, it was often just another “thing” to get done, just like a paper or worksheet.  I have seen lessons shared by teachers that they called Project-Based Learning, Inquiry Learning, or Maker Education, but upon close examination they appear to be another form of direct instruction with a hands-on activity thrown into the mix. These activities had no connections and very limited relevancy to the real lives of students.  Students using scissors, markers, drawings, or a Web 2.0 tool does not make a PBL or Maker Education curricular unit.

Just because it’s hands-on doesn’t mean it’s minds-on. Many projects, problems, situations, and field trips do not yield lasting and transferable learning because too little attention is given to the meta-cognitive and idea-building work that turns a single experience into insight and later application. Grant Wiggin’s Experiential Learning

As noted in the TLC High School Google site in Projects” vs. Project Based Learning’s What’s the difference or are they the same?

Projects done in school are usually the result of learning students have done. The typical approach is to learn about a topic through readings, worksheets, direct teacher instruction, then to create a project that demonstrates the learning that has occurred through the unit.

Project Based Learning is an approach that guides the learning, through driving questions and student inquiry, to uncover or discover the information needed to answer a question, solve a problem/mystery, or invent/create something new.  In Project Based Learning, the project is not simply the visible result or culmination of the learning, but rather the cause of the learning.

This got me thinking about the necessary conditions for implementing PBL or Maker Education as a viable and effective instructional strategy.  The guiding questions I developed are:

  • Does the educator have a deep understanding the philosophical principles and theoretical underpinnings of the instructional strategy?
  • Is there an authentic and relevant context directly related to the students’ lives?
  • Does the educator incorporate student voice and interests in its conception and development?
  • In its implementation, do the students have permission and freedom to go in a direction that interests them?
  • In its implementation, does the teacher fade into the background with students coming into the foreground of thinking, doing, and discussing?
  • Are there the venues, space, time, strategies for reflection so students can construct their own meanings and understandings?

Does the educator have a deep understanding the philosophical principles and theoretical underpinnings of the instructional strategy?

In order to use any instructional technique effectively, the teacher needs to understand the fundamental principles and assumptions upon which the specific technique is based (http://www.adprima.com/strategi.htm). Educators should go through a process of learning, understanding, and articulating the theory and guiding principles of a new teaching strategy-framework when considering the use of the strategy in their own classrooms.

Grant Wiggins recommends asking students the following questions about their learning within an experiential framework, but educators could benefit from also addressing these questions in determining and developing PBL and Maker Education curriculum:

Free and accessible content on the Internet provides educators with a variety and full range of opportunities to learn about the instructional strategies being considered for implementation in the classroom.

Resources for Project-Based Learning:

Resources For Maker Education:

Is there an authentic and relevant context directly related to the students’ lives?

The topics, content, and processes being introduced to students need to be relevant to the students themselves.  It needs to have a context within their lives.  School curriculum often presents content in these bits and pieces of facts and knowledge that are un- and disconnected to anything related to the students’ prior knowledge and life experiences.  Because of this disconnectedness, this content often floats away.  A relevant, current, and timely context provides students with the stickiness needed to make the content relevant, deep, and long lasting.

Contemporary views on learning see it as an active and recursive process. This perspective is driven by greater recognition of the pivotal role of the ‘learning context’ in knowledge construction and understanding. This is the constructivist perspective on learning. It is grounded in the belief that learning and cognition are most potent when situated within a meaningful context, and within the culture and the community within which learners live. (http://pcf4.dec.uwi.edu/learning.php)

“In education we provide problems separate from the relevance or the context in which they need to be used.” Ntiedo Etuk (http://www.youtube.com/watch?v=qC_T9ePzANg#t=345)

Without meaningful context and sensible processes, learning can become, well, merely academic. The learning system of the 21st century must be designed to deliver the right content via the right processes in the right context. The definition of “right” is whatever gives learners access to their own skills, creativity, and success. What works today could be obsolete in six months, so we must focus on creating opportunities for self-generated, relevant learning that allows people to discover avenues for self-empowerment in the future (http://www.fastcompany.com/73376/how-learning-relevant-me).

Project-Based Learning and Maker Education, when effectively implemented, have the potential to establish relevancy.  Hands-on, experiential activities, the uses of all senses, a sense of play and fun, and immediate and authentic feedback are natural elements of these instructional strategies. They are multisensory, multidisciplinary, and multidimensional increasing the chances to be seen as relevant by the students.

Because the educator has the background knowledge and skills related to the PBL or Maker Education curriculum being implemented, s/he can clearly address each of the following questions:

Add to this mix student voice and choice (see next section), then relevancy can be almost assured.

Does the educator incorporate student voice and interests in curricular conception and development?

If the educator develops the guiding questions, the methods of exploration and inquiry, and the expected outcomes, then it is the teacher’s project not the students’.  The students still may be interested in the lesson, but the ownership is still that of the teacher.

Effective PBL and Maker Education are often driven by guiding or essential questions.  If the educator is serious about students voice, then s/he will involve students in generating these questions.  As I discussed in Learners Should Be Developing Their Own Essential Questions:

The most important questions of all are those asked by students as they try to make sense out of data and information. These are the questions which enable students to make up their own minds. Powerful questions – smart questions, if you will – are the foundation for information power, engaged learning and information literacy. ( (http://fno.org/oct97/question.html)

. . . and if students are helping to generate the guiding questions for the PBL or Maker Education curricular unit, then it follows that their interests, passions, and wonderings will also be incorporated

As both PBL and Maker-Education are process-oriented instructional strategies, these questions should be re-visited throughout the process by the students to see if they need to be changes, revised, or re-generated.

In its implementation, do the students have permission and freedom to go in a direction that interests them?

PBL and Maker Education entails the educator becoming a tour guide of learning possibilities; showing the students the learning opportunities and then getting out of the way.  This translates into letting go of expected products or outcomes; letting the learning process naturally go in the directions that students take them; expecting and embracing failure as learning opportunities; and listening to and validating student suggestions.

In its implementation, does the teacher fade into the background with students coming into the foreground of thinking, doing, and discussing?

Another one of my beliefs about good education is that the students should be doing more talking, doing, and thinking than the teacher during instructional time.  This literally means the educator becomes the guide on the side and the observer from the back.  Students naturally emerge as co-learners and peer tutors as the PBL and Maker Education learning activities evolve when they given the permission and freedom to do so.

Are there the venues, space, time, strategies for reflection so students can construct their own meanings and understandings?

PBL and Maker Education, when done “right”, become discovery-based learning leading to students constructing their own understandings and meaning.  It is a constructivist approach to learning.

Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more more likely to remember concepts and knowledge discovered on their own. (http://www.learning-theories.com/discovery-learning-bruner.html)

Incorporating reflection into the instructional process with the goal of articulating learning insights helps insure that learning is not left up to change.   Moon points out the conditions for reflection include time and space, a good facilitator, a supportive curricular, and an emotionally supportive environment (https://sites.google.com/site/reflection4learning/why-reflect).  It needs to be intentionally built into the curriculum and as with all aspects of instruction, student voice is the primary voice during the reflection process.  To read more on the reflection process, visit Where is reflection in the learning process?

Written by Jackie Gerstein, Ed.D.

October 22, 2013 at 3:18 am

It’s All About Connection

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A good amount of education-related social media in the past few months has focused in being a connected educator.  The context of these discussions is about the educator being connected to other educators via social networks and developing their personal learning networks.

But the primary, most important aspect of a connected educator is one who connects deeply and authentically with each and every student in his/her class.  As Rita Pierson notes in her powerful Ted Talk, Every Child Needs a Champion:

Kids don’t learn from people they don’t like.  Teachers should leave legacies of relationships that can’t disappear.

Sir Ken Robinson also discusses the importance of the student-teacher relationship in Why We Need to Reform Education Now.

To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators. They are mentors, coaches, motivators, and lifelong sources of inspiration to their students.

All young people have unique talents and interests. In his moving poem, Malcolm London argues that education has to connect with the real lives of young people and not stifle their hopes and dreams.

To do so, teachers need to become a type of ethnographer of their students, which I discuss in more detail in Teaching as a Human – Humane Process.

As teachers know, every class they teach is different, every student in each of these classes is different and unique.  Good teaching entails seeing (really seeing) every student in the classroom, getting to know each of them as the individuals they really are and deserve to be. (Disclaimer:  I know this is difficult, if not impossible, for educator who work with hundreds of students at any given time.)

The teacher as an ethnography gets to know individual students as individuals, being able to assess what the student needs when.  Teaching as a human-humane process translates to knowing when to push, when to pull back, when to ignore, when to encourage, when to praise, when to critique, when to challenge, when to nurture, when to cheer, when to show love.

Being fair with students is not about providing all students with equal treatment at all times.  This actually leads to unfair treatment of students as they are individuals and are not like widgets – equal in all respects.  It also acknowledges and honors that individual students differ from day to day, sometimes minute to minute as they continue to learn, grasp concepts, change moods, change relationships, and to grow.  This translates into continually assessing individual learner needs and offering them what you think they need to grow and learn at any given moment.

The result are those light bulb moments, when a learner “gets it” – understands something that s/he has struggled to understand, when his or her self-efficacy rises, when a learner realizes s/he is smarter than previously believed – it is these moments that are the most meaningful for me as an educator.

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Written by Jackie Gerstein, Ed.D.

May 7, 2013 at 12:45 am

What Are You Doing to Inspire Your Learners’ Moonshot Thinking?

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Your art is what you do when no one can tell you exactly how to do it. Your art is the act of taking personal responsibility, challenging the status quo, and changing people. — Seth Godin

From the video:

We are a species of moonshot thinking – People can set their minds to magical, seemingly impossible ideas and bring them to reality through innovation, science, and technology.  This sets others on fire.

Human progress has been a series of amazing, audacious things, Our ambitions are a glass ceiling in what we can accomplish. When you find your passion you are unstoppable. You can make amazing things happen. It has been true through history. I believe in the human spirit.

If we become afraid to take these risks, we stop inspiring people, we stop achieving things. The biggest nightmare scenario is that we won’t have what it takes to solve the really big challenges.

Moonshot thinking is actually an “invention” of Google’s Solve for X project. It’s general ideas and concepts, though, have application to being an educator and encouraging learners to engage in moonshot thinking.  Here are some of the general concepts and principles that have application across disciplines.

Moonshots live in the gray area between audacious projects and pure science fiction; they are 10x improvement, not 10%. That’s partly what makes them so exciting.

Moonshots can come from anywhere—people of all ages and places, companies, academia, inspired experts, enthusiastic newcomers, and often from accidental discoveries. (http://googleblog.blogspot.com/2012/02/whats-your-x-amplifying-technology.html)

Our society has many ways of telling us to play it safe: We say “walk before you run,” “slow and steady wins the race,” “under-promise and over-deliver.” In repeating these mantras we’re not training ourselves to think big. I’m a father to four kids, so it bothers me that even though our children think big naturally, our society systematically trains them out of thinking that way.

Not all moonshots have to be about technology. Gandhi’s Salt March or the struggle for civil rights in the United States are examples of social moonshots.

Why focus on moonshot thinking? Isn’t it enough to work harder to collectively solve problems to make the progress we need?  Actually, no, not really. Because we might be solving the wrong problems.  These moonshots aren’t just for the few experts in some moonshot inner circle.

What if we could replace all that effort on the wrong problem with the bravery to change the very question itself? (Also see Learners Should Be Developing Their Own Essential Questions). Often, if you step back and apply enough audacity and creativity, the new perspective you get makes doing the impossible, possible

These moonshots aren’t just for the few experts in some moonshot inner circle. All of us can come up with solutions for society’s most intractable issues. We can train ourselves to make moonshot thinking not an occasional thing but a habit of mind. No one really knew how to build an airplane when they decided to build the first airplane — but they kept going and achieved it. We can ask the same hard, slightly crazy questions of our own and declare our own moonshots as individuals and as groups. (http://www.wired.com/opinion/2013/02/moonshots-matter-heres-how-to-make-them-happen/)

Being Epic

In my presentations, I always state that learning should be filled with epic wins.  The idea of moonshot thinking is directly related to epic learning, doing, and being.

Epic doesn’t rely upon a prefabricated blueprint (although it soaks up as much learning as it can from whatever blueprints are out there). Epic understands that it has to go someplace new, feeling its way through uncharted territory by the light of its own intuition.

Epic is an artist, bringing all of its values to work, pushing the extremes of personality, slapping a soulprint on the world.

Epic is about bringing it.

Epic is about showing unique value.

Epic is about provoking and illuminating and being insanely useful and reaching people emotionally and shifting the paradigm a lot or a little.

Epic is scary. It moves you outside your comfort zone. Instead of following a leader, you are the leader, and the only thing to follow is the voice at your core, your actions and mistakes and triumphs and feedback. http://justinemusk.com/2013/04/19/6-observations-about-writing-epic-shit/

Marsha Ratzel, a National Board-certified teacher in the Blue Valley School District in Kansas, discusses the results of transforming her classroom into an epic learning journey.

My students are willing to take on hard tasks and don’t always want the easy way out. I just told one of my kids the other day: we are the kind of people who do the hard stuff now, and if we wanted it easy we would have looked it up in a book. Instead we have developed confidence in each other, and we want to discover the answers for ourselves. My students “get” that learning is a process. And while they may encounter moments where something doesn’t turn out the way they expected, they know how to change that into something positive. If students have a better idea than the one I present, they ask me to change things up. We co-create and co-learn with each other.

I feel that I’m a totally different teacher. This style of coaching learners allows me to find the Zone. You know — that place where you just “do” teaching. It’s probably not something I can explain very well if you haven’t experienced it. But maybe it’s happened to you in some situation where you took on a challenge — a sport, a hobby, even having a child. When you start out, just like in mountain biking, it’s all a technical undertaking. Small problems are magnified. Now, instead of being confounded by a narrow trail, rocks and too much sand, I have developed a natural sense of just how to take those trails. More importantly, my students know how to avoid spinouts as well. They’ve learned along with me.

Once you’ve tasted this kind of teaching — seen students learn so much more in your classes than they ever have learned before — then the fun of it, the reward of it, is so great that you strive to get back into this kind of flow every time you walk into the classroom. It changes the way you do lesson design. You look for the same content, but you’re imagining different approaches that make it student centered. Now it’s less about the teacher talking or showing how and more of the kiddos doing.

In the Classroom

Living is this time and age, we all have the potential, voice, and tools to create a world based our own ideas, dreams, and passions . . .  to be audacious and epic.

How do educators convey this message, promote this way of thinking, and teach learning how to learn skills to facilitate this way of being?  What follows are the beginnings of some questions I developed to initiate and encourage a dialogue (internally and/or with colleagues) about moonshot thinking and being epic.

  • Can you, as the educator, approach teaching open-ended, not with the end in mind, but open to all kinds of possibilities and outcomes?
  • How is innovation and disruption described and discussed with your learners?
  • What examples do you show learners about innovators and innovation?
  • Do you assist your learners in finding, seeking, exploring, and developing their passions?
  • Do you permit, encourage, and celebrate authentic efforts even when they fail?
  • How do you facilitate epic learning and wins in the classroom?
  • Finally (maybe most important) – what amazing and audacious ideas do you, as the educator, have to change the lives of your learners and education?  What actions have you taken to try out those ideas?

Written by Jackie Gerstein, Ed.D.

April 21, 2013 at 4:42 pm

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