Tag Archives: learning

There is genius around us – and within us

A. O. Scott said:

The incentives not to think – to be one of the many available varieties of stupid – are powerful. But there is also genius around us, and within us.

via http://www.nytimes.com/2016/01/31/sunday-review/everybodys-a-critic-and-thats-how-it-should-be.html

Are we unlocking genius in our classrooms?

Dabbawalas, tutorial networks, and the naysayers

In Mumbai, India, many workers prefer a hot, home-cooked meal instead of eating at a food stand or restaurant. So each workday 5,000 dabbawalas (“those who carry a box”) deliver 200,000 lunches from workers’ homes to their offices. Collecting dabbawalas, who are typically on bicycles, pick up individual lunch boxes from each home and bring them to a sorting location. Sorting dabbawalas then mark the lunch boxes with symbols and colors to mark their route and destination and put them on local trains. At each railway station, local dabbawalas collect the appropriate lunch boxes and deliver them to workers via foot, bicycle, and pushcart. The entire system works in reverse to get the lunch boxes back home again. All of this is quite complex but the entire 125-year-old system is organized organically by the dabbawalas themselves, not the government or a corporation. It is estimated that a mistake is made about once in every 8 million deliveries, which is particularly impressive given that many of the dabbawalas are illiterate. The dabbawalas have been profiled by the New York Times and NBC News, among many others, and there is even a Harvard Business School case study about them. 

In Mexico, what started as an experiment to improve 8 poor, rural public schools has now exploded into a national network of over 9,000 low-achieving elementary and middle schools. In these schools, student-centered tutorial networks rely on the knowledge and skills of youth to help scale up student learning at levels that would be impossible if done by adults alone. On any given day in one of these schools, a teacher might be tutoring a student, a student might be tutoring another student, or a student might even be tutoring an adult parent, community member, or educator. In this manner, new pedagogical practices can be disseminated nationwide through tutoring and social networks rather than just top-down professional development and educator training mechanisms. In these tutorial networks, everyone is a learner and everyone is a teacher.

Richard Elmore describes the system further:

When they have developed mastery in a given area, students play the role of tutor to other students who are undertaking inquiry in the same area. Students learn both the content they study and the practice of tutorials. Over time, the learning of the students and tutors, coupled with the training that tutors receive in the broader network, becomes a fund of knowledge available to tutors and students in other schools in the network. Learning is disciplined throughout by norms of mastery. Students and adults work together to build a fund of common knowledge that is available to all.

No one has told these students that they cannot control their own learning. No one has ‘schooled’ the adult tutors, who are largely recruited from the rural communities they serve, that they are ‘unqualified’ to teach or to serve as leaders of learning in their communities. The students and tutors share an understanding that, if there are things that they need to know in order to teach others, they will learn them through the teaching of others. The students and adults form a powerful social movement, with a common identity around access to learning. Most of all, students are given the gift of adult trust that by engaging in learning, by choosing what to learn, and by giving the gift of learning to others, they will discover their power as leaders of learning in their communities. 

Helen Janc Malone further notes:

What is unique and innovative about the tutorial networks is that they put the learner and the process of learning at the center of the education endeavor, and focus on tutorial relationships as a driver for democratic, equitable learning environment, absent of traditional, grade-level, standardized, rigid structures that often disengage students. Taking agency for instructional delivery and ownership of learning is empowering and motivating for both the tutors and the tutees. There is a great sense of pride that comes from receiving personalized learning, mastering content and sharing that knowledge with peers. An added advantage of such a strategy has been the excitement that spreads beyond the school walls and spills out into the community, where families again begin to see schools as centers for learning and development. This is particularly evident where tutorial networks have been able to positively transform rural, high-poverty, low-performing schools.

Nationwide community-driven tutorial networks that put students at the center. Complex, Six Sigma-quality delivery systems run by marginally-literate workers. Incredible, right? I can’t help but wonder… What could we do if we tapped into the power of our people and tried to actualize new possibilities instead of mere historical inertia? What could we do if our school organizations elevated the questions, “why not?” and “how can we?” over the reflexive “yes, but?”

As school leaders, we know that the naysayers will start chiming in as soon as anything new or different is proposed. Instead of allowing the change-adverse to dominate, maybe we could say, “Look at what’s happening out there. Given our greater resources and our incredible talent, there’s virtually no limit to what we could do. Let’s get started and do some things that are amazing!”

#dreambig #getmoving #makeitbetter

This online high school is not going to change education

Siliconvalleyhighschool

The headline at eSchool News reads ‘This online high school could change education’ (a slight modification of the original headline at the Santa Cruz Sentinel). Okay, I’m game. I’ll check it out…

I read about the founders. I read that they’re trying to make the curriculum relevant for students (awesome!). I read the claims that Silicon Valley High School will provide a ‘five star education.’ Okay so far. Then I get to the following:

With the help of a core team of 12 developers and 20 subject matter experts, Teves and Smith have developed a platform and process to deliver ‘best-available’ content to students at a fraction of the cost of similar curricula.

and

The courses are highly linear and feature well-produced videos starring engaging and highly relevant teachers chosen by the high school’s panel of experts.

And there we have it. ‘Highly linear,’ self-paced, one-size-fits-all courses; videos made by experts; and an online platform to ‘deliver’ them, including quizzes. I’m pretty sure that this is not the first time this has been suggested or tried (MOOCs, anyone? Khan Academy? K12 and Connections Academy? TED-Ed?). And – good intentions aside – I’m pretty sure that these models are essentially replicating online the traditional face-to-face model of sit-and-get, transmission-oriented education that’s dominated for centuries. But, hey, students can proceed at their own pace and do this anywhere…

Video lectures are still lectures:

More than 700 studies have confirmed that lectures are less effective than a wide range of methods for achieving almost every educational goal you can think of. Even for the straightforward objective of transmitting factual information, they are no better than a host of alternatives, including private reading. Moreover, lectures inspire students less than other methods, and lead to less study afterwards.

When will we be willing to confront the need to change the day-to-day learning experiences of students rather than simply trying to repackage traditional methods in different wrappers?

East Campus: Uncovering the brilliance in every student

High school student Jeff Bliss famously said in 2013, “If you would just get up and teach them instead of handing them a freakin’ packet, yo. It’s kids in here that don’t learn like that. They need to learn face to face.” Unfortunately, too many alternative high schools are just about worksheet packets and self-paced online courses. East Campus in Muscatine, Iowa takes a different approach, one that is paying enormous dividends in terms of student engagement, academic success, and high school completion.

Hydroponics, East Campus, Muscatine Community School District

East Campus has a strong emphasis on hands-on academic activity. For example, students learn about metal absorption, evolution of plant species, and trait adaptation in science by engaging in real-world hydroponics and phytoremediation projects. They partner with the University of Iowa and Muscatine Power & Water to do this work, learning about cell biology, ions, and molecular polarity along the way. Similarly, they’re learning about urban renewal and the environmental impacts of human behaviors through the lens of bicycling, applying their English / Language Arts skills as they evaluate resources, write grant proposals, utilize social media, and engage in marketing techniques to advocate for more bicycle-friendly areas in their community.

Students also are investigating molecular structures by testing sugar substitutes and seeing which configurations taste better; the end goal is to create a book or video that places a culinary lens on the subject of chemistry. They’re working with a nonprofit that makes hand-powered bicycles for people who have lost the use of their legs, analyzing different countries and cultures to determine where the need for such transportation is greatest. Most students are learning to code, and nearly all of them are incredibly active in their community’s Blue Zones initiative, helping the food insecure grow healthy vegetables and making commercials that promote healthy behaviors. They work with Monsanto to understand the seed production process. They make documentaries with local survivors of heart disease for the American Heart Association’s Go Red for Women campaign. They’re using scrum boards and other project management techniques. Their video production work is so fantastic that they participate in national media conferences and get asked by out-of-state businesses to make videos and commercials. And so on…

The work that East Campus students do isn’t sitting at a desk regurgitating facts from a textbook. They’re not just answering a few short essay questions based on a teacher lecture days before. Instead, they’re engaged in challenging, real world work. Their assessment is in the quality of what they do, not just recalling minutiae that can be found in five seconds with a smartphone voice command. Are your high school students doing this kind of complex, authentic work on a regular basis? Are your local youth making a positive, meaningful impact on their community and the world around them?

In his most recent TED talk, Sir Ken Robinson notes that our best alternative education programs are “very personalized” and often “involve students outside school as well as inside school. And all the evidence from around the world is – if we all did that – there’d be no need for the alternative.” East Campus proves that every day, reclaiming students’ brilliance that too often gets lost in our more traditional systems.

Time to find other employment

In the past decade, most everyone with access has experienced what it's like to learn from anyone, anywhere at any time. In everyday life, this is no longer an event to behold but the way we learn. Any policy maker or leader who doesn't understand and live this needs to find other employment. - Dean Shareski

Dean Shareski said:

In the past decade, most everyone with access has experienced what it’s like to learn from anyone, anywhere at any time. In everyday life, this is no longer an event to behold but the way we learn. Any policy maker or leader who doesn’t understand and live this needs to find other employment.

via http://www.huffingtonpost.com/dean-shareski/make-it-stop_1_b_8142928.html

Can we answer this question satisfactorily for our students?

Paul Sinanis, middle school student, said:

I don’t understand the point of school. What’s the point? Everything that I am interested in and connects to my world doesn’t ever come up in school, so what’s the point?

via http://leadingmotivatedlearners.blogspot.com.au/2015/09/whats-point.html

Reinforcing the standardized model of low-level learning and schooling

Higher level thinkers do not just magically emerge

I’m sitting in a workshop today about early literacy supports. The presenters are personable, the resources aren’t horrible, the intent is good, and there are 45+ well-meaning educators in the room learning, talking, and thinking about early literacy success for students.

But all of our conversations are around systems and processes that reify and strengthen our traditional emphases on low-level learning. For instance, we’re discussing laws and policies (that emphasize standardized data), screening instruments (based on standardized data), ‘evidence-based interventions’ (based on standardized data), progress monitoring (based on standardized data), and data-based decision-making (based on standardized data). 

This morning I also received a pitch for a new book, Deliverology in Practice, which purports to show leaders how to

  • Set clear goals for students, establish a Delivery Unit to help your system stay focused on them, and build the coalition that will back your reforms.
  • Analyze the data and evidence to get a sense of your current progress and the biggest barriers to achieving your goals.
  • Develop a plan that will guide your day-to-day work by explicitly defining what you are implementing, how it will reach the field at scale, and how it will achieve the desired impact on your goals.
  • Monitor progress against your plan, make course corrections, and build and sustain momentum to achieve your goals.
  • Identify and address the change management challenges that come with any reform and attend to them throughout your delivery effort.

To which I say, ‘Meh.’ #terriblyunexciting (for students and educators both)

The evidence is quite clear that schools’ low-level learning focus has been a problem for decades. The last thing we need is MORE emphasis on lower-level learning (see, e.g., the economic data and the student engagement data). Yet the workshops and books and policies continue…

When all students bring home is a piece of paper

Albemarle Maker Ed Video

Matt Caduff said (about a summer maker camp):

When all I bring home is a piece of paper and I picked B instead of C, I don’t have a lot to talk about with my parents and because I picked C and the answer was B I don’t want to talk about it. . . . If I’m bringing home something I made and it’s right because I made it – it was my plan – or I know how to fix it, I’ve got a lot to do at home.

I’ve watched kids be really successful and they’ve been successful, I’m pretty sure, in ways that they never have been at school and they’ve felt things that they have never felt at school.

via https://www.youtube.com/watch?v=lUoVuYWNp0k

Happy viewing!

Image credit: Maker Spaces, Trevor Przyuski

4Q: The quadruple win

4Q

Four big questions to ask about a lesson, unit, or activity…

  1. Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]
  2. Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly-changing world.]
  3. Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]
  4. Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]

What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?

If you have a 3Q or 4Q lesson, unit, or activity that you think is worth sharing, let us know below. We’d love to hear about it!

Notice the emphasis on ‘feeding them content’

Christine Willig, President of McGraw-Hill Education, said:

There’s a difference between educational technology – a single video, a single interactive, a single app – and learning science, in which we’re investing in the small pieces of data that show us where a child is at in their learning trajectory, feeding them content in a way that’s powerful and effective for them to move to the next level. 

via https://www.youtube.com/watch?v=NYR47-XJq64#t=01m55s

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