From the story telling brilliance that is Marco Antonio Torres and Greg Whitby, here is a nice take on why the old school mentality does not mesh well with the 21st century student. Listen to what Greg is saying in the video about WHY students are the way they are. Hear the urgency with which he shares. Then, consider the fact that this video is just about to hit its third birthday (9/29/07).
Photo: Science Lab at Smithsonian in DC. We need one of these.
I have really been struck with the idea that we have reached a plateau in new technologies. I realize that useful, new gadgets and sites will continue to come out, but what we have currently will help us provide so much more to our students than we ever have before. So, why aren’t we seeing the change we need at the pace we need it and the pace the kids deserve it?
The answer is us. It truly is us. We are the problem. We are the disablers. We are the barriers the students cannot break through. Don’t get me wrong. We are using new tools with students in some amazing ways. We are engaging them like never before. Yet, we do it in spurts. It is just a modernized version of our old, standby friend the poster project. The kids get all excited, not because it is a good project, but because it is not a text and worksheet. That’s just wrong. To quote my friend and mind stretching mentor Dr. Gary Stager, “The blame lies within the bankruptcy of our imaginations.”
Yes, it is a start, but what good are starts if we hit the brakes every single block. It takes us forever to get across town where we should really be at already. We should be buried in the middle of local conversations about how we could be changing teaching practices to better fit the kids we see coming through our doors. Seriously. What progress is made if we only automate the same boring routines? What new level (notice I said level and not concept) of learning is achieved if we continually return to the old textbook and worksheet far more often than open ended projects? And, yes, tests can still be passed if we do things differently.
We have so many places we need to start with this. ISTE is moving forward with a new initiative as well. Consider getting involved with it. But for now, let me begin with the presentation below. It is a nice conversation starter sure to thrill some, confuse some, and tick off others. Which category are you in? Wanna talk?
It’s a funny thing being a presenter. While I really work hard to make my own presentations engaging (and fail at times, I’m sure) I find myself more critical of others. Now, by critical, I mean both good and bad. I am always looking to see what makes one a better presenter over another and also what was the “thing” that released the crowd from the stream of thought so they would day dream instead.
With that in mind, several posts and conversations were had this year at NECC that I took notice of. While Scott McLeod and Doug Johnson do nice jobs of sharing their thoughts and even offering suggestions, one of the things that got my attention was a conversation had at the Google gathering with several others including Scott Meech and Dean Shareski.
Standard sessions have turned into sit and gets and have lost their luster. Poster sessions might be the better option. What makes one better than the other? The conversations. My presentation this year was changed from a standard session to a poster session. At first it was mixed feelings, but after having gone through my two hours of the poster session, it is all good. I was able to have deeper conversations with more people than if I had stood in front of an audience sharing the same information. The engagement for both me as a presenter and them as an audience was a far better experience than I have had in other settings. Dean noted that he felt it might be the better route to have the session conversations take place (as opposed to the unconference sessions conversations).
While many of us say the best PD takes place in the halls of the conference, maybe the poster session is the next best thing. Should that idea be expanded?
Now, let’s take ourselves from the position of teacher/learners at a conference and move into the position of learner in a school setting. Yeah, I would have preferred this type of setting in school as well.
Okay. So it wasn’t the wallpaper of Miguel Guhlin on a computer that got my middle school teachers engaged and excited on Thursday. It was something better.
MacBooks, iPod Nanos, two 165 quart all terrain Igloo coolers, and plenty of Pasco science probes. So it cost a bit to get them going, but it worked. As we rolled in the two huge coolers with boxes stacked on top of each and two rolling carts with a dozen Higher Ground laptop cases, I felt like Vanna White as I unveiled the new tools these educators have at their disposal this year. For the record, all of this was planned and ordered months before my wife ever was hired to teach 6th grade ELA (which I am extremely proud to have her in our school district now). I am already getting the “She is way better than you ever were” comments, and they are right. 🙂
Anyway…..We began with 4 GB flash drives. Each teacher received one with his or her name engraved onto it. We felt like that gave them the true ownership each of them needed to feel free to utilize the thing without fear of it being taken away or whatever. It was a hit to say the least. Michael and I had some grant funds we used for them, and the teachers thoroughly appreciated it.
Next, I handed out iPod Nanos to each table. No, it wasn’t for them to keep. They did get to help me unwrap them and got to play with them for a little bit while we discussed possible uses in the classroom. With two 15 unit docking/synch stations, they should see plenty of action even with being new to teachers. My hope is that they become in such high demand that we must buy more. This is, of course, meaning that they are being utilized in the classroom to improve content knowledge, deeper understanding, and a higher level of student engagement in the entire learning process. See, Gary Stager. I was paying attention.
Then we opened the coolers up and shared some information about the probes inside. Some may wonder why we put them in coolers. Well, we are building a 23 acre nature center (behind our elementary schools in the picture above) for all campuses to use. The coolers will make it easier to tote the tools out to the learning site while also giving some heavy duty protection to the equipment. The pneumatic tires will make them easy to roll over even big brush, rocks, and what have you. For the most part, the only folks worked up here were the science teachers, but that’s okay. I was excited, and I am an English teacher. Well, and a techy (and all of the probes had USB jacks, so that made it click for me). For me, the highlight of this part was having the sixth grade science teacher figure out what the nearly six foot long physics probe bundle was all about. Something about inertia, speed, something, and some other somethings. Truly, that baby is on its way to the high school since they are the real physics folks. That will be true of other probes we bought as well. Our middle school science teachers will be working their way through all of the science probes and helping us move them to the appropriate campus for other teachers to use. Thank goodness for those ladies, because I would have been lost on that sorting deal. I do plan to stick close and learn more about it, though.
Finally, after about thirty minutes of the other stuff, we hit the MacBooks. I had each person grab a laptop, battery (fully charged from the battery dock), and a comfy chair. Since Macs are new to our staff, I spent plenty of time walking them through the basics (icons, Finder, shortcuts, the cool Ctrl+two finger zoom function). We spent a few minutes in each of the iWorks apps: Numbers, Keynote, and Pages. Then we hit the popular suite of iLife: iMovie (I downloaded HD since no one can figure out 08 anyway), iPhoto, iTunes, and Garageband. I showed them how easy it was to record a lecture in Garageband, add a quick audio clip to the beginning as if it were a news show, and export it out as an MP3 file. Then we uploaded it to the Apple podcast blogs we use. I think they were relieved seeing that it was as simple as sending an email. I showed them how easy it was to do the same thing in iMovie with the built-in iSight camera to make a video podcast. Cool enough. They really enjoyed the part where I had one of the teachers use iChat in the back of the room and call into my session. Once they saw how easy that was, I think their attention got even stronger with the Mac. Everyone loves a good video chat.
Throughout the session, I stuck to the same mantra: You now have a very powerful tool in your hands to create, captivate, engage, enthrall, and any other snazzy verb you can think of. You can capture priceless learning with the students. You can provide resources for absent students or those needing remediation. You can allow the kids to teach you. You can allow yourself AND the students to publish. They NEED a creative outlet to do this.
That is my son. Give him a MacBook (or Legos or piles of scrap whatever) and a little instruction, and he can create like crazy. He will show you how his understanding goes beyond what he might could show you on paper or on a state test. That is my son. He will show you how the right brain can engage in ways the left never can by sharing beautiful bits of himself that his teachers, his mother, and I helped to create by teaching and loving him. That’s my son. He will WOW you with his awesomeness of a sponge-like brain, not by regurgitating facts on a score sheet, but by composing his own score sheet to share with the world. That is my son.
It’s also your son (or daughter). We must provide new outlets for kids to practice and publish their learning. They need to showcase their content knowledge in some way other than a bubble sheet, a test proctor, and a newspaper article reporting the results. When they publish personally in these new ways, there is immediate feedback and reflection and relearning. When their knowledge is judged by one day and a few hours on a test, the only thing they get there is a snapshot result. They do not use that to motivate themselves to learn more, to discuss the successes and failures with peers, or as an opportunity to find a mentor to further their knowledge. The most they get is either a party or extra tutoring (my rant on the state, by the way, not the teachers).
This is the driving force behind what we are doing at our middle school. We are working toward building electronic portfolios (WordPress MU) that the students can upload these types of products to where they can showcase their learning and skills. They can build on them and add new ones. They will be able to edit, recreate, share, and even take the portfolio with them when they leave our district. They will be the models for the campuses they left and the ones they head to. Their expectations will be higher than ever before when they enter a new classroom. They need the freedom to produce, reflect, rethink, and react in their learning. This is their chance. This is an opportunity to collaborate with peers and teaching faculty at a whole new level.
While we work through this process, I will share more of my reflections in this blog.
I want to leave you with the same video I left my middle school staff with (and I shared back in June on this blog). My wife said it tied everything together beautifully (not consciously planned on my part). My lead in (off the cuff) was that we are the ultimate force in the classroom. How we prepare and present ourselves to our students is ultimately how they decide whether they turn themselves on or off for learning when they enter our doors. Is our focus on teaching the same year of instruction for thirty plus years? Or is it to refocus how we perceive actual learning with today’s youth and offer and foster an environment that promotes their full participation in the process with an open mind and an innovative spirit?
Photo Credits: (1) Miguel Wallpaper – me, taken at TCEA office in Austin during Thinkfinity training; (2) Google Earth snapshot of WOISD – me in Google Earth; (3) “I like my voice” – Peter H. Reynolds, scribbled on a napkin if I remember the story correctly.
I have actually started this post a number of times in my head. I am not sure why it has been hard for me to get out, but it has. I am glad that it has. That just means I have been pondering it, and we all know when I ponder it’s a good thing. Right?
Let me set up quickly what has been fascinating about it. My son asked to spend a week at Camp Invention in Coppell, TX. We wondered what it would be like for him since it was sponsored by the US Patent Office and the National Inventors Hall of Fame. He spent the week tinkering. He loved it and learned tons about thinking his way through processes. Then I headed off to New Hampshire and a week with Gary Stager, Sylvia Martinez, Paul R. Wood, Peter H. Reynolds, and Alfie Kohn just to name a few at the Constructing Modern Knowledge Conference. What the week boiled down to for me was about giving kids time to tinker and learn. I returned home for a few days and then headed to Austin for Thinkfinity training. First site that pops up for me during the investigation time? Yep, more tinkering: Invention at Play.
Now, I’m not going to go to the extremes like some and say the entire day should be letting the kids tinker. There has to be direct instruction for them to build their learning from. What I will say, though, is that kids DO need time to tinker (I say tinker because play just doesn’t cut it even though the kids will think they are playing). They do some of their best learning while tinkering and exploring. Why can we not give them concepts and send them to the Lego bins to come back with a contraption that demonstrates the concept learned? Application is a much higher level than just comprehension, and create is the HIGHEST level of the new Bloom’s chart. We as educators have always said that if you can teach it effectively, then you understand it. Why not let the kids take a concept, create something with that knowledge, and then teach it to the class sharing why it is applicable to what they designed and built?
Does this take time away from direct instruction? Sure, but isn’t the learning at a deeper level allowing us to not have to reteach the concept again and again? Besides, when a student asks about the concept later in the school year, some other student in the class is going to say, “Remember?! That is when so and so built the ____ and_____.” Get it? The kids are making the learning connections and reteaching each other. Sound like real life? It’s getting there. I would say it would benefit our kids much more and prepare them for the Dell’s, Eastman’s, militaries, and Apple’s of the world to hire folks who have spent time trying out things, failing, rethinking, retrying, failing, rethinking, retrying, … You get the picture. Shall we bring up Google’s 20% rule of employment once again? Sounds like it should be a mantra for education (for students and teachers).
Now, one thing that struck me as odd at Constructing Modern Knowledge was my reaction to Alfie Kohn. Many consider him a great mind in education. My less than enthusiastic reaction wasn’t due to the fact that he failed to answer a simple question about his college degree (I asked what it was in and he told me it would take too long to explain. What?!?). It was more on the fact that, while he has great ideas, he fails to recognize how the system works (or more likely refuses to accept). The gist of his argument is that teachers created the system we are in and are the only ones who can fix it.
Well, not exactly. Neither of us can argue the other in the ground over it because it is from opinions based on a number of facts that we draw our views. My view is that teachers did not make the problem. We followed the law that told us to prepare students for tests that the state would be giving students. How we respond to that law controls how we teach in our classrooms. Some lend themselves to a more test-prep environment, while others have a more open structure where students do more authentic work with less worksheets involved. But, nonetheless, we are following the law here. Not giving the tests is NOT an option if we wish to maintain employment.
Alfie’s view seems to be that if teachers just decide to change, then the system will be forced to change. Uhm, idealist? In my view, yes. Alfie says that those of us who praise our students for doing well on these tests are just adding to the problem. Yeah, I did not like that comment either. Instead, he feels we should ask the student…ready for this… “So how do you feel (or what do you think) about your grade?” My complimenting the student is doing harm while his analyzing them like a psychiatrist is good? Really? I hear his parenting books are built around this same type of concept. I do not think I will be buying or reading them anytime soon. I like the way my wife and I parent just fine. To turn our son into some walking research project just doesn’t do anything for me.
Let me say that Alfie’s views of what should happen in the learning realm of the classroom are pretty strong. I disagree with his view on homework where he boldly states that there has NEVER been research that shows that homework is beneficial. I am guessing these items do not count as research to him (personal note: Glad to see Marzano agrees with me that Kohn misrepresents the research findings). One of those links even researched the research and found that out of twenty studies completed on the effectiveness of homework, fourteen showed benefit while only six did not. I do want to state that I think a little homework is good, though. Twenty math problems over the same concept is too much if the same can be done in five. If the kid is getting the five wrong, why keep adding to the problem with fifteen more? At the same time, five problems is enough to know whether the students gets it or not. Reading self-selected pieces of literature for ten or fifteen minutes a night is a good thing. Minimum numbers of AR tests (or points or whatever) per week is not. And so on. You get the drift. Basically, hours of homework every night is ridiculous, but limited practice of subjects is not. Let’s just not let it take over the family life. No, I have no intention of getting into a debate with Alfie about these things. I am just reflecting on what I heard and my views in comparison. I have a job and family to attend to. Spending countless hours (more) finding ammunition for a debate that will effectively go nowhere is a waste of both of our times. He is obviously set and secure in his opinion. Same here. Moving on.
But what Alfie says about kids needing time to explore the concepts they have learned (with thinkering and such) is spot on. We learn more when we have that type of time. If we choose the object, then we are going to be more engrossed in the learning that goes with it. Deeper levels of learning, too.
So what did I get out of all of my weeks of travel in July and early August? How about this:
- Gary Stager’s favorite phrase is, “So what?”
- His views on ANYTHING can upset anyone with thin skin, but he does it to make you think more deeply.
- He and Sylvia have a lot of Legos.
- Lego Robotics make great learning tools outside of the competitions many students enter. Just unstructure the learning around them and turn the kids loose.
- Alfie Kohn has some good ideas on student learning (overlooking the homework issue here) and some warped views on child rearing (IMHO) and student motivation.
- He also thinks teachers control the entire education world. That will only happen when teachers start voting en masse.
- Peter H. Reynolds is one awesome dude. I would love to have him visit our students in person or virtually. He has an amazing talent and a wonderful personality the students and teachers will love.
- I wish Peter spent a few hours teaching us to be artists even when we think we are not. Release the right brain, folks.
- John Stetson is one very bright person. It was good to have someone around who knows gear ratios like the back of his hand.
- Dr. Cynthia Solomon (from OLPC fame) is one of my new favorite people. Ever. She is like a female Gary Stager with a grandma’s personna (don’t be mad, Cynthia). Her quick wit, challenging questions, and wonderful insight make her one great person to be around. Besides, sarcasm befits a Harvard grad.
- The most important take away is that we MUST give our students more time to tinker and think their way through the learning and creative processes. It will take time for them to get use to the opportunity, but they will hate it if you take it away. Consider it. If we go from no time to even one hour a week, it will be progress.
I look forward to my continuing conversations with the great folks I met at all of these events. Sylvia and I already have a few plans in the works to better prepare our middle school science students through reflecting on their learning in a meaningful manner. I cannot wait to share that project as we move through it. I expect Gary will throw in a few “So what?” ‘s just to drive me forward even more. In fact, I count on it.
I took them all at the MIT Museum – 1. Great Wall of Ideas 2. Mantra for the Great Wall of Ideas 3. Hologram at MIT Museum
Having used wikis with my middle school students, I can say the transition is not a difficult one. They enjoy the opportunity to use technology, but they really appreciate the opportunity to work on a document from anywhere with the help of others regardless of being together or separate.
I remember a recent project. I specifically told this curious bunch of students I had in certain class that I was subscribed to the wiki via RSS and received all updates and changes. Furthermore, the wiki would tell me who changed what and when and also allow me to revert to previous versions. Anyone caught defacing others pages would be using School 1.0 to get his or her project finished. I had not seen any issues with the wiki through the first week, so I thought I was home free and the world was a happy place (my world anyway).
Then late Saturday night happened. I started getting notifications hand over fist about edits occurring on one certain site. Instead of looking at the changes in the feed window, I quickly navigated over to the wiki to shut down access to whatever terrible thing was taking apart one of my group’s hard work. I knew the offender had logged in with a student ID, and I was sure to confront him/her about it on Monday. So, I get to the wiki and start looking around the pages being reported as edited. Nothing. They looked fine to me. I could not see the difference from what I would have expected at this point.
So I went into the history to see what the kid was up to. And then it hit me. Editing. He was editing. This ESL, only in the country three years, never talks in class, speaks broken English kid was editing the work of his peers (one of which was one of my top students). He cared enough about his group’s work and its appearance to the public that he wanted it right. Were all of his corrections accurate? No. But most were, and he was doing English VOLUNTARILY on a SATURDAY night. That is what wikis and collaborative work is all about. I shut my machine down to go to bed knowing that my work had been a success. Even if he was the only one who chose to go the extra mile, he CHOSE to do it. That made it all worth it.
My students used the wiki to aide each other in weak areas. They found missing parts in their own work and asked others to help them by adding to it. Some took the initiative, others did not. But they all favored the Web 2.0 version over the School 1.0.
Online collaborative word processing sites (wikis, Google Docs, etc) allow people to share and mold and create and recreate information and ideas. It is an awesome opportunity. These people may never meet, but their ideas will. Their intellect will collide and combine in a virtual environment that will change the real world. This is powerful. Our students deserve to at least learn how to harness this power on a local basis, because after high school they will run into it on a global basis.
Thinking. It is the one thing all of us either don’t do, take too little time to do, don’t have the time to do, or just plain don’t know how to do. So how are we expected to put more time into an already tight school day schedule.
This and more is part of our quest for knowledge at the Constructing Modern Knowledge conference here in New Hampshire. Our first day was loaded with theory, shared wisdom, and even some practice.
Paul Wood and I visited the MIT Museum on Sunday with Gary Stager. Among the things we found were some truly awesome feats of engineering from Arthur Ganson. An incredible thinker and visionary himself, Ganson had multitudes of examples of his “tinkering” on display. When you look at these items of work, you might wonder why someone would spend so much time creating these little glorified table decorations. Some might say, “Why?” I say, “Why not?”
The physics, engineering, math, research, and above all, thinking involved in these pieces of work is astounding. One can look at each and decide it is a simple machine. True enough. But what is so simple about the entire process from vision to creation? Not a whole heck of a lot. Take a look at some of these things in the short videos I shot:
These babies are like throwback to what I did with Legos, but I didn’t have the motors and, oh yeah, Ganson’s worked. But, now I’m an adult who can think, and by golly I want to make one of my own. So, when it came time to “tinker” during the exploration appointment of the day, Paul and I decided we wanted to replicate the rice river piece utilizing the Lego robotics kits, some rice, and a handkerchief. This is what you get with a couple of southern folks get together and attempt to think really hard (pics and video):
So there you have it. Three minds, a few cups of rice, a hanky, and some Legos. One simple machine. Maybe we made Ganson proud. Maybe not. But what I do know is that we thought our way through this entire process as a group, out loud, internally, through trial and error, with outside comments, and with pride.
We thought some more.
We redesigned and recreated.
And then we thought some more.
Yep. It was a wonderful day, and I’m pooped. Can’t wait until tomorrow. We promised Tally from Israel that we would do whatever project she has dreamed up tomorrow. We might need to rethink that decision. That girl is some kind of smart.
As I reviewed Will Richardson‘s archived interview of Clay Shirkey, author of Here Comes Everybody: The Power of Organizing Without Organizations, there were a few things that jumped out at me that I noted and wanted to work through.
Clay started off discussing the typical learning/assessment style found in education today:
Individual assignments/individual grades – old school only known environment
He then goes on to discuss one literacy that he feels we are lacking in teaching our students:
“At least one literacy is collaborative literacy.”
These are some notes I made from his talk:
What does it mean to be a good collaborator? Two ways (essential literacies for the 21st century):
- When you are collaborating, how do you participate in a group that is valuable?
- How do you participate in a group where you are learning instead of just freewriting?
We want students to have a set of absolute basic skills (the three R’s), beyond that we want them to be able to figure out of all the thinking tools we give them, which ones are best for which kinds of challenges. Big challenge in school system in US is a move to a much more cut and dry measurement system (NCLB driven Testing) which changes the system away from more flexibility towards measurement. However, what we get out of that is the challenge. “A lot of what we want the schools to do can’t be measured in the way we measure them. There is a mismatch between the goals and the measurement.” The assessment is determinant of how we think about the rest of the curriculum. Consider goals and then consider measurement system. Industrial system of measurement is for widgets and creates an industrial style system of curriculum and measurement.
He also shared this: Internet provides basic support for collaborative work.
What Shirkey said struck a chord with those of us involved in helping educators utilize more technology in the classroom. Many of the so called Web 2.0 tools are built around this collaborative environment. White Oak ISD switched to Google Apps for email and the entire suite of collaborative tools that come with it. Some campuses have taken the lead in that area and utilize Google Docs to schedule student tutoring, detentions, testing windows, and more and share the document campus-wide. This is a great start for them to see the power of these collabroative tools.
The down-side is that schools in general are slow to adopt these tools, meaning that students are not getting the collaborative environment practice they so sorely need for today’s workforce. Take this recent post on the Official Google Blog for instance. Jonathon Rosenberg, Senior VP of Product Management, guest posts giving advice to students. He tells them to “major in learning.”
At the highest level, we are looking for non-routine problem-solving skills. We expect applicants to be able to solve routine problems as a matter of course. After all, that’s what most education is concerned with. But the non-routine problems offer the opportunity to create competitive advantage, and solving those problems requires creative thought and tenacity.
So what does that have to do with collaboration? Well, take a look at the primary factors Google looks for in hiring and evaluations:
… analytical reasoning. Google is a data-driven, analytic company. When an issue arises or a decision needs to be made, we start with data. That means we can talk about what we know, instead of what we think we know.
… communication skills. Marshalling and understanding the available evidence isn’t useful unless you can effectively communicate your conclusions.
… a willingness to experiment. Non-routine problems call for non-routine solutions and there is no formula for success. A well-designed experiment calls for a range of treatments, explicit control groups, and careful post-treatment analysis. Sometimes an experiment kills off a pet theory, so you need a willingness to accept the evidence even if you don’t like it.
… team players. Virtually every project at Google is run by a small team. People need to work well together and perform up to the team’s expectations.
… passion and leadership. This could be professional or in other life experiences: learning languages or saving forests, for example. The main thing, to paraphrase Mr. Drucker, is to be motivated by a sense of importance about what you do.
Pretty powerful stuff, if you ask me. Everyone knows about the great things at Google: unlimited sick days, in-house dining, truly personal spaces for offices, and the one that I like the most – 20% of the work week on job related personal interest research/development.
So the question is begged, can your students operate in that environment? Are they self-directed and self-motivated enough to handle this setting?
These characteristics are not just important in our business, but in every business, as well as in government, philanthropy, and academia. The challenge for the up-and-coming generation is how to acquire them. It’s easy to educate for the routine, and hard to educate for the novel. Keep in mind that many required skills will change…
Rosenberg signs off his letter with perhaps one of the most profound statements we should be drilling into our students (something not tested on the state standardized test, by the way):
And then keep on challenging yourself, because learning doesn’t end with graduation. In fact, in the real world, while the answers to the odd-numbered problems are not in the back of the textbook, the tests are all open book, and your success is inexorably determined by the lessons you glean from the free market. Learning, it turns out, is a lifelong major.
Now, get to thinking about how it affects you as a teacher and lifelong learner. Consider change. Consider sharing your learning processes/struggles/successes with your students to model what being a lifelong learner is all about. Consider what your students and perhaps your own children are heading into once they leave the hallowed walls of your academic setting. What are you going to do about it?
Enough said. Let the conversation begin.
(photo credit: #1 – Me; #2 – Dean Shareski; #3 – Google Blog)
My apologies to Robert Frost. And to be accurate, I actually took two posts marked Unread.
I have had two blog posts saved in my Bloglines account for what seems like eternity. They are too good to mark as read, yet they are blaring at me with each stroll past. I have no idea what to do with them. They make bold statements that educators should hear, yet they can be inflammatory each in its own right without thorough discussion of the context.
Darren posts this graphic from Carl Glickman’s Leadership for Learning: How to Help Teachers Succeed–
Sylvia posts this quote from Alan Kay –
“Virtually all learning difficulties that children face are caused
by adults’ inability to set up reasonable environments for them. The
biggest barrier to improving education for children, with or without
computers, is the completely impoverished imaginations of most adults.” – Alan Kay (Scholastic Administrator, April/May 2003)
Both make awesome points and serve to inspire the bendable and tick off the rigid. Which one can you relate to the best?
I realize I have not hashed these two things out very well in this post. My goal was to archive them on my blog so that I would be forced to discuss them with others or at least revisit them together on a regular basis until I get it all organized in my head. If anyone wants to discuss/debate the content and context, comment away. Otherwise, these remain in my head until further notice.
You remember how smart you were in high school? You know, headed to Ivy League if it weren’t for that one teacher who hated you or that one bad test day, or not enough money or ….. Yet, you were every bit as smart as any Ivy Leaguer. Right, Uncle Rico?
Well, now is your chance to prove it. You are older, wiser, more self-controlled. What better time is there? Derek Baird over at the Blended Edu blog reminded me that Yale University had joined the OpenCourseWare (OCW) movement. They announced it in September of 2006, but they are now stocking the system with courses. Seven departments at Yale offer courses: Astronomy, English, Philosophy, Physics, Political Science, Psychology, and Religious Studies.
The best thing about this system is that you have free access to the lectures and course material through the Open Yale site. You get the chance to virtually audit the course. How cool is that? You never leave your (insert where you are on the computer, with iPod, etc.). You choose when to study. You challenge your friends and co-workers to see if they can handle the rigor of an Ivy League course. Or, you impress them by doing it anyway when they say no thanks. You can’t necessarily move your family to Yale, but you sure can take advantage of this.
Open Yale is the direction schools are headed with content (minus the “free” attached to ALL of it). The OCW movement is but one group offering the ability to be a lifelong learner from talented, brilliant, academic minds. Consider iTunes U. Harvard, Yale, Texas A&M, Stanford, and more are filling your iPod with academic lectures, videos, and notes just in case you want to take advantage of them during your self-directed learning. Once again, it is free. These schools are also using the iTunes portal for students who show up in person, so consider the fact that the information you are getting is current and you have one heck of a deal on your hands.
Here is what I am thinking. You have a few high school students who are very bright. They are ready for the D1 university challenge, so they think. Why not corral up a few of them and put together a PLN that meets before school, after school, during a study period, or even virtually. Work through a course with them so they can see what university work is all about. They will either prove their muster or realize it is time to step it up. Regardless, what the Open Yale site says is the goal of the project stands very true in this instance:
This approach goes beyond the acquisition of facts and concepts to cultivate skills and habits of rigorous, independent thought: the ability to analyze, to ask the next question, and to begin the search for an answer.
We hope these courses will be a resource for critical thinking, creative imagination, and intellectual exploration.
I could not say it better myself.
This is learning for the love of learning. Challenge for the intrinsic motivation. Intellectual stimulation as a voluntary mental workout. When did these things get left out of the standards in school? Oh, yeah. When they were not on the test. What an opportunity this is!
So, anyone up for the challenge? I think the Philosophy course PHIL 176 – Death is out for me. Will it be Poli Sci or Religious Studies? RLST 145 – Introduction to the Old Testament (Hebrew Bible). Hmm. I think I might have found a winner.
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