Maker Mindset

Pause to reflect…

Jackie Gerstein at UsergeneratedEducation pushes us constantly to think through the educational mandates and silver bullets to focus on students and their learning. What will best guide students to become thinking, caring, productive persons?

The first thirty-eight slides of her presentation [ below ] provide thoughtful background theories and key questions to consider for our classrooms.

 

Slide 8: Something to do. We lost this when state standards developed in the 1990s. We removed the authenticity of doing and replaced it with intangible verbiage, which would have been the learning had we continued with the doing.

Slide 22: The most important question for classrooms – because doing is learning.

Slide 27: Love this question. After all, aren’t we trying to make the world better?

Slide 29: The Soft Skills – the process of planning, searching, gathering, sharing, collaborating, listening, debating, revising. The skills we learn through doing and doing together.

With each of these first thirty-eight slides, I say – that’s what what we need to consider! That’s our goal… I appreciate that Jackie shares these slides and continues with examples in the latter part.

Jackie’s Thinglink provides more information to consider:

Refer to the work of those who focused on learning as opposed to standards or skill objectives. Review the work of Dewey [and here], Vygotsky, Bruner, Papert [and here]. For Language Arts, see the work of James Moffett [ and here ].

Play to Learn…

Consider these ideas and questions. Consider the students in your classroom. When did we lose the doing? We learn what we need while doing something. We learn the strategies as we go, with support from our collaboration with peers or colleagues. Every time we do something, we build on what we learned before. That is the power of project-based learning. Students today are fading out in classrooms, bored with the posted objective; they want to learn what is of interest to them — or a question, an issue that piques their interests. With information readily available, it is the questions asked about that information that leads to learning and understanding it; it is what we want to do with the information that allows us to learn deeper. It is the sharing and collaborating with a shared purpose that propels us to do more and better to discover an answer and produce the results for others to contribute; this is learning. It fits in any classroom.

How will we as educators bring the power of the question and the doing back into our classrooms?

dewey_doing


Source of Quote

Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan, 1916. Print. p. 181

 

Cross-post

Reframing Henry

Pause…

Change the way you think about it.

Thanks to Paula for this bit of wisdom.

That’s my goal for reframing the focus on skills / test prep to include  Authentic Projects.

Play…

I’m going to turn around my last post about blaming Henry Ford  and think again about community of learners in the classroom, like when I taught writers and readers workshop.

Communities are messy; they aren’t the perfect working machine; they change and flow from one need to the next. And they get stuck in ruts. They need to “Change the way you think about it.”

I’m going to start by asking my students what “work” they want to do — as readers, researchers, and authors. Perhaps, we’ll change our way of thinking about our skills together, as a community of learners.

It’s actually starting from them now. We just finished a short iSearch project in which students learned questioning, research, collaboration, analysis, interpretation, presentation, speech. Two students asked, based on their chosen article [ Drama VS Bullying ], if they could create a video about their learning. Their work will be my first model for the others… They have changed the way they thought about their research. I love that.

Blaming Henry

Pause…

How do we change our thoughts on grading so that we are teaching and assessing for learning with feedback so students can improve? Teaching for learning does require patience, reteaching, kid-watching, and engaging tasks that require thought. I don’t want to catch kids — I want to inspire them to be more.

Play…

I’d like to also to change our thoughts on assignments that focus on one objective. People don’t learn to ride a bike by 1) practicing pedaling, 2) practice steering, and 3) practice braking before 4) putting them together. No, we get on and ride. Shouldn’t we dive into good books? Write about what know and read about? Then get feedback on how to do it better, based on the real work being done?

I blame Henry Ford for breaking things into pieces and organizing assembly lines. Many of our schools with students who need more positive experiences are just like assembly lines — not places where we actually “do” stuff together, and learn to get better. Students enjoyed the work, did better on more skills, learned more, and liked school with authentic projects — something that required integration of skills with mini-lessons and flexible grouping to help. We created posters, brochures, skits, models, memoirs, video-memoirs — filled with our learning and all requiring reading and writing. When I’m told to post my objectives every day, it seems that we are focused on the parts and not the whole; we’re teaching the bits and not understanding the world of authors, scientists, historians, etc. We’re pushing the pedal, but not steering towards anything authentic.

What do you want for your child? Objectives for Test Prep or Authentic Projects ? Tell your school board today, and tomorrow, and the next day.

 

#zerotohero Comment Reflection

So. Our challenge, Day 14,  for the #zerotohero WordPress blogging challenge is a choice, and I choose to read and comment on three blogs.

Pause…

My goal was to read educational blogs with ideas for which I am currently considering.

First I found Matt Renwick”s Reading By Example post about being an effective educational leader, which requires empathy. It’s a wonderful post is this educational atmosphere of “catch ya” whether you are a teacher or a student. Empathy. I tried to add some value to the conversation with my own experience: “I even call this moment [“to mentally place ourselves within a student’s circumstance”], the pause, which is a patience children don’t always receive. I pause to let situations sort themselves out, or to notice the mood of the student, and always to allow them the dignity of self-control in each situation. Empathy is needed to build relationships with students, and thereby increase their motivation in your classroom. Empathy brings humanity back into the classroom and helps model and build the learning community.”

Without a learning community, a classroom is just a room full of people wasting their time.

My second and third comments emerged after I bounced over to a favorite blog, Tommy Found a New Book, by  Louise Robinson-Lay . Her post led me to Four Blogging Tips for students. But it also pointed me to two other blogs, including this post and this post about  shifts in learning [see image above — My favorite: From Standards to Habits. Now that’s a transformation, one that benefits learners and teachers — and futures because the “habits” developed lend themselves to all situations].

Those shifts are what I see in those teachers who are allowed to innovate in their schools, and where personalized learning choices will lead. The gap is wide between what could be and what is, considering the current trends in mandates in education.

Play…

So play with this question: These shifts are guided by learners; the mandates are guided by business and politicians. Which will win? Or, will the poor — the equity and access gap — widen even more because only those who have will be allowed the choices in those shifts?

 


Image Source: Terry Heick  at TeachThought

#zerotohero What Might Have Value?

Image

Our challenge, Day 12,  for the #zerotohero WordPress blogging challenge is to carry forward the conversation from one of the three blogs for which we commented on yesterday.

Pause…

In The Learning Pond by Grant Lichtman, Grant asks:

“Innovation is the process of enhancing the value of an organization.  In schools, if we believe that what customers will value in the future is the same as in the past, we run a real risk of becoming increasingly irrelevant as educators. How do we gauge what might have value?”

The rest of the article explains some truths about schools — inward thinking, bound to historical models, and in need of listening to families and students. He grounds the solutions in the work of  Stephen Wunker, who works in new market creation [See Forbes ], suggests ways to assess future value. Be sure to read the post for Grant Lichtman’s application to education.

As I read these statements:

Innovation is the process of enhancing the value of an organization.

How do we gauge what might have value?

I considered the past twenty-seven years of my teaching and the many teachers I have known. Those days are gone. What days? Days of respecting the professional decisions of teachers to help students learn, helping them in many ways through as much feedback and practice projects as needed for them to grow in spurts as each is ready to learn. Students engaged in art and music, often integrated in reading, writing, and social studies projects. School could enhance the talents of each student this way, and the projects helped each student learn or practice the needed skills. We didn’t focus on the skills; we focused on the students and added to the projects in different ways for different kids. Teachers spent hours finding – innovating – just the right lesson or activity that would help a kid build his or her skills as they completed the work. There was a wholeness about the process, a compassionate  community of learners with the teacher as guide. A social studies unit becomes a skit, a poster, a speech that synthesizes the essence of the topic. A science topic led to jars and boxes in back of the room or on the window sill to apply and try the learning from the book. Both of these include reading and writing, and many included math. If a kid didn’t learn through the one way, he might learn from his neighbors, or the next project. There were goals, joy, feedback, and continued support in a learning community that respected the wholeness of us as people. The Association for Supervision and Curriculum Development [ ASCD ] promotes a Whole Child Initiative – be sure to read about it, and I hope you support it.

Today, schools teach in skills by mandates in often scripted curriculum with specific posted objectives to force students to practice the skills in hopes they will pass standardized tests that supposedly test those skills. But kids are funny and learn in different times and ways, and they want to learn more than just those skills. They want authentic learning— learning like John Dewey espoused a century ago, learning that reflects the world in which they live.

So I think Grant Lichtman is correct — schools today are bound to history – a factory model. And schools today are inward looking — and top down — purchasing more and more skills-based programs without realistic connections to students’ lives, especially in schools deemed “poor performing.” Those schools receive more skills instruction and less art, music, and real reading for their own purposes. In addition, the students are speaking out about their need to create and connect as they do in their real lives. However, schools have no funding for the infrastructure or technology to update to this type of access and learning, nor do teachers have the time to learn or try a curriculum with technology tied more closely to students’ learning ideas. Technology alone doesn’t change the direction of education — it will take the teachers again, focusing on what students need — in a more authentic, whole way.

Play…

So, “How do we gauge what might have value?”

What do you think? Do you think we might need to step back and allow teachers to plan for the students in the classrooms, instead of planning for the objectives for a test? Do you think we might bring back projects with art and music with reading and writing and help students develop their thinking, their talents, and their own ways of demonstrating learning? Even without technology, these creative and authentic projects focus students’ critical thinking and motivation in learning. And that would be the value to which we would gauge innovation and success.

Dan Pink explains that people are motivated by autonomy, purpose, and mastery. In the past before the emphasis on standardized tests, teachers had the purpose of guiding students’ learning and the autonomy to make it happen using their mastery of curriculum and instruction. And teachers hooked students on the purpose with projects, providing a level of autonomy through choices so students could master the skills needed with support in various activities.

Somehow, we’ve lost that by expecting the impossible: that all children will learn the same things at the same time — in order to pass a test and receive a score that says they have “met” or “not met” the standards. Hmmm. Autonomy? Purpose? Mastery?

Think about your best experience in school. Do you remember when you inferred the main character knew her enemy was nearby? Or do you remember creating something, debating something, doing something?

Let’s step back and see this big picture of learning and what might have value. But you’ll need to step into each classroom to know it’s truth.