A Conversation About Big Shifts

Independent schools across the country are beginning their school year with long days of faculty/staff meetings dominated by talk of new policies or procedures, and instructions about how to manage events in September, among other activities. Unfortunately, what’s usually missing are big picture conversations about how we all might rethink what we do in light of the constantly changing world. We rarely discuss how to change what we’ve always done at school. Independent schools are usually so deeply rooted in tradition, and staffed by folks so profoundly invested in traditional academia, that acknowledging the shifting education landscape is challenging enough, let alone designing for it.

“If the only constant in the world is change, why are schools resistant to it? How do schools embrace the inevitable future while maintaining what has worked in the past?” ~Santa Fe Leadership Center, August 2012

Fortunately, some within the independent school community are pushing institutions to ponder change. On the final day of the NAIS Conference back in March, association President Pat Bassett delivered a keynote address highlighting the MacArthur Foundation’s work on 21st Century Learning. Some weeks later, he reiterated his points in a TEDx talk at St. George’s School in Spokane, WA. According to Pat, he was taking his “best shot at summarizing and illustrating with independent school examples what I see as ‘the next iteration of school.'” [The video of Pat’s talk is at the end of this post.]

from Pat Bassett’s PPT: http://www.nais.org/about/article.cfm?ItemNumber=156319

1. Knowing must become Doing. – It’s not enough for schools to ask students to remember, analyze, and discuss, we must make them take action with knowledge. At the 2012 NAIS conference, Pat mentioned Project-based Learning (or Inquiry-based learning with a product) as a great strategy for this. Pat: “the Internet is the biggest disruptor in history of education, and we must recognize what this means for knowing.”

2. Teacher-Centered must become Student-Centered. There will always be a place for teachers at our schools, but we have to empower students to learn from each other and through taking on tasks or projects they design.

3. Individual must become Team. Our culture is steeped in individualism, but work and life are more cooperative than ever. To teach individual and global empathy, we need to employ teamwork in core academic courses as well as we do it in after-school sports and other activities. Challenge: “Do grades and Dean’s List and class rank reward students for individualist thinking, or cooperative attitudes?”

4. Consumption must become Construction. This is much like shift #1, but Pat distinguishes it as work that students do that they see meaningful. How can we create learning experiences that students see as ‘real-world’ and meaningful to them and others?

5. Schools must become Networks. Teachers must be part of massive connected knowledge groups – for those of us who’ve been creating Personal Learning Networks using social media, this is a no-brainer. I’m always shocked by how many teachers are so poorly networked off-campus. Would this be allowed in any other profession?

6. Single Sourcing must become Crowd Sourcing. Schools should use the collective wisdom of their communities to improve their institutions and solve problems. This has easy applications to class learning as well.

7.High Stakes Testing must become High Value Demonstration. Though the move in public education seems to contradict this shift, university application processes increasingly recognize the value of portfolios of student work as a legitimate admissions criteria.

8. Disciplinary must become Interdisciplinary. He doesn’t mention it in his TEDx talk, but at the NAIS conference, he referenced the need for independent schools to integrate the curriculum. In what other area of life besides school is knowledge so neatly organized into bins? So many independent schools recognize the value of combining history and literature, for example, but don’t mix anywhere else. Why is this? Doesn’t art often make strong political statements? Shouldn’t ethics always be a beginning point in thinking about science?

If you don’t get to the big conversations about where your school is going in the opening staff meetings, at least consider these on your own. How can they inform what you do in your classroom? If you have some pull with your administration, ask them to set aside 60 or 90 minutes or a day later this year to watch the video and have a discussion. It wouldn’t hurt independent schools to think about big changes.

History Education in a World of Information Surplus

My PLN colleague Liz Becker (@Ellsbeth) kindly wrote yesterday on her excellent blog All Who Wonder are Not Lost: History is Dead, Long Live History about how my post about math education (“…Long Live Mathematics!“) could be applied to  history. I’m grateful for her post, and I think we’re reading each others’ minds. I’ve been meaning to write about history education in the 21st century for awhile, but am holding off. Not because I don’t know what to say, but because I have SO MUCH to say. To be clear, I am nearly at the point where I think ALL of history education needs to be rethought. In light of the realities of the 21st century, I think history education needs a complete overhaul. I’ll write about this in detail in a future post, but for now, how ’bout this for a grenade: all history classes should be interdisciplinary courses about current events, taught backwards. As I said, I’ll explain in a future post.

As a history teacher, of course it makes sense for me to say that I frequently think about what a good education in history should be. But it’s been on my mind much more than usual lately. I’ve been in a deep inquiry about what students should leave high school knowing, given that they’ll live in a world where historical facts are always at their fingertips.

Liz states the inquiry quite well in her blog post: “…how much we should shift the approach to teaching history if, through technology, students have much easier access to the facts than in the past?”

As I’m sure Liz and most readers would agree, an excellent education in history should never have been construed as just memorizing facts. Yes, remembering names of historical figures and key events is important, but there’s much more to good history than that.

So what should a 21st century education in history be?

Let me start by explaining how my recent inquiry has been motivated by three things. First, I’ve noticed over the last couple years that I rarely pull a History Primary Source Reader off the shelf for my students. Instead, I find excellent sources online. I just can’t find a Reader that gives my students all the relevant primary sources the World Wide Web can. Second, my department is engaged in a curriculum review process this year that has taken us to some very fundamental questions, like: should we attempt to cover the whole history of all human time between 7th and 11th grade (when our required courses end)? should we be focused on “coverage” or on “meaning-making”? what should students know and be able to do upon graduation? is it more important they know a lot of historical facts or that they can think like historians?

And thirdly, a couple week ago I ran across this excellent TEDx talk by Diana Laufenberg. She is a Social Studies teacher at the Science Leadership Academy in Philadelphia, PA, where the curriculum is inquiry-driven, project-based, and focused on 21st-century learning. Though her talk is ostensibly about learning from mistakes, I think she’s making an important point about history education. She begins by stating the obvious, but what most history education standards don’t yet acknowledge – students don’t need to come to school to find historical information:

http://video.ted.com/assets/player/swf/EmbedPlayer.swf

Laufenberg: “The main point is that if we continue to look at education as if it is about coming to school to get the information… we’re missing the mark.”

Like computers can do the computing for mathematical problems, the internet is a better source for historical facts than textbooks or teachers alone. Primary sources abound on the net, and a well-trained history teacher can help students acquire the skills necessary to determine which sources are accurate and relevant, and how to make their own historical narratives out of the abundant facts.

Yes, remembering names of historical figures and key events is important, but not as essential as learning to think like a historian. Students should engage with the truly essential facts of history frequently in the process of making their own historical narratives. I can envision students dealing with tricky historical inquiries about the origins of the Tea Party movement, and coming to grips with facts about southern and rural libertarianism, for example. Certainly, students in a well-designed 21st century history course would retain important facts of history.

Much more valuable than facts is the ability to do historical inquiry – to formulate questions in response to problematic facts, research, then analyze and evaluate conclusions in light of the facts, and create one’s own historical interpretation. Or, to tweak the process slightly, to evaluate historical claims using information literacy skills.

Of course, teaching students to think like historians is not a revolutionary notion. Even those conservative voices advocating old-style “coverage” pedagogy claim that too is their goal. They lecture about a topic, then require students to read much of the same information from a textbook at home, before finally providing the key thought-provoking essay prompt: “Assess the validity of the claim that Jacksonian Democracy was about empowering ‘the people’.” Yes, to respond to the prompt is to think like a historian, for a moment.

But the problem of doing history this way in an age of information-surplus is that students spend much of their time as passive audience members, ingesting information, rather than grappling with it to find their own voices. Let’s be clear – it is inconceivable that students won’t have access to lecture information in the future: Wikipedia has every fact that I’ll cover in my AP U.S. History course this year, and if students want to hear an expert lecture they can always find one on iTunes University from Berkeley or MIT. So instead of coverage-style lecturing we need to use the very valuable classroom time to engage in deep inquiry about historical and current problems. Teachers should create powerful essential questions that require students to master information literacy skills they’ll need in a digital age, and to master historical inquiry. From these questions, students will behave as historians, researching, analyzing, evaluating, and creating DAILY. Isn’t that more valuable critical thinking than the odd essay question every few weeks between lectures?

Liz Becker and Laufenberg and correct. The 20th century history classroom has to change. In a world of information surplus, we must recognize that good history education must transform students into power information critics, able to evaluate claims and build their own truths from myriad facts.

Is this the best High School in America?

It’s not my question, it’s The Daily Riff’s.  And it’s probably not the correct question to ask – there are certainly many different ways of doing school that will work well. So, maybe a better question would be “What makes a great school?”

Let this video about High Tech High in San Diego be the conversation starter. Here’s the opening question: “What is it about High Tech’s approach to education that makes it a great school?”

Math is dead. Long live Mathematics!

Recently I watched a TED talk which got me thinking about Mathematics in a way I hadn’t before. To cut straight to the video, scroll down.

Let me be clear at the start of this post: I’ve had a difficult relationship with the academic subject area called “Math”. I did well in it until high school, when math work became a fairly complicated process of memorizing and calculating. I wasn’t very good at committing formulas to memory or at seeing how they had application to anything real.

So I became a Math Dropout as an upperclassman in high school, surrendering to the complexity of Trigonometry and Pre-Calculus. I instead doubled up on History, Social Science, and English classes and joined that group we call “Humanities kids”, or the ones who aren’t “good at math.”

From what I can tell, my experience in math class isn’t unique. I hear many students say that math is hard – they get long lists of problems to solve using complex computation, none of which they see as relevant to their lives, and by the time they’re in 10th grade many start self-identifying as “dumb” when it comes to math.

That so many students leave high school thinking they aren’t smart enough to understand math is really a shame. “Mathematics” comes from the Greek máthēma which means learning, study, and science. It is a way of deducing truth – an absolutely essential human ability. Yet when a smart 17-year old kid says to me “I can’t do math”, I never think he’s really telling me “I can’t learn”, or “I can’t think scientifically”, or “I don’t know how to seek truth.” Rather, I think he’s saying he isn’t good at calculating answers from book problems. The capitulation to the false dichotomy of smart/dumb in math is in fact a misunderstanding of what math actually is. But it is a misunderstanding that I hear math teachers and policy-makers reinforce all the time.

How has education so tragically misunderstood math?

Conrad Wolfram explains in his TED talk that math education has become nothing more than what I’ve noticed in my many years as an educator: a multi-year practice of hand and paper computation. He suggests that what we need is a return to the understanding of what math actually is: a way of thinking quantitatively to solve problems:

Mathematical thinking is an important way of problem-solving in the real world. Math education should take both common and extraordinary problems humans encounter today, and teach how these can be seen quantitatively:

• “Should I buy a house?”
• “What is the most sustainable way to power our city?”
• “Can I afford to go into business for myself?”

The 21st century may require more quantitative thinking than any before it and yet we rarely present math in real-world terms in education – most high school math classes spend an inordinate amount of time (or all the time) in computing answers to book problems, and never get to the bigger picture of using math in a real world context.

Years of inertia and lack of creative thinking has reduced Math to simple computation, divorced from its larger purpose and removed from real-world context. Is it any surprise that many smart people conclude math isn’t for them?

Wolfram suggests that by using computers to do computation, we can free up math education to be more effective and authentic to its purpose. Computers are an incredible tool for solving numeric problems, so why not use them? Why shouldn’t a Calculus class be about learning how to use it in the real world of Engineering, where engineers use computers all day long?  If Engineering is about using math to solve real-world problems—e.g., “How can we better build levees in New Orleans?”—why don’t we create math classes where students use computers to do the time-consuming computational steps thereby freeing up their time to focus on identifying, quantifying, applying, and verifying?  Wouldn’t math be a more engaging and wholly valuable experience if it mimicked the real-world?

It seems clear to me that we must revise our thinking of what math education should be. Much much more time should be outside the classroom, finding real math problems and testing solutions for them. We must transform math class so that it becomes a place where the focus is on learning to identify those real-world problems which might have quantitative solutions, and then to suggest and verify solutions for them.

Don’t get me wrong, I’m not saying computation is not important, rather I am saying that computation is an essential process for which a powerful tool has been created, and should be used. There are basic abilities and concepts of computation which must be mastered, of course. But when math education recognizes that computers can do the more complex and difficult computation and therefore help the larger quest for solutions to meaningful problems, I think math class will be transformed into a more authentic version of itself – a discipline that is engaging to students and preparatory for real life. It will become a discipline that doesn’t leave so many smart people tragically mislabeled as “dumb” or under the delusion that math doesn’t matter.

Wolfram’s TED talk: http://video.ted.com/assets/player/swf/EmbedPlayer.swf

PBL, Real-World situations, and Reflection using ePortfolios

When I think about the best learning experiences I’ve ever had, I find that they share several important elements, including:

1. They were based on a problem that seemed important to my life outside of academia. That’s not to say these learning experiences didn’t have relevance to school, rather it’s to say that the problems could have existed in the “real world”. “How do I swim out from the beach past the waves and into the calmer open water?” is a physics problem that really mattered in my life, and was the problem that really made me understand Newton’s second law of force, mass, and acceleration.

2. They required real-world tools. I had to figure out how to do something using the best technology for the situation. “Design a process for real-time feedback to the Model U.N. Conference headquarters from 100+ small sessions” was a problem that led me to Google Docs – an important tool I now use daily.

3. They asked me to innovate, to think about a situation differently. When my high school government teacher Mr. Garcia asked me “What is the best way to draw single-member district lines for the House of Representatives?” I didn’t even know what gerrymandering was. I found I had to invent something called proportional representation, and though I later learned PR was already working in places in Europe, my interest was piqued and my creativity was fostered.

4. They were collaborative. I spent most of my youth in teams or groups, tackling all kinds of real-world challenges and learning from them. It’s funny when I look back on school and realize that the really valuable learning came from those situations during which I was working with others.

5. Reflection was explicitly required. “What did I just do?”, “Did it work?”, “How can this work better?”, “What should I do next?” are all questions that any problem-solver must ask to succeed. If I don’t reflect, how can I learn? Through reflection, I control my understanding and am able to transfer a lesson from one problem to the next.

Problem-Based Learning that focuses on Real-World situations is the gold-standard for instructional design. When done well, students must be creative, innovate, and reflective in their thinking. I know that my best teaching comes when I can design these authentic learning experiences for my students.

David Stinson’s approach to instructional design reflects these important principles. By using ePortfolios and allowing students to identify and solve real-world problems, he’s creating authentic learning – the kind that transfers not just from one class to the next, but transfers from school to life. The ePortfolio allows him and his students to see the process of learning and not just the products. Within that process are ways of thinking that are relevant to life outside of school, and fostering and habitualizing these ways of thinking should in fact be the purpose of schooling. Stinson’s class is one place where this is happening in a powerful way.

David Stinson’s approach to technology is altogether human: he learns alongside the children instead of instructing them the traditional way. At Sullivan upper school in Holywood, Co. Down, secondary-level technology students have fully embraced the brave new world of the e-portfolio.

Electronic files, images, multimedia, blog entries, hyperlinks and soundbytes are all “dropped” into documents and PowerPoint presentations in David’s technology class to explain an “entire” process of learning, not just the end product.

I really wanted a break from the hammering-a-nail philosophy to what technology could be,” he says. “Five years ago, I got involved in the whole area of e-learning and I’ve been running fast after myself ever since.”

By using video and audio diaries and much more besides, the kids can reflect on trials and tribulations they’ve encountered during the learning process,” says Stinson. “I will set a project that sounds simple enough: build a model of a stage, design a bird-cage, and so on, but how the students apply themselves to that process is where the real curve learning is.”

I am very open-minded when it comes to the students’ ideas,” he says. “Once I give them the basic learning tools, skills, confidence and approach, they can then innovate. Even if ideas are wacky and original, even if they fail, I respect their decision to go ahead. Students also need to fully write up these projects too, at a later stage, but you want the creative juices to flow without any impediments.

We didn’t have a big blue wall here in school, so the kids used a type of Blue Peter approach and brought in blue sleeping bags, pinned them to the wall and filmed themselves miming instruments. Music was added later and the entire thing superimposed on to their stage model for use at the press of a button. It was brilliantly impressive.”

The real benefit of using e-portfolios is that every student, regardless of ability, can adapt to the dynamic nature of recording their thoughts and emotions in video and audio, removing some of the anxiety involved in pen and paper communication. For students with special needs this can be especially constructive, as the unique nature of expression in e-portfolios takes away the need to endlessly compare to their classmates.

Sound files and video clips are used throughout the project. “I wanted to make an additional safety feature on my bird feeder,” explains the boy in an embedded sound-clip that accompanies the design drawing. “I wanted it to be safe from cats, but in no way to spook the birds. So I thought about having the birdfeeder sitting well away from the house, suspended from poles … I got my idea from an episode of You’ve Been Framed – seeing a cat climb up a brick wall.”

The corridors outside the technology room are chock full of children’s designs, drawings, roadmaps and “virtual models” used in technology portfolios. One virtual model is the sitting-room of a house where the window works as a wide-screen TV in its own right.

“These are the kind of forward-thinking ideas we need,” says Stinson. “This design makes a lot of sense: TVs in our sitting rooms are often very bulky and eat into the design space of the room, while in fact the biggest glass screen in the room is already ‘naturally’ there in the window, so why not base the design around that idea?”

http://www.guardian.co.uk/education/2010/nov/02/teaching-awards-david-stinson