Tag Archives: education

Celebrating challenges

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I watched a few student presentations yesterday. Each one was excellent in their own way. But my favourite moment came when one student presenting on her Independent Directed Study put up a slide with the single word, ‘Challenges’ on it. She got excited and started with, “OK, I’ve been waiting to share this with you!”

I love the way our students perceive challenges and failures. They recognize that this is part of the learning journey. They celebrate the discoveries they make and the effort and perseverance it takes to overcome unexpected challenges along the way.

Here is a student that has done an amazing project, with a great outcome, and she can’t wait to share her challenges that lead to success. This happens because we embed the expectation that students will find challenges along the way. We expect them to share those challenges as part of their learning journey. As a result, the challenges become a big part of the learning, they become the focal point of where real learning begins.

An ‘A’ student that breezes through problems as if they were not problems doesn’t learn as much as another student who stumbled along the way and got to the same results. The journey is less memorable, less rewarding. It’s overcoming challenges that make a learning experience valuable, and seeing our students celebrate the challenges they met on there learning journey is extremely rewarding.

The tail wagging the dog

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I recently wrote, ‘The school experience’ where I stated, “I don’t know how traditional schools survive in an era of Artificial Intelligence?” In that post I was focused on removing the kind of things we traditionally do with opportunities to experience learning in the classroom (with and without AI).

What’s interesting about this is that the change will indeed come, but not for the right reasons. The reason we’ll see a transformation of schools happen faster than expected is because with AI being constantly used to do homework, take notes, and do textbook assignments, grades are going to be inflated and it will be hard to discern who gets into universities.

This will encourage two kinds of changes in schools. On the one hand we will see a movement backwards to more traditional testing and reduced innovation. This is the group that wants to promote integrity, but blindly produces students who are good memorizers and are good at wrote learning. However, not producing students ready to live in our innovative and ever-changing world.

The second kind of school will promote competencies around thinking, knowing, and doing things collaboratively and creatively. These are the real schools of the future.

But I wonder which of these schools will universities be more interested in? Which practices will universities use? It’s easier to invigilate an exam that is based on wrote learning than it is to mark group projects in a lecture hall of 200+ students. So what kind of students are universities going to be looking for?

I fear that this might be a case of the tail wagging the dog and that we could see a movement towards ‘traditional learning’ as a pathway to a ‘good’ university… The race to the best marks in a school that tests in traditional ways and has ‘academic rigour’ could be the path that universities push.

This is a mistake.

The worst part of schooling is marks chasing. It undermines meaningful feedback and it misses the point that this is a learning environment with learning opportunities. Instead it’s about the mark. The score that gets averaged into GPA’s and meets minimum requirements to get into programs or schools of choice after high school.

The question I ponder is if universities will continue to focus on that metric and continue to wag the dog in this way, or will they start looking more meaningfully at other metrics like portfolios and presentations? Will they take the time to do the work necessary to really assess the student as a learner, or will they just continue to collect marks chasers and focus on accepting kids who come from schools that are good at differentiating those marks in traditional ways?

This could be an exciting time for universities to lead the way towards truly innovative practices rather than being the last bastion of old ways of teaching and learning… Old ways being perpetuated by a system that values marks over thinking, traditions over progress, and old practices over institutions of truly higher learning.

University entry is the tail wagging the dog, and so the way that universities respond to AI doing work that students have had to do will determine how quickly schools innovate and progress.

The Right Focus

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When I wrote, ‘Google proof vs AI proof‘, I concluded, “We aren’t going to AI proof schoolwork.”

While we were successful in Google proofing assignments by creating questions that were not easily answerable using a Google search, we simply can’t make research based questions that will stump a Large Language Model artificial intelligence.

I’ve also previously said that ‘You can’t police it‘. In that post I stated,

“The first instinct with combating new technology is to ban and/or police it: No cell phones in class, leave them in your lockers; You can’t use Wikipedia as a source; Block Snapchat, Instagram, and TikTok on the school wifi. These are all gut reactions to new technologies that frame the problem as policeable… Teachers are not teachers, they aren’t teaching, when they are being police.“

It comes down to a simple premise:

Focus on what we ‘should do’ with AI, not what we ‘shouldn’t do’.

Outside the classroom AI is getting used everywhere by almost everyone. From programming and creating scripts to reduce workload, to writing email responses, to planning vacations, to note taking in meetings, to creating recipes. So the question isn’t whether we should use AI in schools but what we should use it for?

The simple line that I see starts with the question I would ask about using an encyclopedia, a calculator, or a phone in the classroom, “How can I use this tool to foster or enhance thinking, rather than have the tool do the thinking for the student?‘

Because like I said back in 2010,

“A tool is just a tool! I can use a hammer to build a house and I can use the same hammer on a human skull. It’s not the tool, but how you use it that matters.”

Ultimately our focus needs to be on what we can and should use any tool for, and AI isn’t an exception.

To Prove or Improve?

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It was a simple question asked in a meeting of BC online schools.

“Are we using data to prove or to improve?”

Is it about accountability or improvement? What does the data teach us about our practice? How does it affect our future outcomes and where we focus our support and funding?

What is the real value of collecting data, and how is it best used to inform our practice?

Passion for learning

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I met two young, gifted students yesterday, interested in attending our school next year. It’s fascinating to meet 13 year old kids who aren’t just good students but passionate learners. Kids who see school as places to connect with friends and get exposed to ideas that they wouldn’t get exposed to if they stayed home. Kids who want to go to school because it’s more interesting than staying home.

It excites me to think that these kids will come to our school and part of their day will be dedicated to them perusing passion projects that they design. They aren’t just going to be taking notes, do practice questions from a textbook, or comple ‘cookie cutter’ styles projects where most of the final products look the same.

I think some kids learn despite the system they are in. These kids I met yesterday would be successful no matter what school they attend. But they deserve an opportunity to attend a school where they get to shine… Where they get to try something that can fully engage their passion for learning. Even where they can try something too big and fail, but learn that this too is a learning experience.

When I see kids with a passion for learning, I see kids that should have some autonomy over their day at school. They want to learn, let them discover, explore, and innovate. Let them follow their passions and interests. Let them own some of their own learning.

Keep the passion for learning alive.

AI takes down EDU-giant

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From the Wall Street Journal:

“How ChatGPT Brought Down an Online Education Giant
Chegg’s stock is down 99%, and students looking for homework help are defecting to ChatGPT”

This is an excellent example of job loss due to AI. From the article:

“Since ChatGPT’s launch, Chegg has lost more than half a million subscribers who pay up to $19.95 a month for prewritten answers to textbook questions and on-demand help from experts. Its stock is down 99% from early 2021, erasing some $14.5 billion of market value.”

Chegg is a clear loser, but so is just about every website that offered to write essays for students. Imagine watching your profits disappear and seeing your entire business model collapse before your eyes.

This is just one example. There are many fields and jobs that either have disappeared or are going to disappear. Just think about the shift that’s already happening. People who thought they were in stable jobs, stable careers, are now realizing that they might be obsolete.

There will be new jobs, but more often than not there will be a condensing of jobs… one person where there used to be five, maybe ten people. For example, if a company had 5 writers producing daily articles for websites, they could lay off all but their best writer, who now acts as an editor for articles written by AI. Keep the person that understands the audience best, and that person ensures the AI writing is on point.

Code writing, data analysis, legal services, finance, and as mentioned above, media and marketing, these are but a handful of areas where AI is going to undermine the job market. And jobs are going to disappear, if they haven’t already. This has been something mentioned a lot, but the demise of a company like Chegg, with no vision for how they can pivot, is a perfect example of how this isn’t just a problem of the future, it’s happening right now.

Where will this lead in the next 5 years? What does the future job market look like?

Will there be new jobs? Of course! Will the job loss outpace the creation of new jobs? Very likely. And so where does that lead us?

Maybe it’s time to take a hard look at Universal Basic Income. Maybe it’s time to embrace AI and really think about how to use it in a way that helps us prosper, rather than to help us write emails and word things better. Maybe it’s time to accept that the AI infused world we live in now is going to undermine the current job market, and forever change whole industries. This isn’t some dystopian future, this is happening right now.

Ability and Agility

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I love this quote, shared in a video on LinkedIn:

“It used to be about ability. And now, in a changing world, I think what we should be looking for is agility. I want to know how quickly do you change your mind? How fast are you to admit you’re wrong? Because what that means is you’re not just going to be reacting to a pandemic or to AI, you’re actually going to be anticipating those problems and seeing around corners, and then leading change as opposed to being a victim of it.” ~Adam Grant

It’s more than just anticipating problems, it’s about being agile, understanding challenges, and addressing them while they are small. It’s about understanding your strengths, and the strengths of your team… as well as weaknesses.

It’s about Agile Ability, which is why I titled this ‘Ability AND Agility’, rather than ‘Ability VERSUS Agility’. We need to embrace our failures and learn from them, recognize problems early, even predict them and be preemptive. This is so different than a culture of accountability and blame.

The desired student, employee, partner, colleague of the future will learn what they need to on the job. They’ll be exceptional because of their agility and willingness to learn, not just because of what they came to the table already knowing.

Information abundance requires pattern recognition

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What a fantastic quote by Adam Grant,

“The hallmark of expertise is no longer how much you know. It’s how well you synthesize.

Information scarcity rewarded knowledge acquisition. Information abundance requires pattern recognition.

It’s not enough to collect facts. The future belongs to those who connect dots.”

Pattern recognition and synthesis are the path to innovation, ingenuity, and invention. The collection of knowledge is not enough. Wisdom comes from recognizing how to make connections across different fields, how to make meaning out of relationships that not everyone sees.

Artificial Intelligence can give us the knowledge we seek. It can dumb down the ideas to our level of understanding, and even teach us with relevant examples when we are stuck. More information won’t be what we seek. Instead we will seek new connections, patterns, and relationships.

The desired experts of tomorrow are probably not the siloed experts we once sought. Instead they will be information generalists who understand how to take information from different fields, identify relationships others don’t see, and synthesize information such that they can tell a story others won’t know to tell.

How are we preparing the next generation of learners for this new future? How will schools need to change to help students prepare for the future in a world of abundant and easily accessible information? It certainly won’t be by feeding them content. Instead, the future of education lies in creating challenges where students need to synthesize information and recognize connections and patterns across different fields of study.

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Related: My ‘Transforming Our Learning Metaphors’ Ignite Presentation from almost a decade ago.

Boxes Made to Fit

William (Bill) Ferriter shared a post on LinkedIn about the struggles his daughter is having at school. While I will share a key quote from his post, I encourage you to read the full post here. Bill said,

Should we be failing students who pass unit tests and quizzes but don’t turn in practice tasks? Were those practice tasks essential as a vehicle for preparing students or assessing learning if a student can demonstrate mastery on the unit test without them? How many assignments do we really need to determine if a student is working at or above grade level? Could we use something other than zeros — think codes like INC or placeholder grades like 50s — to report on missing work? Does every student have to do every assignment?

On a more philosophical level, are we cheapening our professional credibility when we report that a student who passes most/all of our quizzes and tests has failed our class? Are grading policies with rigid consequences for missing work effective for encouraging learning? For changing behavior? Is the purpose of grades to report on student mastery of essential outcomes or to report on the ability (or lack thereof) to keep up with schoolwork?

I left Bill the following comment:

In my first year teaching a colleague (also in his first year) was experimenting with grading and asked a simple question that has stuck with me:
“Are we counting marks or marking what counts.”
(See the first half of this old post – if you go past the first half, sorry that the image links seem to be broken.)

My daughter was training 24-26 hours a week in Synchronized Swimming and missed some gym classes going to Provincials and Nationals. Despite consistently being the second fastest girl doing their weekly runs (behind a Provincial level soccer player), she was told at the end of the year she would only get a ‘B’ unless she made up a run and did a volleyball rules quiz she missed.

I share this because it exemplifies the idea of just counting marks.

To me this undermines the professionalism of teaching. It says, ‘We only care about the numbers’, and that my friend is exactly what AI can do better than us. I hope to see educators around the world thinking more deeply about what really matters to students in school. We need to stop building schools and courses like boxes students need to fit into and more like boxes made to fit students!

Surrounded by Fixed Mindsets

One of the most powerful things we can do is to steadfastly hold an opinion, receive new information… and change our minds. This is what school board member Courtney Gore did:

A GOP Texas school board member campaigned against schools indoctrinating kids. Then she read the curriculum.

“Gore, the co-host of a far-right online talk show, had promised that she would be a strong Republican voice on the nonpartisan school board. Citing “small town, conservative Christian values,” she pledged to inspect educational materials for inappropriate messages about sexuality and race and remove them from every campus in the 7,700-student Granbury Independent School District, an hour southwest of Fort Worth. “Over the years our American Education System has been hijacked by Leftists looking to indoctrinate our kids into the ‘progressive’ way of thinking, and yes, they’ve tried to do this in Granbury ISD,” she wrote in a September 2021 Facebook post, two months before the election. “I cannot sit by and watch their twisted worldview infiltrate Granbury ISD.”

But after taking office and examining hundreds of pages of curriculum, Gore was shocked by what she found — and didn’t find.

The pervasive indoctrination she had railed against simply did not exist. Children were not being sexualized, and she could find no examples of critical race theory, an advanced academic concept that examines systemic racism. She’d examined curriculum related to social-emotional learning, which has come under attack by Christian conservatives who say it encourages children to question gender roles and prioritizes feelings over biblical teachings. Instead, Gore found the materials taught children “how to be a good friend, a good human.”

Gore rushed to share the news with the hard-liners who had encouraged her to run for the seat. She expected them to be as relieved and excited as she had been. But she said they were indifferent, even dismissive, because “it didn’t fit the narrative that they were trying to push.”

To learn new information that ‘doesn’t fit your narrative’, and then to change your mind and take a new stance… this is learning. This is a growth mindset. This is what we need in the world.

But if you read or listen to the full article, you’d learn that Courtney Gore’s new outlook led to threats against her and her family’s lives. It’s hard to change your mind, even harder to change the minds of people with fixed mindsets.

Fixed mindset thinking is why I spoke out before our last School Trustee election. It’s why our votes matter in every election. It’s why we need to pay attention to civic positions of power and not just provincial or federal elections. Fixed mindsets threaten learning and common sense… and can ultimately limit our rights and freedoms. At least here in Canada it’s less likely for guns and threats of violence to be the part of the consequence of fighting a fixed mindset. So we really don’t have an excuse.