Tag Archives: education

Ability and Agility

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

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.

Empowering students

There is an element of control that needs to be given up by teachers if they are truly empowering students. There has to be a willingness to accept a potential outcome that is less than ideal… An understanding that students won’t always hit the high standard you expect.

This isn’t about lowering standards or expectations, in fact, if you are empowering students you need to make your high expectations clear. Rather, this is the realization that students bite off more than they can chew (or rather can do), and then they end up scrambling to do less and still produce a good product or presentation. It’s an acceptance that a student’s vision doesn’t match yours but their outcome is still good, or (and this is the tough part for teachers) good enough. It’s about mistakes being honoured as learning opportunities rather than as something to penalize.

Empowering students doesn’t happen with outcomes that are exactlywhat the teacher envisioned and expected. Outcomes will vary. Results will be less predictable. But the learning will be rich, authentic, and far more meaningful and memorable for the students… As long as they feel empowered, and are given the space to have autonomy, lead, and learn in ways that they choose.

And while that won’t always end with results that the teacher envisioned or expected, it will always end with learners feeling like they owned their own learning. Shouldn’t that be the essence of a great learning experience?

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Related: Teacher as Compass

Edu-tainment and the future

It’s interesting how the idea that ‘learning can be fun’ has been translated into the gamification of education, which in turn has devolved into making games that are essentially about practice pages that are ‘fun and interactive’.

I think AI has the ability to change this. Learning can be less about practice questions and more about deeper learning. Instead of playing a game with progressively harder, very predictable levels, the learning could authentically go where a student is interested. Two students could start the same, entertaining journey but end up learning and achieving vastly different outcomes. Not just higher math skills, but rather practical learning. A puzzle trying to determine the wiring of some gadget could lead to teaching basic electronics and it could lead to learning about electrical engineering.

The more used approach in machine assisted learning is to have specific goals and be responsive to the learner’s ability. The more advanced approach is to have general objectives and to be responsive to the learner’s interests.

It’s not just the outcomes of these that are drastically different, it’s also the entire approach to what it means to say, ‘Learning can be fun’.

Content Free Learning (in a world of AI)

Yesterday, when I took a look at how it’s easier to make school work Google proof than it is to make school work AI proof, I said:

How do we bolster creativity and productivity with AND without the use of Artificial Intelligence?

This got me thinking about using AI effectively, and that led me to thinking about ‘content free’ learning. Before I go further, I’d like to define that term. By ‘content free’ I do NOT mean that there is no content. Rather, what I mean is learning regardless of content. That is to say, it doesn’t matter if it’s Math, English, Social Studies, Science, or any other subject, the learning is the same (or at least similar). So keeping with the Artificial Intelligence theme, here are some questions we can ask to promote creativity and productivity in any AI infused classroom or lesson:

“What questions should we ask ourselves before we ask AI?”
“What’s a better question to ask the AI?”
“How would you improve on this response?”
“What would your prompt be to create an image for this story?”
“How could we get to a more desired response faster?”
“What biases do you notice?”
“Who is our audience, and how do we let the AI know this?”
“How do we make these results more engaging for the audience?”
“If you had to argue against this AI, what are 3 points you or your partner would start with?”

In a Math class, solving a word problem, you could ask AI, “What are the ‘knowns and unknowns’ in the question?”

In a Social Studies class, looking at a historical event, you could ask AI, “What else was happening in the world during this event?” Or you could have it create narratives from different perspectives, before having a debate from the different perspectives.

In each of these cases, there can be discussion about the AI responses which are what students are developing and thinking about… and learning about. The subject matter can be vastly different but the students are asked to think metacognitively about the questions and tasks you give AI, or to do the same with the results an AI produces.

A great example of this is the Foundations of Inquiry courses we offer at Inquiry Hub. Student do projects on any topics of interest, and they are assessed on their learning regardless of the content.  See the chart of Curricular Competencies and Content in the course description. As described in the Goals and Rationale:

At its heart inquiry is a process of metacognition. The purpose of this course is to bring this metacognition to the forefront AS the learning and have students demonstrate their ability to identify the various forms of inquiry – across domains and disciplines and the stages of inquiry as they move through them, experience failure and stuckness at each level. Foundations of Inquiry 10 recognizes that competence in an area of study requires factual knowledge organized around conceptual frameworks to facilitate knowledge retrieval and application. Classroom activities are designed to develop understanding through in-depth study both within and outside the required curriculum.

This delves into the idea of learning and failure, which I’ve spoke a lot about before.In each of the examples above, we are asking students challenging questions. We are asking them to critically think about what we are asking AI; to think about how we can improve on AI responses; or, to think about how to use AI responses as a launching point to new questions and directions. The use of AI isn’t to ‘get to’ the answer but rather to get to a challenging place to stump students and force them to think critically about the questions and responses they get from AI.

And sometimes the activity will be too easy, other times too hard, but even those become learning opportunities… content free learning opportunities.

BIG Question Institute Webinar on Inquiry Hub

Here is the video from the BIG Question Institute Webinar teachers John Sarte, Al Soiseth, and I did on our school, Inquiry Hub Secondary. (On Vimeo)

Here is the comment I wrote on the webinar recording page on the BIG Questions Institute site.

Thanks for the opportunity to share Will, it was great to connect.
Here are a few links that we were going to share that we didn’t get to on the final slide:
http://Educators.inquiryhub.org – Created for the Cmolik award, which we lost out to Peter Liljedahl, mentioned in the webinar.

And our school YouTube page, which includes the ‘How far will you go’ student created video I mentioned.

And a couple posts I’d like to share… the ‘Teacher as Compass’ post that it turns out you prompted with a Tweet… and my ‘Learning and Failure’ post. We didn’t really get to this in the presentation, but one of the things I’m most proud about at our school is how we teach students to embrace would be failures as learning opportunities from which to grow and improve.

Thanks also to all who attended. Happy to share other resources such as our Inquiry courses.
Dave

As always, feedback appreciated, either here or on the BIG QI page.

Join our webinar this coming Wednesday

This Wednesday, Jan 17 at 4pm PST, please join us to learn about Inquiry Hub Secondary School.  I’m looking forward to connecting with Will Richardson again, I’ve followed him and been influenced by his thinking since I started blogging in 2006. When he suggested connecting for a webinar I knew that I wanted a teacher with me, and who better then my colleague John Sarte. John is a founding teacher at Inquiry Hub, and he has been truly instrumental in developing the vision of our school, and helping us create our unique learning environment. Here are the webinar details, I hope that you can join us!

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FREE WEBINAR: “Inquiry Hub: The Dream, Create, Learn School” with Dave Truss and Dr. John Sarte – Hosted by Will Richardson

Details

Join us for this important overview of a compelling school model that highlights the power of project-based learning.

Inquiry Hub is a small Coquitlam School District (BC) high school that is unique in its approach and delivery. Known as the Dream – Create – Learn school, Inquiry Hub was born out of the idea that students don’t need to spend every minute of their day siloed into individual courses, without any unstructured time. It has evolved into a community of students who work both together and individually to complete the required curriculum while also designing some of their courses and their day around inquiries and passion projects that they want to pursue.

Grade 9’s and 10’s do cross-curricular projects using SCRUM project management, collaborating to get work done efficiently and effectively, and they also take an Inquiry Course designed around developing strong presentation skills and documenting their learning journeys, doing passion projects that they design. Grade 11’s and 12’s construct year-long IDS – Independent Directed Studies courses where they delve deep into their interests.

A key component of the program is DCL time, coined after the Dream – Create – Learn motto, where students are not in a structured class, but rather have unstructured time to work on their class projects, homework and assignments, and/or on their passion projects. Central to this is creating a community of learners who are eager to help each other and who have learned that failure is part of learning. Projects can be too big, too challenging, too overwhelming, but still result in a final product or presentation that exceeds expectations.

Wednesday, Jan 17 – 4:00 PM – 5:00 PM PST

RSVP now to join us for this important session with principal Dave Truss and teacher Dr. John Sarte.  (You’ll need a free membership to Will Richardson’s Big Questions Institute Community to RSVP and join us.)

Two wolves, 15 years later

The memory dates back 30 years, to the summer of 1993. The original writing dates back 15 years, a reflection on Remembrance Day 2008.

It’s one of my favourite pieces I’ve ever written, and it seems more relevant today than it did 15 years ago. I fear that we are farther away from peace in the Middle East than we have been since the 6 Day War of ’67, the summer before I was born. I wish there was a peaceful way forward, but I don’t see it. The good wolf is going hungry.

I’m not 100% sure the ‘two wolves’ story is Cherokee, and it’s sometimes shared as being told by a grandmother, not a grandfather. No matter the origin, it is the perfect backdrop to my post, and it speaks to the idea that these themes are nothing new to humanity. Unfortunately we don’t truly learn from our mistakes, and so history repeats itself… I hope that enough people will feed the good wolf that maybe, just maybe, we can find ways to live and love in harmony, rather than focus on hate, anger, and our differences in a way that make us act more like animals, and less like humans. Less like hungry wolves, no matter their disposition.

Two wolves

An old Cherokee is teaching his grandson about life. 

“A fight is going on inside me,” he said to the boy. “It is a terrible fight and it is between two wolves. 

One is evil – he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego.” 

“The other wolf is good – he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith.” 

“The same fight is going on inside you – and inside every other person too.” 

The grandson thought about this for a minute and then asked his grandfather, “Which wolf will win? 

The old Cherokee simply replied, “The one you feed.”

It was the summer of 1993 and I was in Israel playing Water Polo at the Maccabiah Games. Certain memories stick with me to this day:

  • 40,000+ cheering fans at opening ceremonies
  • Floating in the Dead Sea
  • Having a semi-automatic machine gun unintentionally, but repeatedly bumping into me on a dance floor
  • Masada
  • Visiting Jerusalem and the Wailing Wall

My first visit to Jerusalem held a surprise. We had a day off before the semi finals and our team decided to take the bus tour to Jerusalem. I was ‘tagging along’ rather than being one of the people who chose what we did, so I neglected to read the advertisement for the bus tour. I neglected to notice that the bus first stopped at the Holocaust Museum.

I hopped on the bus, camera packed, ready to visit the sights of this ancient city. Imagine my surprise when the bus pulled into the parking lot of the Museum. “Where are we?”

My happy-go-lucky-tourist-with-camera-in-hand attitude hit a plexiglass wall the moment I walked in the door. There in front of me, on a pedestal, was a plexiglass cube about 40cm³ filled with gold teeth. Early on in the concentration camps these were pulled from the mouths of Jews on their way to the gas chambers, but it was quickly realized that dead Jews don’t scream and so they started pulling these valuable gold teeth out after the Jews had been gassed.

The Hall of Names containing Pages of Testimony commemorating the 6 million Jews who perished in the Holocaust. Photo credit: David Shankbone

The museum tour was quiet and solemn. Two translated letters, one from a German Commandant and the other from a German Captain,  also stick with me to this day. Forgive my paraphrasing, this was over 15 years ago.

The one from the German Concentration Camp Commandant was sent to another Commandant inviting him to come and see the new gas chambers where they could now, ‘efficiently exterminate 2,000 rather than just 750 Jews at a time.”

Dehumanize the targets.

The one from the Captain was giving advice to other Captains and it said, ‘Be sure that when executing Jews by firing squad to have at least two of your soldiers shooting at each Jew. Although this may seem like a waste of bullets, it removes the guilt that your soldiers feel since they know that even if they did not shoot, that the Jew would still be terminated. The cost of the extra bullet is worth the removal of guilt from your soldiers and the boost in morale.’

Depersonalize the deed.

Both of these perverse letters have had a lasting impression on me because in their own sick way, they make perfect sense. If you are going to be in the business of murder, it makes sense to think of it as extermination, as we do not think twice about exterminating bothersome bugs. If you are going ask soldiers to be obedient and murder for you, it makes sense that you remove guilt from their task.

Rationalize evil.

We do that today, after all we have ‘counter-terrorism’ and we do illegal things in the name of ‘national security’ and our soldiers die in ‘friendly fire’ and of course we don’t support this, rather we ‘support our troops’.

Which wolf are we feeding?

I’ve taught a student of the Bahia faith, whose family had to flee Iran in the middle of the night for fear of being murdered.

I’ve taught a student who hiked for three days in the mountains of Afghanistan with his pregnant mom, younger brother and father, as they fled the new regime. Mom was a teacher in Afghanistan, but when I met her she was washing dishes in a restaurant.

I’ve taught a Serbian who did her Grade 8 public speech on the cruelty of the United Nations. Her Grandfather and best friend were blown up in a crowded shopping mall by a UN plane. Her life was spared because she forgot her purse in the car and went running back to get it.

Who is the enemy?

My life has been very different. As an immigrant to Canada I moved to a mostly Greek neighbourhood and had three close friends that welcomed me into their houses and their lives. I followed these friends to a High School where, for different reasons, they all left by Grade 11, leaving me to fend for myself for Grades 12 and 13, (Ontario had Grade 13 back then).

I left high school with 5 very close friends: A Canadian born of Scottish decent, a German, an African Born Shiite Muslim, a Canadian Sunni Muslim, and a Canadian Jew with East Indian decent. Oh and as for me… my wife describes me as a Chinese Jew from Barbados… (I describe myself as Heinz57 or a mutt).

I wore a kilt in the wedding party for Ross, the Canadian Scott, and I lived with Kassim, the Shiite Muslim, in his house for 5 days leading up to his wedding, living as a surrogate brother and participating in every ceremony.

And as for being a Jew, I think most Jews would say that I am not Jewish. You see, Judiasim is a matriarchal religion and my Grandmother, my Mother’s Mother, is to this day a Catholic. She was happily married, a role model marriage like few I’ve seen, to my Jewish Grandfather until he died.

We can co-exist.

When I read Thomas Friedman’s The World Is Flat I was drawn to the ideas in his very powerful final chapter where he talks of cultures that are stuck on History rather than Hope. There can never be peace in the Middle East if History trumps Hope. Jerusalem taught me that: As a city with great historical significance to three very different religions, Jerusalem should be a sacred and holy place, not a place of hostility and tension.  But where we have ‘anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego,’ we have evil, and we will never have peace.

We remember.

There are parts of History we should not forget. After all, World War One was the ‘war to end all wars’… And so I am writing this on Remembrance Day for a reason. Whether it be concentration camps and the Holocaust or Hiroshima and Nagasaki or genocide in Russia, Rwanda, or East Timor… or any tragic historical event worth remembering… we choose to remember so that we do not repeat our mistakes. We must want and hope that things can be better. We must see lessons learned, not resentment and mistrust. The past will repeat itself if we do not see ‘joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith’… faith that tomorrow can be better than today.

And the battle continues…

“The same fight is going on inside you – and inside every other person too.” 

The grandson thought about this for a minute and then asked his grandfather, “Which wolf will win? 

The old Cherokee simply replied, “The one you feed.” 

May you always feed the good wolf.

Related: In Remembrance 2019.