Tag Archives: learning

School 2.0 Participant’s Manifesto

I wrote this on February 5th, 2007. It was one of my early blog posts as I immersed myself in blogging and using Twitter to connect with educators around the world. It was an exciting time to be an educator. New online Web 2.0 tools were coming out all the time: Photo sharing, wikis, live chat boxes on blogs, live video streaming, and many other tools that gave you access to be a creator on the web in ways that were unimaginable just a couple years earlier.

I saw the potential of getting students not just to participate, but to be creators of content on the Brave New World Wide Web.

And I saw the walls of the classroom disappearing:

But it wasn’t just about the web and using these tools. It was about looking at the classroom differently. It was about creating a space where everyone in the community was an active participant. So, without further ado, here is my (15 year old)

School 2.0 Participant’s Manifesto

When I enter our learning space I will be prepared to learn, to participate, to engage, to discover, to play, to inquire, to create.

We are all different. Our opinions are different. We all learn differently. Our learning will be differentiated.

Respect makes all the difference.

We are not all equal, but we must all be ethical, just and fair.

Classes are not rooms; they are learning communities.

Our community will use technology effectively, affectively and appropriately.

Curriculum describes and directs; it is not to be prescribed or directed.

Knowledge is static. Synthesis is dynamic. We create meaning.

Collaboration is a series of learned skills.

Grades are measurements; Rubrics offer feedback.

Self-reflection is mandatory.

When I leave I will be more literate, more resourceful, more involved, more collaborative, more connected, more thoughtful and less willing to accept injustice of any kind.

I will make a positive difference in my world.

Playing with geometry (again)

I’ve already shared that I’m playing with geometry a lot with Joe Truss. We met on Zoom today and talked about living in a ‘Tetraverse’, a universe that is built on the structure of a tetrahedron.

Today we spoke about how this Tetraverse would (and does) affect gravity and wheels spinning on axis. Then I went back to my magnetic ball and rod 8-frequency tetrahedron that I built a few weeks back and played some more. It’s late and I’m not going to try to do a synopsis of the intricate patterns I saw. What I do want to say is that it’s fun to play in a space where I am constantly learning both by being taught and by discovery.

It’s amazing what we can learn through play.

Invisible hold

The things that hold us back the most are usually invisible to other people. It’s a lack of confidence, a crippling amount of self doubt, a hesitation for fear of not being right, or valued, or heard. I see it a lot in students. These internal stressors are portrayed as avoidance, distraction, shyness, hesitation, and even self deprecating humour.

Don’t understand something? “I’m stupid.” Or just pretend to understand to avoid looking stupid.

Treated poorly by a fried? “I deserved it.”

Don’t know where to get started? Just do something else off topic rather than ask for help.

Sometimes it’s not a lack of work, but putting too much in that’s the problem… “It’s not good enough”, “It’s not my best work”, or “It’s not ready”… and all the while it’s better than what most students will submit. Perfectionism is crippling and sometimes “I didn’t try” is easier to face than trying hard and it not being up to par, or knowing just how hard it is to always do great work all the time.

We see a lot of undesirable behaviours, but we don’t see the hidden challenges, the internal struggles, the invisible hold of insecurities that are the root of the behaviours. We see the byproduct of the struggles but not the struggles themselves. Addressing the behaviours does not always address the problem.

This is why it’s important to teach students and not just subjects. Why relationships matter as much as content. Why it takes a village to raise a child. Helping students reduce the hold of their challenges and doubts is as important as any subject we might teach. The best thing we can teach is the wisdom to know themselves, and the confidence to know that they can be and are valued members of our community.

Big rocks

I remember a story about a professor who teaches students about dealing with all the problems and pressures in their lives. He brings a glass jar to class with some sand, pebbles, and slightly larger rocks. He describes these items as all a person’s problems and challenges, and the jar as the person. He tries to put all these items into the jar, starting with the sand, and they don’t fit. Then he starts with the pebbles, and again they don’t fit. Then he starts with the slightly larger pebbles, puts the smaller pebbles in afterwards and shakes the jar so that the smaller pebbles fall between the larger ones, then pours the sand in, which fills the empty spaces. Everything now fits. The lesson is to pay attention and take care of the biggest problems first and you make room to handle all your problems.

I think it’s a neat story, but I never really agreed fully with the message. I don’t think it’s healthy to always be trying to deal with the big problems you face first. Sometimes if you ignore the little problems for too long, they become bigger problems too. “Kill a snake when it’s small,” my grandfather used to say. And sometimes it’s in dealing with smaller issues that the insight comes as to how a larger issue can be solved.

But sometimes it’s easy to avoid the ‘big rocks’ by staying busy tending to smaller issues, and actually avoiding the bigger ones. That’s when the professor’s advice becomes wise. Kill a big snake before its too big to ever deal with… before it’s too big for your jar.

So when do you deal with the big rocks first? I think it’s an upside down bell curve that should drive your attention.

Imagine an attention graph on a scale from not thinking about something at all to always thinking/worry about something. When you are stuck worrying about a problem too much and, on the other extreme, when you are altogether ignoring that problem, that’s when it should be dealt with swiftly, putting aside other smaller issues. But you can’t spend your life only taking care of your big problems and feel like these big rocks are all that matter. No, they should only be a priority when they are bothering you too much, or when you are trying to escape them. At these points it’s time to face the big problems head on.

That doesn’t mean that you ignore them at all other times, it simply helps you determine when they should be the snake you kill… no matter how big it may be.

the spaces in between

I’ve never been to a session at a conference that has taught me more and been more engaging than the ‘spaces in between’ the sessions.

Connecting with distant friends and colleagues; Engaging conversations about teaching, learning, and leading; Topical discussions and meetings over coffee and meals; And getting to know bright people who have similar jobs but unique life and work experience that open my eyes to things beyond what I tend to learn and in my scheduled blocks of conference time… these are the moments that make a conference a rich leaning experience… it’s the spaces in between.

The paradox of pain

It doesn’t matter if it’s physical pain, or simply the pain of doing something uncomfortable or inefficient, I’ve noticed that people prefer old pain to new pain.

Knee hurts, but so do the physiotherapy exercises? Well then the knee pain isn’t so bad.

Doing something that takes a long time to do, but learning the better way to do it is hard work? The long way is ok.

Being told that the system you are currently doing needs to change? Complain about all the ways the new system will be a potential problem, rather than focussing on how it could be better.

People prefer to stay in the pain they know than to be introduced to new pain… even if that pain is lesser than the current pain. The pain of change hurts more than the pain you are in. Except it really doesn’t. That’s the paradox of pain… new pain is always perceived as more painful than the current pain you are in. And so change is resisted, and the old pain persists.

Related: Leading Change, and the follow up Embracing Change on my Pair-a-Dimes blog.

Full STEAM Ahead

Yesterday Dave Sands presented to our teachers and shared the district STEAM initiative with us. He also ensured that the presentation was tailored to our school.

Three concepts that really stuck with me from the presentation and conversations I’ve had with Dave:

1. We are moving from trying to do STEAM education in course silos, to multidisciplinary projects, to ‘transdisciplinary’ – fully integrated STEAM initiatives and perspectives.

And the path to do this is through more inquiry based learning.

2. This isn’t about doing a project and thinking, “Oh, I can add this Math concept here, and this is the way I will tie in Science.” Neither is it about trying to pull out curriculum outcomes from each of the subjects. Instead, this is about doing projects that foster curiosity in these areas and then students needing to delve into these areas to learn and do more.

3. The approach to get students there is through different lenses. A lens provides the opportunity for both teachers and students to approach a project with intention, and allows for a specific line of questioning that makes the connections easier to see and make.

Lenses help students focus on what’s important, and not just get lost in the busywork of the project, without making the necessary connections to the learning.

While I think Inquiry Hub is already focused on multidisciplinary learning, the idea of lenses can help us do this even better, and move us more towards transdisciplinary learning.

Unexpectedly clever

There is no such thing as a perfect worksheet, and students will often read a question and figure out an unintended way to answer it. Here are two clever responses… the difference being the teacher’s assessment.

I look at the first one and I can hear the Madagascar movie version of it in my head. The teacher states the obvious, “Not the answer I was looking for” and gives it a big red X.

It’s obvious in the second one that the answer also wasn’t what the teacher was looking for, but that teacher gave it a big red check mark and a star.

“Not what I was looking for” does not mean wrong.

A clever response may be unexpected, however whether it was an intentional circumvention of the intended outcome or just insightful and clever it deserves to be appreciated rather than marked incorrectly. In my books, both these kids deserve a star.

Good doesn’t have to be enjoyable

I said this to my massage therapist one day when she had her elbow pressed deep into my back, “Good doesn’t have to be enjoyable”. It was uncomfortable. In no way was it enjoyable. But it was so, so good! She was working out a knot in my upper back very slowly, with a whole lot of pressure. The feeling verged on pain, but it was really good. I knew that in the coming days I would feel a lot of relief thanks to my muscles being worked over in a slow, hard, methodical way.

I think it can be easy to forget that some things are good for you, even if they aren’t fun. Ask any athlete who is stuck just below the skill level required to do a challenging move. Ask a student who is stuck on a concept, but keeps working to figure it out. Ask someone new to a an enjoyable job but the work itself is challenging to do well. Ask a person in the gym working a muscle group to fatigue and their spotter pushing them to do 3 more assisted reps, when their body wants to quit… good doesn’t have to be enjoyable.

There are many things in life that are good to do, that involve some level of uncomfortableness or discomfort, yet are absolutely worth doing. Difficult conversations are another excellent example. Very often people avoid hard but necessary conversations and the lack of communication either allows discomfort and upset to continue or actually makes matters worse. It really isn’t enjoyable having hard but necessary conversation and yet it is so valuable to have these conversations rather than avoid them.

Enjoyment isn’t a necessary byproduct of doing something that is good for you. Immediate enjoyment might not even be desirable. Sometimes it is valuable to take pleasure and enjoyment out of the equation if you want to push yourself to do something that is good for you in the long run.

I think sports is a good place to learn this as a kid. Running faster helps you play better, but that means doing tiring drills. Repeating an action over and over again can be boring, but when you use that skill properly in a game you are rewarded.

Mottos like ‘Just do it’ and ‘No pain, no gain’ come to mind. Doing something well or that’s good for you doesn’t always have an immediate reward, and so it might not be fun to do, even if it’s good for you.

Lack of integration not information

We have access to more information than we could ever use. The sum of knowledge available to us is far beyond anyone’s comprehension. Creativity and ingenuity do not come from more knowledge but rather two kinds of integration:

1. Integration of understanding.

There is a difference between understanding how an ocean wave works, and knowing when to catch a wave when surfing or body surfing. There is a difference between studying covalent bonds and understanding how two chemicals will interact.

2. Integration of fields of study.

A mathematician who sees poetry in a series or pattern of numbers. An engineer who sees an ant nest and wonders what they can learn about airflow in buildings.

In this day and age, lack of information is seldom the problem, but lack of integration is.

For schools, integration means getting out of subject silos, and thinking about cross-curricular projects. STEM and STEAM education, and trying to solve hard problems without a single correct answer. Integration of curriculum, inquiry learning, iterations, and learning through failure by hitting roadblocks that require out-of-the-box thinking and solutions.

Integration comes from challenging experiences that require base knowledge in more than one field. So, while knowledge and information are necessary, information is not sufficient without integration of ideas from other subjects and fields. The learning really begins where subjects and concepts intersect… and where learning across different fields is meaningfully integrated.