What if schools operated as if we should all be “learners”? Part 2 #IMOOC week 3

Yesterday, our school played host to a first-ever regional workshop of 4 area schools.

About 800 educators came together to spend the day in workshops, presentations, discussions, sharings, connections all in the service of the theme of the day “Connecting for Kids.”

The premise was simple–we have a lot of education talent in the Finger Lakes region. Let’s put it together, share those resources and knowledge, and our kids can benefit.

Such things do not happen easily. A coordinated effort such as this takes time, and it takes resources. Superintendents trusted that it could come together. Such is the culture of innovation.

The vibe for the day was amazing. Everyone that I spoke with felt like they were learning, and felt like the connection between other teachers and educators inspired and re-filled those March-empty teacher tanks.

Such a day makes room for people to return to something fundamental. It allows us to become learners again. We connected for kids, but we also connected for ourselves and our passions.

Continue reading

What if schools operated as if we should all be “learners”? #IMMOOC week 3

 

Analogy: “Career” vs. “Passion”; “Teacher” vs. “Learner”

It popped into my Twitter feed earlier today. A question that should be added to the list of questions asked when hiring new teachers: “How do you consider yourself a learner?”

A career in education is a long one. Some teachers may spend 20 years, or perhaps 30 or 35 years working in a classroom. Educators may move from a classroom setting, to some support role as  a department chair or leader, or in many cases, move into an administrative position.

If we see our roles only as a adults there to give knowledge, hold students accountable, assign points, it may come to feel pretty static.

And, when students aren’t interested in the class, they resist by not doing work, adults up the stakes with more rules, systems of accountability, and I’ve seen the burned out of imposing the role of the “teacher.”


Integration question: What are the principles of sustainability in ecology and environmental science and how can they be applied to the field of education


I don’t have your answer.

For me, it’s a drive to do new and different things in different ways in my classroom. To not rest on something that’s worked in the past. This means knowing that I have to learn about new techniques, approaches, methodologies and tools to make the new possible and successful.  

 

10 Things to Do to Support & Build Cultures of Innovation

  1. Don’t worry about having all the answers.
  2. Take on new things, and don’t worry about having it all figured out from the start.
  3. Know that it’s okay to say to kids, “I don’t know,” or “I’m challenging you to figure it out.”
  4. Read books–try stuff that other people write about.
  5. Reflect and think about how you can make it new, different, better.
  6. Recognize boredom, figure out what conditions create it, and change.
  7. Blend and integrate: How would a different subject area teacher do this? How would a different grade level do this?
  8. Blend and integrate: If I were a business person, what would I do? If I sold cars, how would I proceed? If I were a surgeon, what steps would I take? If I were a short order cook, how would I make this?
  9. Take time to follow your own passions: run, play video games, cook, write, play music.
  10. Take time to do something you’ve never done before: run, play video games, cook, write, play music.  

Pop Culture in Practice

This week’s Edublogs Club asked us to consider the role pop culture and pop culture texts play in our classrooms and in our instructional practices.

The Tedx Talk by Mackenzie Matheson argues that pop culture, found in media such as Disney films, provides valuable insights into our world, with narrative that comment on what gender roles are promoted and which are subverted, as well as how these narratives provide powerful socialization tools.

Thus, the use of pop culture in classrooms can be an excellent tool for student engagement and critical pedagogy in the classroom.

Like what Matheson advocates for in her talk, I’ve used Disney films to discuss how media can deliver powerful messages about gender, race, and class. However, what I’ve often found is disdain from my students in such approaches. It’s as if they’re saying, “How dare you try to despoil something from my childhood that I love.” Students want to accept pop culture at face value, to enjoy it as consumers of entertainment. They don’t want to accept that Cinderella promotes duty to cruel and unjust parents, that the little mermaid suggests that women need to change themselves to please men, or that Aladdin perpetuates stereotypes made by Western society about Arabic culture: “It’s Barbaric, but hey, it’s home!” Most of the messages in Disney films come intermixed on the screen with catchy jingles and smooth whistling from characters.

While I agree with Matheson’s ideas–not just her but with other educators who are pop culture-in-classroom proponents–that pop culture is valuable, but I guess I diverge and think that it’s not the quick fix to student disengagement or faltering motivation.

As an aside, Matheson’s talk provides some great analysis of these films. I wonder how she arrived at it. On her own? Or was that part of a classroom assignment or from someone teaching her about media analysis? Was there any research conducted? What were her sources? I have to think a classroom and teacher were in some way responsible, but we won’t know.

Also, I didn’t think her talk added up. There was analysis of Disney films, but in the end her message is identify with a character, fight your Disney battles. I didn’t seem to come together.

Bringing in media and using it is important, but I’ve also found that students access such a diverse and really fragmented array of media, that finding commonality in their tastes is near impossible.

I play, as many of my students do, video games. For weeks now, I’ve been excited to play the new PS4 game Horizon Zero Dawn; however, when I shared this with my classes, not even the gamers new what I was talking about. When I am able to talk about videogames with my gaming students, I realize that we don’t all play on the PS4. Some play on the xbox, some on PC. We play an astounding array of games and in many styles. I love learning from them and I’m inspired. But, even as gamers, we lack commonality.

It seems that we no longer, as a culture, access the same media narrative. Decades ago, there was a commonality–families sat around a radio and listened to a broadcast. And every family in each house and neighborhood was likely to listen to the same thing. Now, each person carries their own metaphorical radio around, and most have them in their pocket; however, that radio plays such a diverse range of media and programming, and that choice gives us power, but it also divides us.

No longer can we count on the idea that everyone watched the latest episode of MASH, or Friends, or Seinfeld the night before and that we can talk about it while circles around the water cooler or over bad cafeteria lunch in the teacher’s lounge. Instead, the water cooler talk revolves around the individual programming of the watcher, and an argument from each on what should be added to the other’s Netflix queue for watching. I myself have trouble remembering what media services my co-workers subscribe to: “Are you on Netflix? No? Hulu? Prime?”

The same goes for students. We can’t expect everyone to have watched PLL, or Lost or Grey’s Anatomy. They’re all watching something different. And if it’s not watching, then they’re all listening, reading, streaming, or Youtube-ing something different. If they aren’t Disney freaks, then they’re into video games or rap or ESPN.  

This makes it almost impossible to have a common framework and approach in using popular media in the classroom.

What’s important is not necessarily the media that I bring, the popular culture media, but that students might bring their own favorite kinds of media into the class space to share, and more importantly to work at evaluate, to review, to analyze, to seek out its messages.

When empowered to work with their own media choices, the results can be great for the individual student. I’ve seen great work done in analyzing gender in Orphan Black and genre mash-up in Firefly. I’ve seen them analyze depictions of masculinity in World of Warcraft. Students do great visual analysis of Seventeen magazine covers. I’ve had students create excellent histories of the Mario franchise.

Where I’ve had the most success is not with what I bring to the table, but when I give them the opportunity to select their own media and texts to work with.

Change is an opportunity to do something amazing, so let’s build a new school.

For the first week of season 2 of Innovator’s Mindset, I get to pour the metaphorical Legos out onto the floor, and build a new school.

Recently, I’ve written here about some of the things I’d like to see in forward thinking classrooms (A New High School Course), about some new models for writing (Trashing the High School English Classroom) and about how I’m working with students using Twitter to build connections to ideas they’re researching (Students, the Twitter-verse and Me).

When the IMMOOC prompts came out, I felt a little stalled, and to work through the block, just made some lists of practices I was trying to embrace as an educator and my reactions to the early pages of Innovator’s Mindset. I wasn’t feeling it, so decided to spend sometime engaging in design thinking and build a new school.

I’ve heard teacher re-frame the focus of education: “I don’t teach X subject, I teach children.” It’s, of course, an important distinction to make. The learners in classrooms need to come first, and before learning things like the quadratic equation, logos-ethos-pathos, the theme of Hamlet, or the parts of a cell.

However, I wonder, if we think of schools just in terms of the children, and that children are the only clients that we serve, we maybe do a disservice to the entire community. After all, teachers are there, and some will spend thirty or more years working in a building, the same can be said of the administrators, counselors, and other members that make up the service that’s done. Schools also function, arguably, to create functioning members of the community. Doesn’t a school serve, beyond its children and faculty, the larger community?

I’ve stopped saying, “I don’t English, I teach children,” to “I’m trying to engage in a practice that honors the humanity of all of those involved.”

By trying to make things better, and to engage in design thinking, I hope to honor the humanity of my students and my self. When I read Launch, last summer, my central take away is that when we are going to create, we have to start by asking questions that force us to consider those we are trying to create for. If we’re going to build better schools–both physically and in terms of the curriculum, we have to empathize with all involved.

Here are some things that I would do in the new school:

First I’d start with some questions. Here are some questions that need to be asked?

  • What kinds of environments do people feel most productive in?
  • What does psychological research reveal about the connections physical space, productivity, and learning?
  • What kinds of spaces exist on the cutting edge in industries such as tech, medical, automotive, business? What do they look like and why?
  • How can schools provide services important to people that move beyond the academic? For example, can we put medical clinics, dentists, legal aid, fruit and vegetable markets, DMVs, county clerks offices in schools for members to have access to?
  • What are the core experiences of our humanity? Community? Language? Cooking? Collaboration? Innovation? Creativity? Making? How can schools promote such experiences?
  • How do we create a school that will still be relevant in 5, 10, 20, 100 years?

Physical:

  • A range of classroom layouts that accommodate for a range of instructional styles: direct, project-based, small-group, rotational.
  • Outside classrooms designed and constructed so that teaching and learning could happen year round. Heated spaced, covered spaces.
  • A large, open communal space designed to be welcoming for all members of the school during the day, and for all community outside of school hours.
  • A movie theater.
  • Individual office space for each teacher. Space large enough for teacher and small group of students.
  • Labs designated for use not tied to classes: maker spaces, computer, media. Spaces where members are allowed to work, play, create.

Curricular:

  • A strong, developed, transparent, and rigorous system of assessment for all students. Assessments are generated or negotiated between teachers, students, parents, community members (hospital, business leaders, for example), allow for multiple approaches to complete, and involve all stakeholders in the evaluation of the assessments.
  • Emphasis on project-based learning, inquiry, research, interdisciplinary study.
  • Expectation that administrators work in classes; expectation that teachers perform administrative tasks.

What would I leave behind?

  • Assumption.
  • “This is how we’ve always done it.”
  • Budgetary restriction.
  • Peddling to the mediocre, average, and fearful.

I would love to hear about what your schools have done to be different and any questions you’d add to my list. I’m sure that I’ll be revising this blog. As soon as I post, I know that I’ll have something new to add to one of the lists above.

Now, off to read some great blogs and be inspired.