Learning to Change

How important is it to ask what students think of their education? It's vitally important for us to ask this of our students even though we may not be satisfied with what they say about their classroom experiences. Bruce and I are discussing this concept today, along with my recent eye-opening visit to a school in Ontario, homeschooling and self-determined learning, and an impressive new school opening soon in Albemarle, VA spearheaded by retiring superintendent Pam Moran.

 

Show Notes:

Albemarle Tech Center for Creativity and Invention

Change School

The Modern Learning Lens

Lisa Harvey Smith Article

Phillip Adams Bio

Pam Moran Podcast

 

 

In this conversation between Bruce Dixon and I, we cover a range of topics, everything from student voice to homeschooling to new schooling to developing a modern lens for learning in schools. (Say all that three times fast.)

 

Show Notes:

Albemarle Tech Center for Creativity and Invention

Change School

The Modern Learning Lens

Lisa Harvey Smith Article

Phillip Adams Bio

Pam Moran Podcast

 

Is instruction really necessary in schools? That's just one of the many intriguing questions we dive into in our latest podcast with our friend, mentor, and educational leader, Gary Stager, in a conversation that will have you thinking hard (once again) about teaching and learning in the modern world.

Gary’s focus is on the nature of teaching, and he says that since the mid-80’s, we have removed the art of teaching from teacher training, and now we have a generation of teachers who don’t know how to teach. To rectify this, we need to create a productive context for learning and “bridge the gap.” We do that by creating interesting, relevant projects instead of “reckless instruction.” Gary believes that deep, meaningful learning is often accompanied by obsession, and his focus is on answering the question: How can we create experiences and context in classrooms where kids can discover things they don’t know they love? This is done by implementing good projects that spur creativity, ownership, and relevance.

"A good project can replace a great deal of reckless instruction." - Gary Stager

Through his professional learning conference Constructing Modern Knowledge (CMK), Gary has teachers put on their “learner hats” and learn how to create obsession, since, he says, very few of us have experienced what greatness looks like. In our conversation, Gary explains why he started CMK, what he wants to accomplish, and what he wants for educators. He shows teachers that the future of education can be much brighter. He also explains why he wants to spend more time advocating for arts education and why he thinks there is great value in a new focus and NOT committing to a curriculum.

Resources:

www.constructingmodernknowledge.com

Choice Time by Renee Dinnerstein and Kathy Collins

Loose Parts book series by Lisa Daly and Miriam Beloglovsky

 

Is instruction really necessary in schools? That's just one of the many intriguing questions we dive into in our latest podcast with our friend, mentor, and educational leader, Gary Stager, in a conversation that will have you thinking hard (once again) about teaching and learning in the modern world.

Gary’s focus is on the nature of teaching, and he says that since the mid-80’s, we have removed the art of teaching from teacher training, and now we have a generation of teachers who don’t know how to teach. To rectify this, we need to create a productive context for learning and “bridge the gap.” We do that by creating interesting, relevant projects instead of “reckless instruction.” Gary believes that deep, meaningful learning is often accompanied by obsession, and his focus is on answering the question: How can we create experiences and context in classrooms where kids can discover things they don’t know they love? This is done by implementing good projects that spur creativity, ownership, and relevance.

"A good project can replace a great deal of reckless instruction." - Gary Stager

Through his professional learning conference Constructing Modern Knowledge (CMK), Gary has teachers put on their “learner hats” and learn how to create obsession, since, he says, very few of us have experienced what greatness looks like. In our conversation, Gary explains why he started CMK, what he wants to accomplish, and what he wants for educators. He shows teachers that the future of education can be much brighter. He also explains why he wants to spend more time advocating for arts education and why he thinks there is great value in a new focus and NOT committing to a curriculum.

Resources:

www.constructingmodernknowledge.com

Choice Time by Renee Dinnerstein and Kathy Collins

Loose Parts book series by Lisa Daly and Miriam Beloglovsky

Would you ever think that Justin Bieber would be the starting point for one of our conversations? Though it may sound crazy, that’s where we begin today, discussing what is possible through social media and technology, since there is no better poster-child for the subject. As always, we’re talking about what learning is and how to make it more relevant. Stay with us for a meaningful discussion about learning, competency, assessment, politics, and more.

"The fear is that high achievers will not be rewarded with a non-traditional model of learning."

Today’s show revolves around a recent article about Maine’s move to proficiency (or competency)-based assessments. In the article, arguments against these assessments were presented, and although neither of us are fans of giving grades in the current state, we have mixed reviews of the opinion stated. Proficiency-based assessments change the role of teachers and shift attention to those students who are struggling. The common response to these assessments shows how deeply-rooted tradition is regarding what schools have to be and how grading has become increasingly difficult for teachers AND parents to understand. 

The article shows that there hasn’t been enough investment in proficiency-based assessments to communicate the intent. Students will push back because they’ve been trained in the traditional system, and it could --and should--take several years to implement a new system. Communication will be key, as it beats compliance every time. Does it really make sense to repeal a learning system, grading system, and teaching system that has existed for so long? The bottom line is that everyone is scared to do things differently. For any new learning system to bring change in education, we have to be intentional in the process and be willing to invest the necessary time.

Check out additional podcasts where we discuss more about undoing traditional grading practices.

 

 

Would you ever think that Justin Bieber would be the starting point for one of our conversations? Though it may sound crazy, that’s where we begin today, discussing what is possible through social media and technology, since there is no better poster-child for the subject. As always, we’re talking about what learning is and how to make it more relevant. Stay with us for a meaningful discussion about learning, competency, assessment, politics, and more.

"The fear is that high achievers will not be rewarded with a non-traditional model of learning."

Today’s show revolves around a recent article about Maine’s move to proficiency (or competency)-based assessments. In the article, arguments against these assessments were presented, and although neither of us are fans of giving grades in the current state, we have mixed reviews of the opinion stated. Proficiency-based assessments change the role of teachers and shift attention to those students who are struggling. The common response to these assessments shows how deeply-rooted tradition is regarding what schools have to be and how grading has become increasingly difficult for teachers AND parents to understand. 

The article shows that there hasn’t been enough investment in proficiency-based assessments to communicate the intent. Students will push back because they’ve been trained in the traditional system, and it could --and should--take several years to implement a new system. Communication will be key, as it beats compliance every time. Does it really make sense to repeal a learning system, grading system, and teaching system that has existed for so long? The bottom line is that everyone is scared to do things differently. For any new learning system to bring change in education, we have to be intentional in the process and be willing to invest the necessary time.

Check out additional podcasts where we discuss more about undoing traditional grading practices.

 

If you haven't heard (or seen) the movie "Most Likely to Succeed," you may be in the educational minority today. The documentary highlights the problems of traditional schooling through the eyes of students, parents, and teachers who are seeking, and in some cases participating in a very different education, and it's become one of the most watched (maybe the MOST watched) film about education ever. Millions of people around the globe have seen it, and now, you can even rent your own personal screening via the film's website.

While the movie takes it's cues from Tony Wagner's book of the same name, it's producer Ted Dintersmith has been doing the yeoman's work in getting the film out to global audiences and in pushing the conversation around change to state legislatures. And Ted is our guest in our 40th episode of the Modern Learners Podcast.

Our conversation runs the gamut from what the change narrative is evolving into, to places where change is happening at high levels, to the barriers that those seeking change are facing, to some predictions about what the future looks like for education. In addition, we discuss parts of Ted's brand new book, What Schools Could Be, which is a chronicle of his visits to all 50 states to get a bigger sense of education, both good and bad, as it stands in the United States today.

If nothing else, the movie is sparking some different conversations about change as it challenges the narrative of schooling that we've held on to for over a century. And to hear Ted talk about it, some of the conversations are beginning to reach the highest levels of state government. That's great news. Here's hoping this interview helps in that cause.

If you haven't heard (or seen) the movie "Most Likely to Succeed," you may be in the educational minority today. The documentary highlights the problems of traditional schooling through the eyes of students, parents, and teachers who are seeking, and in some cases participating in a very different education, and it's become one of the most watched (maybe the MOST watched) film about education ever. Millions of people around the globe have seen it, and now, you can even rent your own personal screening via the film's website.

While the movie takes it's cues from Tony Wagner's book of the same name, it's producer Ted Dintersmith has been doing the yeoman's work in getting the film out to global audiences and in pushing the conversation around change to state legislatures. And Ted is our guest in our 40th episode of the Modern Learners Podcast.

Our conversation runs the gamut from what the change narrative is evolving into, to places where change is happening at high levels, to the barriers that those seeking change are facing, to some predictions about what the future looks like for education. In addition, we discuss parts of Ted's brand new book, What Schools Could Be, which is a chronicle of his visits to all 50 states to get a bigger sense of education, both good and bad, as it stands in the United States today.

If nothing else, the movie is sparking some different conversations about change as it challenges the narrative of schooling that we've held on to for over a century. And to hear Ted talk about it, some of the conversations are beginning to reach the highest levels of state government. That's great news. Here's hoping this interview helps in that cause.

Do you know the difference between technical change and adaptive change? Most change in schools involves technical change, like “dressing up” the current situation, but not really addressing the underlying issues. Adaptive change, as defined by Harvard’s Ron Heifetz, is changing culture, worldview, and self-worth. These are the changes that are the hardest to make and require a re-imagination of our culture and our basic roles. The message is that we need to stop “playing around the edges” and make changes that really get to the core.

The work of leadership is to constantly keep redefining the destination.

We know we are not doing the right thing in schools today, but people get defensive with anger, confusion, and uncertainty when their deeply-held beliefs are challenged. Doing the right thing in schools means more than adding a piece of technology here and a change in curriculum there. The goal is to go FROM a traditional teaching culture TO a modern learning culture. This is accomplished by letting go of tradition and our entrenched notions of learning, by being committed to rethinking and examining what we do, and by building an environment of inquiry. 

Resources mentioned in the episode:

The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation by Robert Evans

The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World by Marty Linsky and Ronald Heifetz

www.audreywatters.com

Do you know the difference between "technical change" and "adaptive change?" Most change in schools involves technical change, making small tweaks to "improve" what we're already doing. On the other hand, adaptive change, as defined by Harvard’s Ron Heifetz, is more about changing culture, worldview, and self-worth. Adaptive changes  are hard to make, and they require a reimagination of work at the most basic levels. Instead of “playing around the edges,” we atempt changes that really get to the core of our beliefs and values.

The work of leadership is to constantly keep redefining the destination.

In many ways, it arguable that we're not doing the right thing for kids in schools today. But when we suggest that, people get defensive with anger, confusion, and uncertainty. That's what happens when we challenge their deeply-held beliefs. Doing the right thing in schools means more than adding a piece of technology here and a change in curriculum there. The goal is to go FROM a traditional teaching culture TO a modern learning culture. That requires letting go of much of our legacy practice and our entrenched notions of learning. And it requires being committed to rethinking and examining what we do. Creating an environment of inquiry, of creation, and connection is a great place to start.

Resources mentioned in the episode:

The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation by Robert Evans

The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World by Marty Linsky and Ronald Heifetz

www.audreywatters.com