The Purpose of Education is…

Posted on | February 3, 2012 | 6 Comments

One of the most interesting sessions at Educon this year was facilitated by Chad Sansing and Meenoo Rami, both of them Science Leadership Academy faculty. The title was Hacking School: the EduCon 2.4 Hackjam. I didn’t know what to expect – and what actually happened was beyond any expectation.

They gave groups of four or five of us, collections of objects (tiny cotton balls, crayons, blocks, etc.) and a complete Monopoly set. We were instructed to play the game, but told that players, as part of taking their turn, were required to change the rules in some way. On my first turn, I was at such a loss that the best rule I could make was that if you couldn’t come up with a rule, then you had to figure out a way of wearing a colorful pipe cleaner. Someone may have uploaded a photo to Flickr.

The rule I took away from the game was to never play monopoly with anyone more than 40 years younger than you. We had a great time of not taking any of it very seriously.

As the debriefing began, it became apparent that there was intent behind the activity that had not been communicated by the facilitators. But, then, the conversation became part of the game, where we continued to change the rules – and our own insights – as we exchanged our exceedingly diverse experiences.

Then Sansing and Rami introduced us to Hackasaurus, a tool that enables you to take most any web page, examine it’s underlying code, and then hack that code to change the look and content of the page. Of course you are changing a local copy of the page, not the page itself. Understanding the code of web publishing is the ostensible purpose. But I kept thinking about the playful learning that might result from asking students to hack particular web pages within the context of some current topic of study in history, science, etc.

Then, what really kicked me in the head was when someone said, from a perspective much broader than just any computer, that

“..anyone who is not a programmer is part of the program.”

Sounds of thunder resounded in my skull. Then one of those startling moments followed, where previously held notions began to breakdown and recombine into something new.

“What is the purpose of education?” It’s a frequently asked question these days and I have long said and written that the purpose of education is to prepare our children for their future. Now I believe that,

The purpose of school is to prepare our children
To Own Their Future!

Are we (educators) making programmers, or are we just making software?

Sustaining an Innovation-Friendly School – Reflection 1 from Educon 2.4

Posted on | January 29, 2012 | 1 Comment

Some might wonder about the sanity of taking a late afternoon flight out of Fort Worth, later arrival at the hotel, an almost descent night’s sleep, all to attend only the last day of Educon 2.4. What I wonder about is the potential malign effects of three whole days of deep and enthrawling conversations, nearly every one pushing my thinking in subtile or dramatically new directions.

I reminded Chris Lehmann, at the end of the last session, that I talk about this stuff just about every day. Then I confessed that there was a moment during the afternoon that I realized that every contribution I had made the entire day had come from something else I’d heard at the conference. Educon is a cauldron where our ideas about education get stirred up and mixed with those of others. Our concepts get disassembled and recombined through forces of attraction and repulsion that dazzle me, and every time it happened, it left me a little stunned for a moment.

The one complaint that I have about the Educon experience is the inability to spend at least 15 minutes reflecting after every conversation. I am not referring to the larger conversation sessions, but every single conversation with every single person I encountered, in the sessions, in the hall, fixing coffee, checking my coat ….

This is what I hope to be the first of my Educon reflections about what I learned, unlearned, and relearned.¹

Chris Emdin compellingly making his point

The first formal part of the Sunday installment of Educon was the large group panel discussion, entitled, “How do Schools Sustain Innovation?” I found myself feeling a bit sorry for the moderator, Kevin Hogan, because the panelists pretty much took off from the start and didn’t land again until Chris Lehmann had to fairly frantically call for an end.

It struck me during the discussion, that innovation – a means of finding or inventing a new and better way of accomplishing a goal (my definition) – has become “a goal.” This is understandable within the education arena, because being an inventive, resourceful, free-thinking goal-achiever is part of the skill-set that we are coming to consider basic. But innovation for innovation’s sake risks going down the same confusing road of technology for technology’s sake. It gets taken apart, sequenced, classified, curriculumized — and it simply stops making sense. Chris Emdin pointed this out when he suggested that innovations can get cooped, branded, and become dogma. One of the many threads that I rode throughout the day was that there is no one-size-fits-all “vision” for schooling.

To me, the question at hand is, “How do we sustain an innvoation-friendly school?” and even though the general discussion was riveting, I did not get any clear message on how this is done. So at some point, I started a branch on the concept map I was using to take notes where I added and eventually sorted a list of principles or process for sustaining an innovation-friendly environment.

At the heart is permission and facility. An educational community that adapts to changing conditions grants its members permission to innovate and facilities or procedures for pursuing a better way. It is part of the school’s culture.

Here is the list that I ended with. Even though it is numbered, I now see that other arrangements are at least as appropriate as this.

Permission to Identify and Describe a Problem

I added permission here because several times during the day people described environments that were unwilling to admit problems or listen to those who suggested any course other than “business as usual.”

Permission to Solve the Problem

This one might actually be tougher to allow than it seems. Having worked in state government, I know how risky it is to do anything that jeopardizes your reputation – or that of your boss. In some environments, it is your job to make your boss look good.

This one might better be labeled, “Permission to take a Chance.”

Willingness to Let Go

I suspect that many worthwhile innovations fail, because they are simply mounted on top of existing practices, rather than transforming existing practices. This is illustrated by the three challenges, made by American education reformers, to the Finnish education model (see Finnish Miracles and American Myths). The U.S. education reform movement seems unwilling to consider letting go of government testing, school competition, and accountability.

Awareness of Other Boxes

This is a bit of a twist from my usual reference to “outside the box” thinking. It was actually sparked by a previous conversation with the Director of Applications Development at a large school district I recently worked in. He told me that what he looks for in prospective hires for his programming staff is “creativity.” He went on to say that the best part of his education was all of the history, literature, science, etc. that he took.

I think that innovation does not necessarily come from outside the box, but from having access to other boxes that rearrange our perspectives and enable us to come at a problem from a different angle.

Engineer a New Way

This, I guess, is where the innovation happens, and much has been written about this by smarter people than me. I will humbly suggest that it requires research, design, collaboration, negotiation, and flexibility, to mention only a few of the skills.

Permission to fail and re-engineer

This may well be the toughest part to accomplish. Innovation in business and industry are easy. Failure in the public sector is fuel to those with political agendas. In the private sector, R & D are considered a legitimate and necessary cost of doing business. For schools, it is a waste of tax-payer money. You can tell that I speak from some experience here.

“The illiterate of the future are not those that cannot read or write. They are those that cannot learn, unlearn, relearn.” – Alvin Toffler [↩]

Category: conferences, education, learning, teaching, technology, warlick
Tags: conference > education > educon > educon24 > technology > warlick

Should they Know it in 20 Years?

Posted on | January 29, 2012 | 8 Comments

A couple of weeks ago, I started a blog post recalling a course that I once took as part of my Masters degree. The 1992 course was about developing applications using dBase (look it up). The buzz in tech circles at the time was about Gopher, Veronica, FTP, and something brand new called the World Wide Web. The course was mostly programming – and I loved it. I suspect that many of my classmates (mostly educators in the same degree program) were not so thrilled nor the least bit interested in programming.

The gist of this story concerns the final exam. A couple of weeks before the end of the semester, I sent an email to the professor suggesting that real programmers, as they worked, almost certainly did not rely on memory alone. They had reference books open on their desks so that they could look up various obscure coding options and syntax that might help them solve problems peculiar to the task at hand.

“Shouldn’t we be tested the same way, with the book open on our desks?”

He bought it, announcing at our next class meeting that, “Thanks to Mr. Warlick’s suggestion,” the exam would be open book. “Cheers!” He added that he was changing the exam appropriately. “Silence.” I suspect that some of my classmates felt more confidence with the memory of the solutions to problems they had studied.

I got my “A.” But it occurs to me now that the difference between the exam given and the one intended, was that we ended out not being tested on what we knew – that is to say, just what we’d been taught. Instead, it tested us on what we could do with what we’d learned.

I initially intended for this story to promote open book or open content learning. But I want to come at this from a different angle, owing partly to several pre-Educon blog articles I’ve recently read. You see, if I were to take the originally planned dBase test today, under the originally intended conditions (memory only test), then I would fail it miserably — and I would probably be none-the-worse for the knowledge I’d lost.

However, if I were to sit down and take the test the professor actually administered, with appropriate reference materials available to me, I would probably do respectably well — even 20 years later.

My point is this. What should we, as educators, really care about? Is it just what students can recall at the end of the year or the course? or is it what they can do and whom they will be 20 years later?

If it’s the long haul that we are about, then I wonder, as we write our final exams for the students in our class – or end-of-year state tests, shouldn’t we be willing to ask ourselves, “Can I reasonably expect these children to be able to pass this test 20 years from now?”

If the honest answer is, “No!” then we’re just playing a game.

…Posted using BlogsyApp from my iPad

Category: conferences, education, learning, teaching, technology, textbooks, warlick
Tags: education > educon > educon24 > learning > teaching > technology

Finnish Miracles & American Myths

Posted on | January 19, 2012 | 5 Comments

My work to move Citation Machine, Class Blogmeister, 2¢ Worth, et al, over to my new “uber” server is winding down. I’ve learned so many truly geeky skills – most of which I’ll probably never use again. It’s okay. It makes me feel young.

One advantage of this kind of work is that I can run videos on my iPad, which stands just left of my work screens – and I believe that I’ve already mentioned the thrilling tidbits I’ve been learning about prominant actors (via Inside the Actor’s Studio).

One of the most interesting videos I watched, however, was a talk by Pasi Sahlberg formerly of Finland’s Ministry of Education (notes here). He’s just published a book called “Finnish Lessons: What Can the World Learn from Educational Change in Finland?” that apparently explains a lot about the “Finnish Miracle” in education. Here are just a few items that resonated with me.

Education has long been important in Finland. For hundreds of years, according to Sahlberg, literacy has been a requirement for matrimony. You can’t get married without proving that you’re literate.

Education in Finland is free – everywhere for everybody.

Students track down two branches, starting around year 10, with about 55% of students going to upper secondary school and on to university or polytechnic and 40% going to vocational schools and apprentice training.

Contrary to the “more is more” approach being promoted here in the U.S., Sahlberg said that Finland has followed a less is more strategy, with
- Less per-pupil spending,
- Teachers spending less time in instructional supervision and
- Students spending less time being taught than in the United States and other industrial countries.
Also less attention is paid to grades (it is apparently illegal to apply any grade to students before 5th grade) and NO reliance on standardized tests. (Sahlberg, 2011)

Anu Partanen, a Finnish journalist based in New York, wrote a piece for the Atlantic, where she confirmed some of my own observations about conflicts between Finnish education and the American institution. According to Partanen, in What Americans Keep Ignoring About Finland’s School Success, Sahlberg told her that “..there are certain things nobody in America really wants to talk about.”

Our particular tinted glasses seem to be canceling out what is one of the most central elements of the Finnish solution – the most important of the top two, according to Sahlberg – equity. There are almost no private schools in Finland and the few that do exist are financed by their government. No one pays tuition, ever. Even though equality is part of the American story, I sometimes wonder if we really believe in it?

Recently a presidential primary candidate defended his privileges in a victory speech, saying that this country (U.S.A.) is being divided by “the bitter politics of envy.” Deciding not to include the long passionate political commentary I’d originally written here, I will simply say that we seem to believe that some people deserve a better education than others. The Finnish ideal and investment in equitable education is so foreign to our national story, that it simply does not register. This may be one of our greatest barriers.

Sahlberg says, according to the Atlantic story, that Americans consistently “obsess” over three questions.

How can you keep track of students’ performance if you don’t test them constantly?

How do you foster competition and engage the private sector? How do you provide school choice?”

How can you improve teaching if you have no accountability for bad teachers or merit pay for good teachers? (Partanen, 2011)

The first of these questions puzzles me. I left classroom teaching more than 20 years ago, but we tracked student performance the same way that teachers had for decades. Teachers evaluated student understanding and mastery as part of the learning/teaching process. Are our teachers no longer being prepared to evaluate the progress of their students? Have we completely turned this over to the “testing industrial complex?”

Which brings us to question two. I know that marketplace competition is part of the American narrative. It works for apples, oil, shovels and automobiles to compete in a fair market. But is this where I children belong? I believe that we are forcing our schools to compete because it’s cheaper than taking the responsibility of providing the best education we can imagine for all citizens.

And this segues into question three. Sahlberg says that ”There’s no word for accountability in Finnish.” He later told an audience at the Teachers College of Columbia University that,

“Accountability is something that is left when responsibility has been subtracted.”

Aren’t teachers responsible for quality education in sufficiently supported schools? Isn’t that why they chose the profession? A while back I was having dinner with a group of education administrators (all from union states). They had been or were at that time school principals. After sharing some stories about teacher’s they’d known, they all agreed that,

“Getting rid of bad teachers is easy.”

“What’s hard, is keeping the good ones.”

Can we benefit from the Finnish model. I believe that we can. But we will not do so by trying to fit their miracle on top of our current institution. We must first disassemble some of our fundamental beliefs and practices, construct a new American ideal of equity and quality, and then look to the miracle in Finland.

Sahlberg, P. (Writer & Performer) (2011). Finnish lessons: What can the world learn from educational change in Finland?[Web]. Retrieved from http://news.vanderbilt.edu/2011/12/finnish-lessons/

Partanen, A. (2011, December 29). What americans keep ignoring about finland’s school success. Retrieved from http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

Category: education, learning, teaching, warlick
Tags: America > education > Finland > learning > teaching

Rolling Along…

Posted on | January 12, 2012 | 5 Comments

I’m writing today, simply as a way of keeping a certain amount of momentum going here. I just got back to my office from an afternoon cholesterol walk, two miles, with my camera, but nothing worth removing the lens cap.

At this point, I am fairly isolated from much thought about education, beyond passing one or two things via Twitter and/or Google+. I have several long posts in draft box, but probably will not get back to them soon.

It became clear during the final months of 2011, that my two web servers were not adequately handling the load of Citation Machine and Class Blogmeister, and certainly not the millions of readers of this blog. So I have a new “Uber” server and only two weeks to move all of my sites over. Trouble is that I have no idea how this move is going to go, how many of my sites it’s going to break, and how much debugging I’ll have to do to fix them. So my head’s going to be pretty deep in code and Linux shell commands.

EduCon 2.4
January 27-29 in Philadelphia

The good part… it’s the sort of work that allows me to have some video going in the back ground, and I’ve discovered a channel on YouTube that carries old episodes of Inside the Actor’s Studio. Great fun and interesting to learn which actors are actually as gregarious as the parts they play.

Chances are that I’ll not surface again until EduCon, which I’ll attend only for the Sunday portion. I anticipate much frustration deciding which conversations I’ll attend.

Category: education

So Here’s What I’d Do

Posted on | December 28, 2011 | 16 Comments

I can not remember when I have thought so little about work for so many days. It was probably 25 years ago. This has been a wonderful holiday season and I have been a relentless participant. Alas, among my gifts were an iPhone 4s and an iPad 2. I’m back to work.

But I’ll insert here that I’ve enjoyed this time outside my professional box and will selfishly be seeking more of it. I’ve been practicing education for 35 years now and ed tech for 30 of it — and it’s time to start considering my next great passion — what ever that is. :-)

Until them, I’m still around, and this all comes around to what got me up this morning, an article posted by Tim Holt in his HOLT THINK tumblr blog. It’s number six of his 10 Bad Trends in Ed Tech 2011. He wrote it on the 21st, but I caught up yesterday, thanks to Stephanie Sandifer’s Tweet. His sixth bad trend is “Ed tech gurus not offering solutions.”

A lighthouse is a tower, building, or other type of structure designed to emit light from a system of lamps and lenses or, in older times, from a fire, and used as an aid to navigation for maritime pilots at sea or on inland waterways.¹

I agree with some of what Holt says, but take exception with a great deal of it. Scott McLeod expresses much of what I would add to the conversation and brings a great deal of balance. Be sure to read the comments, to which I may add something after I’ve finished this post.

For 2¢ Worth, I’d like to turn it into a challenge, “What solutions would you have, David, if you were back in that rural North Carolina school district you left 22 years ago?”

I would consider the following ten-action plan is based on my past and current knowledge of that school districts, and would almost surely be altered by a closer association. But here are the solutions that this challenge brings to mind.

Eliminate paper from the budget and remove all copiers and computer printers from schools and the central office (with exceptions of essential need). “On this date, everything goes digital.”
Create a professional development plan where all faculty and staff learn to teach themselves within a networked, digital, and info-abundant environment — it’s about Learning-Literacy. Although workshops would not completely disappear, the goal would be a culture where casual, daily, and self-directed professional development is engaged, shared, and celebrated — everyday! Then extend the learning-literacy workshops to the greater adult community.
Establish a group, representing teachers, staff, administration, students, and community. Invite a “guru” or two to speak to the group about the “Why” of transforming education. Video or broadcast the speeches to the larger community via local access, etc. The group will then write a document that describes the skills, knowledge, appreciations and attitudes of the person who graduates from their schools — a description of their goal graduate. The ongoing work of writing this document will be available to the larger community for comment and suggestion. The resulting piece will remain fluidly adaptable.
Teachers, school administrators, and support staff will work in appropriately assembled into overlapping teams to retool their curricula toward assuring the skills, knowledge, appreciations and attitudes of the district’s goal graduate.
Classroom curricula will evolve based on changing conditions and resources. To help keep abreast of conditions, teachers and support staff will shadow someone in the community for one day at least once a year and debrief with their teams identifying the skills and knowledge they saw contributing to success, and adapt their curricula appropriately.
The district budget will be re-written to exclude all items that do not directly contribute to the goal graduate or to supporting the institution(s) that contribute to the goal graduate. Part of that budget will be the assurance that all faculty, staff, and students have convenient access to networked, digital, and abundant information and that access will be at least 1 to 1.
A learning environment or platform will be selected such as Moodle, though I use that example only as a means of description. The platform will have elements of course management system, social network and distributive portfolio. The goal of the platform will be to empower learning, facilitate assessment, and exhibit earned knowledge and skills to the community via student (and teacher) published information products that are imaginative, participatory and reflect today’s prevailing information landscape.
Expand the district’s and the community’s notions of assessment to include data mining, but also formal and informal teacher, peer, and community evaluation of student produced digital products.
Encourage (or require) teachers to produce imaginative information products that share their learning either related or unrelated to what they teach. Also establish learning events where teachers and staff perform TED, or TELL (Teachers Expressing Leadership in Learning) presentations about their passions in learning to community audiences.
Recognize that change doesn’t end and facilitate continued adapting of all plans and documents. No more five-year plans. Everything is timelined to the goal graduate.

If the institution of education is not transforming fast enough, I do not believe it is because the “gurus” are not getting their hands dirty enough fixing the problems of specific high-need school districts. I believe that every student deserves educators who are capable of adapting to changing times.

Lighthouse. (2011, December 20). In Wikipedia, The Free Encyclopedia. Retrieved 11:57, December 29, 2011, from http://en.wikipedia.org/w/index.php?title=Lighthouse&oldid=466924292 [↩]

Category: conferences, education, learning, literacy, teaching, technology, warlick
Tags: edtech > education > guru > leadership > technology > warlick

What if Curriculum was an Adventure?

Posted on | December 3, 2011 | 18 Comments

Rules, in game play, are traditionally static — printed on the lid of the box. Is this so in real life? How many innovations are rule-changers?

I had the opportunity last week to participate in a conversation that was arranged by ISTE, exploring some of the potentially pivotal emerging issues in the ed tech and broader education domains. I was asked to go first, as I would not be able to stay long — and was consequently put on the spot, to think quickly, and clearly articulate ideas to some really smart people. So I blubbered something about a niche for some new and compellingly relevant digital and networked learning platform that will so effectively, efficiently, and elegantly facilitate all of the education philosophies that we are all so urgently trying to describe that it will change education as we know it.

Peggy Sheehy, being Peggy Sheehy (and rightly so) intercepted my fumbled explanation, campaigning for games as an integral part of that platform. I understood where she was going, said so, and she acknowledged it — because we’ve had the conversation before. But there is a frustrating problem with Peggy’s mission. Most people still see games as play and learning as work — and although many of us have become convinced of the learning potentials of video games and begun to promote their use, the game is still what happens after the teaching.

Periodically, I’m asked to do a presentation called “Video Games as Learning Engines,” which is an introduction to video games (mostly for non-gamers) and an attempt to show how games are actually a form of pedagogy. Yet, I suspect that what most attendees are actually looking for directories of flash-based educational games designed to help students master their multiplication facts or identify parts of speech. Those games are certainly out there, but they do not interest me.

One of the lingering mysteries that continues to intrigue me, in the waning years of my very long career, is what makes it a game — or more to the point, what makes it fun? ..and can we unfold the elements in such a way that they become handlebars in that learning platform I was trying to describe, from which we can hang more engaging learning experiences for our students.

I guess that a learning platform, integrated with games and play would be characterized by
	More	Less
•	Surprise	Predictability
•	Rules that change, can be changed and are inability	Static and constraining
•	Focus on accomplishing personal goals	Focus on achieving institutional goals
•	Frequent, meaningful and empowering rewards	Scheduled, symbolic rewards

For instance, one interesting quality of the games our children play is that they do not require you to learn the rules before you play the game. Learning about roles and rules is part of the playing, and they are often a surprise that has to be earned. They’re a secret. In solving a puzzle or simply exploring, the player finds a magic coin, potion, or relic. As a result of the find, she is endowed with new powers of flight, invisibility, or speed. The powers are a surprise and they change the rules.

Ewan McIntosh recently described a very simple but explicit illustration of this, concerning a school he is working with in Sydney, Australia. There is a fairly nondescript and unreferenced book in a classroom that when moved, releases a switch that turns on a light. Students find it by exploring the environment. They explore because they expect to find secrets. It’s an example of what McIntosh calls Secret Spaces, one of Seven Spaces of Technology in School Environments (watch the video).

So what if this learning platform held hidden information switches, such that when a student references a particular document in his work, he is suddenly endowed with new powers, an opportunity to visit previously blocked resource or tool, or an invitation to formally explore a topic of personal interest, or awarded points or admin rights to further configure his profile page with options and colors that were not available before.

What if curriculum was an adventure, and learning was the reward?

Category: education, learning, social networks, teaching, technology, videogames, warlick
Tags: education > games > learning > Peggy Sheehy > teaching > technology > video games > warlick

The Page is Dead! Long Live Curriculum

Posted on | November 29, 2011 | 10 Comments

After keynoting the recent SchoolCIO Leadership Summit and then facilitating their “Digital Content” discussion cadre, I was asked to compile some of the highlights of our case studies and conversations into a 100 word scenario for the SchoolCIO Magazine’s followup articles. The word limit made the task feel like a job. But it is in that sort of efficient deconstruction, reflection, and reconstruction process that we gain new insights — that I learn.

One of the linchpin moments of the recent SchoolCIO Leadership Summit was when one of the attendees, in a rather off-handed remark, said — and I paraphrase:

We should not simply be transitioning from print to digital content.

We should be facilitating a transformation from an old and obsolete way of teaching and learning to a new and more relevant way of preparing our children for their future.

This remark brilliantly packaged a lot of the issues that had been struggling with for quite some time. It suggests that we take a step or two back and shift our focus away from a new device for content delivery and refocus on something much broader and suggestive of how the game is changing.

A 50 word cloud, generated by Wordle, compiling more than 20 definitions of curriculum from the Internet

The word Curriculum comes to mind as one way of labeling this broader view. Admittedly, the word is fairly slippery, already having different meanings to different people — even among professional educators. Formal definitions range from a zoomed out departmental view, “..the subjects comprising a course of study..” to a closer micro perspective, “..a predefined series of learning events designed to meet a specific goal.” Scan the word cloud to the right.

But as I worked through my notes from the Summit, struggling with the language for my scenario, it occurred to me that a precise and universally accepted definition of curriculum simply has not been very important. Teachers had the textbook; a physical, reasonably durable, easily understood (and operated), dependable, and trustworthy tool that was carefully designed for instruction by experts. We had a practical point of focus that rendered curriculum, as a term, lighter than air, floating to a high and misty place, where its Latin lineage evoked a classical aura to the profession. At least that’s the way I see it.

Today, the textbook, consisting of printed pages glued or sewn together and bound in covers, is obsolete. I believe that its role as the central, dominant, and trusted tool for instructional delivery is been based on a myth and is equally obsolete. Our information landscape has morphed into something that is larger, more dynamic and vibrant, highly personal and yet broadly shared — and almost entirely unforeseen.

This new info-environment has radically changed how we learn.

Therefore, it must also radically change the practices of teaching and the institution of education.

This is the last book that I bought in order to learn to do something (2000). Today, the idea of buying a book to learn a new programming language seems ludicrous. If we’re not buying textbooks to learn after school, then why should we force them on our children’s learning?

As the textbook (in the form that I used it in the 20th century) declines, becoming only one optional component of an expanding and shifting array of resources and opportunities, the role of teacher will change.

This notion of crafting learning experiences by orchestrating webs of content, tools, opportunities and connections implies a broad, partly informed, partly intuitive, and largely personal act of crafting curriculum. It happens as a result of education; experience; professional conversations; research; information resources, tools, and skills; a connection to the community; a genuine caring for children and their self-fulfilling future success; and a professional obligation to be a constant learner and model that practice.

This vision of teachers as curriculum curator is inconsistent with a central and arrogantly authoritative blueprint for everything that learners need to be doing for hours, days, and years of their childhoods and youth.

Curriculum should empower learning, not merely guide and filter teaching.

By relying on teacher currated curriculum over state-adopted textbooks, the transformation we may well see is a shift from classrooms of compliant students to environments of skilled, resourceful, and habitual learners.

…Posted using BlogsyApp from my iPad

Category: education, information, learning, teaching, textbooks, warlick
Tags: education > learning > teaching > technology > textbooks > warlick

12 Ways to Provoke Supportive Learning Conversations at Home

Posted on | November 25, 2011 | 8 Comments

I wrote a blog post last week about home conversations about school. It ended with a question of sorts,

I wonder how a school or classroom might start that dinner table conversation by sharing everyday glimpses of teachers and learners exploring, experimenting, discovering, and sharing passionate and inventive learning.

So I thought I would compile some of the responses I got, with just a few of my own insertions into this 12 Ways to Provoke Supportive About Learning at Home. The items are re-phrased in my own words. Please return to that original post (So What did You Do in School Today?) to read comments in their original wording.

(cc) Flickr Photo by Flatbush Gardener

Edited with Pixelmator

But I want to start off with something that my nephew, Ethan Warlick, student at the University of North Carolina in Wilmington, wrote:

Three years ago, when I was a senior on high school, I had nothing to tell my parents when they asked what I had learned in school. After graduating from high school though, I have noticed that I want to tell my parents what it is I have learned in college classes. I think one of the issues with my high school experience was that I was being taught rules and principles instead of life relevant problem solving tools. (Ethan Warlick)

I still don’t know how he found my blog, but his comments feed wonderfully into the first item of this list.

The first thing to do is to ask yourself the question, “What happened in my classroom today that the parents of my students would be genuinely curious about?” (Ecaterina)
Find creative and effective ways to share with parents (and the community) what is being learned this week in my class, how it is being learned, why it’s being learned, and what my students are doing with it. Suggest questions that might be asked of children at home to provoke dinner table¹ conversations. This can be done via letters and newsletters. But most of today’s parents are probably more accustomed to getting information via their computers, tablets or mobile phones. Consider a Facebook page for your class (observing safety policies), a Twitter feed, or daily updates to your classroom Web site. (Christina C & Alfonso Gonzalez)
Ask students (periodically or on a daily basis) to take inventory of their newly gained knowledge and skills and to write a letter to someone at home describing how they are growing through learning. (Christina C & Cary B. Todd)
Make learning more engaging for students by integrating the creative arts. Asking learners to express their learning through art, music, or performance helps to grant them ownership of their learning, and it gives them something to take home on paper, a thumb drive, or a web link. (Christina C)
Encourage students to engage their younger siblings in dinner table conversations about what they are doing in school and to share what they remember about their experiences in those grades. (Jennifer T.)
At open house, encourage parents to periodically excavate their children’s book bags for homework and test papers, letters home, unfinished art work, etc. The artifacts that they find can raise useful entry points for family conversations about school. (Jennifer T.)
Integrate social networking into classroom and school operations (observing safety policies). Encouraging students to engage in networked conversations, within the context of curriculum, and then making those conversations available to parents, can give those parents a window on the learning experiences of their children. There may also be opportunities to invite supportive participation from parents. (Ashley Bitner)
Engage students in edgy classroom activities that will not only inspire their curiosity, but also the curiosity of their parents and the community. (Sean Wheeler)
Sean’s high school English class just built a chair as part of a quarter-long project. I’m curious as to why!
Record (video or audio) students working or performing, engaging in discussions, and other learner-active experiences, and share with parents through the classroom web site, blog or via email. Update publishings frequently (observing safety policies).
Look at the PBS and BBC web sites, how they often include text and other media to extend specific programs. Here is an alphabetical listing of PBS programs linking to web pages that expand on the issues of the program. If students could enhance some of their reports and presentations, utilizing a full range of media, and publish these multimedia expansions as an integral part of your classroom web site, parents (and community) would want to come in and see, learn, and engage at home.
Set up an ongoing online survey or Tweet out questions to parents (and grand parents) asking how the current curriculum topics connect with their work or personal experiences, drawing that information into the classroom through their children. “Have you ever seen a volcano or experienced an earthquake?” “What were your grandparents doing during World War II?” “Do you ever use algebra?” “Do you use chemicals in your work?”
Enable and empower learners to necessarily, resourcefully and responsibly teach themselves. When they earn their knowledge and skills, they own it — and students will take home with them what they own. (Heather F)

I’m using “dinner table” as a generic term for any chance family members have to talk. For me, it was riding home from a family visit, in the back seat of Dad’s ’52 Ford Wagon, with my chin resting on the back of my parent’s seat (before we had seat belts) [↩]

Category: education, learning, teaching, technology, warlick
Tags: education > family > home > learning > teaching > technology > warlick

So What did You Do in School Today?

Posted on | November 15, 2011 | 32 Comments

Look what we did in school today

(cc) nordicshutter

It has been a while since I’ve written, though it’s not for lack of anything to say. I’ve been re-strategizing some of the functions of Citation Machine for the approaching peak usage that comes as the semester hastens forward. Most of my strategies have been abandoned, but some may be fruitful. We’ll see.

Nice to have digital grease under my fingernails again ;-)

Last week, I ran (via Skype) an unconference session for a PadCamp in Long Island, NY. It was one of those events I’d love to have been there for, where just the right people are having just the right conversations — and that pretty much characterizes my unconference session on the future of the textbook.

There were lots of progressive ideas that resonated loudly in that room. However, I kept wondering how these ideas might resonate in school board chambers or among elected legislators? I kept asking, “What’s the story we need to be telling?”

Of course, that was the wrong question, because that simply got more high-minded ideas percolating. What I should have asked was, “Who should tell these stories?”

I keep coming back to the kids.

A principal of a special project school of kindergardeners described some of the fabulous things going on there and I asked, “What do those kids say at dinner, when their parents ask, ‘So what did you do in school today?’“

The initial answer was, “Oh, nothing!”

But then they corrected themselves realizing that we were talking about kindergardeners. These young children are excited about school — and their parents are excited about school. So might we ever expect middle school or high school students to talk excitedly about what happened in school today?

I suspect that the answer to that question, with notable exceptions, is, “No!”

But can we help parents to instigate those conversations, to break through their children’s adolescent cool, and get them to talk about learning experiences that defy boundaries, generate curiosity, and where innovation and creativity are common and not the exception.

I wonder how a school or classroom might start that dinner table conversation by sharing everyday glimpses of teachers and learners exploring, experimenting, discovering, and sharing passionate and inventive learning.

What do you think?