The Key to Empowering Educators? True Collaboration
Alan November: How Teachers and Tech Can Let Students Take Control
Nine Tenets of Passion-Based Learning
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If we really want children to grow up to become self-reliant and reach their full potential, “we would be doing something very different in schools. We live in a state of cognitive dissonance.”\u003c/p>\n\u003cp>His comments are informed by a recent cross-country tour facilitating community discussions on education, as well as more than 400 interviews he’s logged with a broad spectrum of education practitioners, analysts, and innovators.\u003c/p>\n\u003cp>“What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow, and that was the original intent. Public schools were based on the belief that what was needed was a small group of elites who would make the decisions for the country, and many more who would simply follow their directions” -- hence a system that produces “tremendous intellectual and commercial dependency.”\u003c/p>\n\u003cp>And the notion that the smartest students rise to the top, regardless of family and social circumstances, “sends a message to the majority of students that they are losers,” Hargadon notes, which doesn’t square with a professed belief in the inherent value and capacity of every child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How do you tell a story that opens the door to rethinking what people have believed for decades?\"\u003c/aside>\n\u003cp>The system’s fundamental design also leads to a host of unintended consequences, including bullying. “We’re placing kids in an artificial environment,” he says, “telling most of them they’re not good at things, and then expecting them not to explode at each other? Of course they will. The ‘mean girls’ thing is not a natural part of childhood—it’s more a reflection of how kids are being treated than a reflection of kids. It’s shocking that we put up with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system and, as such, find it difficult to envision an alternative. “People are almost in this Matrix-like existence,” Hargadon says. “They don’t question schooling. How do you tell a story that opens the door to rethinking what people have believed for decades? So much in their lives depends on that story being what they think it is. How do you tell a new story that involves people reclaiming their destinies, children not being defective, and learning not being owned by one organization?”\u003c/p>\n\u003cp>There are also vested interests in the status quo. “The people who benefit from us not being active citizens, from all buying the same things, and being willing to take jobs that demand we leave our personal values at the door—they all benefit from the current schooling system, because it produces a populace that does not feel confident in being critical,” he notes. “At an institutional or personal level, those who benefit don't have much incentive to promote changes in education that would lead people to question their motives or challenge their practices.”\u003c/p>\n\u003ch4>To Drive Real Change, Focus on the Human Factors\u003c/h4>\n\u003cp>An economic crisis (perhaps the one we’re already experiencing) may provide the financial imperative to overhaul the system, Hargadon says. But something even more powerful may take precedence: He’s noticed “more and more resonance with the idea of having a moral imperative for education,” pointing to the growing backlash against high-stakes testing as one indication of a shift in thinking.\u003c/p>\n\u003cp>He sees a need for more people to “stand up and say: ‘This is not the right thing for children—it’s not a healthy childhood.’” But families must also reclaim ownership of learning, rather than viewing it as the responsibility of schools and government, and also resist the tendency to make decisions for others. “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy, and it becomes self-fulfilling. And when society says it knows better than the family, it’s a recipe for disaster. Some family circumstances are not ideal, but it’s a slippery slope. It’s about trusting and respecting the capacity of individuals to make choices.”\u003c/p>\n\u003cp>Technology can support a transformation, but it’s not a silver bullet. The Internet has ushered in an era of “digital democracy” and increased people’s capacity to question the status quo. Widespread access to unlimited information has also opened many doors. But “the process of becoming a self-directed, independent learner is a very human process,” Hargadon says. “Recognizing the different needs of every student, and the desire to help each one become personally competent as a learner and find productive things to do in life—that won’t happen online.”\u003c/p>\n\u003cp>The temptation to “solve all these problems with data” must also be tempered, he says. “Data does not define the core things in education, such as someone opening your eyes to something.” There’s a lesson to be learned from the world of business, he adds, where “the true value of the ‘total quality’ movement came not from tracking, but from involving workers themselves in using the data for self improvement.”\u003c/p>\n\u003ch4>A Future Marked by Greater Freedom and Collaboration\u003c/h4>\n\u003cp>For models of healthier ways to frame education, Hargadon suggests looking to food and libraries. “No one says that from age six to 17, we will give you all the same food, at the same time, regardless of your individual circumstances or needs,” he says. He envisions a world where families can similarly choose where, how, and what they learn.\u003c/p>\n\u003cp>What might that world look like? He considers libraries good examples of places that already facilitate such mandate-free learning. “The reason we have a hard time conceiving [an alternate reality],” he says, “is because we so strongly associate education with control. If I ask you how you choose your own food, you’d probably say that it’s just what you do: Depending on your circumstances at the time, you may go to a farmer’s market or grocery store or restaurant or grow your own food. The difficulty is dismantling something that’s taken away our conception of having that kind of agency. But when I imagine that world, it includes things like community college classes, apprenticeships at businesses, educational certification programs. You have a range of choices, depending on the child’s interests.”\u003c/p>\n\u003cp>Hargadon sees connecting people to each other as the most effective way to get from here to there, hence his recent tour. “The tour convinced me that policy changes are not the answer, and that change needs to come from us,” he says. “As individuals, families and communities, we need to reclaim the conversation around learning, and to do so in such a way as to recognize the inherent worth and value of every student, with the ultimate goal of helping them become self-directed and agents of their own learning.”\u003c/p>\n\u003cp>Hargadon thinks one way change agents get tripped up is by promoting a particular model, rather than a process by which people can develop (or adopt) models that best fit their needs. He considers deep, meaningful conversations a useful starting point for people to use to shape the future, and to that end, he's planning to host a series of national conversations in 2014 that probe the deeper questions around education and can serve as models for conversations people initiative in their own communities.\u003c/p>\n\u003cp>“Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://catalystcommunicationsllc.com/about-us/\">\u003cem>Luba Vangelova\u003c/em>\u003c/a>\u003cem>’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian and Salon.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"“People are almost in this Matrix-like existence,” says education thought-leader Steve Hargadon. “They don’t question schooling. How do you tell a story that opens the door to rethinking what people have believed for decades? So much in their lives depends on that story being what they think it is. How do you tell a new story that involves people reclaiming their destinies, children not being defective, and learning not being owned by one organization?”","status":"publish","parent":0,"modified":1393359661,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1441},"headData":{"title":"Steve Hargadon: Escaping the Education Matrix | KQED","description":"“People are almost in this Matrix-like existence,” says education thought-leader Steve Hargadon. “They don’t question schooling. How do you tell a story that opens the door to rethinking what people have believed for decades? So much in their lives depends on that story being what they think it is. How do you tell a new story that involves people reclaiming their destinies, children not being defective, and learning not being owned by one organization?”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Steve Hargadon: Escaping the Education Matrix","datePublished":"2014-01-08T15:00:32.000Z","dateModified":"2014-02-25T20:21:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33306 http://blogs.kqed.org/mindshift/?p=33306","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/","disqusTitle":"Steve Hargadon: Escaping the Education Matrix","path":"/mindshift/33306/steve-hargadon-escaping-the-education-matrix","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignleft size-full wp-image-33333\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/101121841-e1389135678572.jpg\" alt=\"101121841\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/101121841-e1389135678572.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/101121841-e1389135678572-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/101121841-e1389135678572-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cbr>\n\u003cstrong>\u003c/strong>“We tell a story about the power of learning that is very different from what we practice in traditional models of school,” says Steve Hargadon, education technology entrepreneur, event organizer, and host of the long-running \u003ca href=\"http://www.futureofeducation.com/\">Future of Education \u003c/a>podcast series. If we really want children to grow up to become self-reliant and reach their full potential, “we would be doing something very different in schools. We live in a state of cognitive dissonance.”\u003c/p>\n\u003cp>His comments are informed by a recent cross-country tour facilitating community discussions on education, as well as more than 400 interviews he’s logged with a broad spectrum of education practitioners, analysts, and innovators.\u003c/p>\n\u003cp>“What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow, and that was the original intent. Public schools were based on the belief that what was needed was a small group of elites who would make the decisions for the country, and many more who would simply follow their directions” -- hence a system that produces “tremendous intellectual and commercial dependency.”\u003c/p>\n\u003cp>And the notion that the smartest students rise to the top, regardless of family and social circumstances, “sends a message to the majority of students that they are losers,” Hargadon notes, which doesn’t square with a professed belief in the inherent value and capacity of every child.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How do you tell a story that opens the door to rethinking what people have believed for decades?\"\u003c/aside>\n\u003cp>The system’s fundamental design also leads to a host of unintended consequences, including bullying. “We’re placing kids in an artificial environment,” he says, “telling most of them they’re not good at things, and then expecting them not to explode at each other? Of course they will. The ‘mean girls’ thing is not a natural part of childhood—it’s more a reflection of how kids are being treated than a reflection of kids. It’s shocking that we put up with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system and, as such, find it difficult to envision an alternative. “People are almost in this Matrix-like existence,” Hargadon says. “They don’t question schooling. How do you tell a story that opens the door to rethinking what people have believed for decades? So much in their lives depends on that story being what they think it is. How do you tell a new story that involves people reclaiming their destinies, children not being defective, and learning not being owned by one organization?”\u003c/p>\n\u003cp>There are also vested interests in the status quo. “The people who benefit from us not being active citizens, from all buying the same things, and being willing to take jobs that demand we leave our personal values at the door—they all benefit from the current schooling system, because it produces a populace that does not feel confident in being critical,” he notes. “At an institutional or personal level, those who benefit don't have much incentive to promote changes in education that would lead people to question their motives or challenge their practices.”\u003c/p>\n\u003ch4>To Drive Real Change, Focus on the Human Factors\u003c/h4>\n\u003cp>An economic crisis (perhaps the one we’re already experiencing) may provide the financial imperative to overhaul the system, Hargadon says. But something even more powerful may take precedence: He’s noticed “more and more resonance with the idea of having a moral imperative for education,” pointing to the growing backlash against high-stakes testing as one indication of a shift in thinking.\u003c/p>\n\u003cp>He sees a need for more people to “stand up and say: ‘This is not the right thing for children—it’s not a healthy childhood.’” But families must also reclaim ownership of learning, rather than viewing it as the responsibility of schools and government, and also resist the tendency to make decisions for others. “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy, and it becomes self-fulfilling. And when society says it knows better than the family, it’s a recipe for disaster. Some family circumstances are not ideal, but it’s a slippery slope. It’s about trusting and respecting the capacity of individuals to make choices.”\u003c/p>\n\u003cp>Technology can support a transformation, but it’s not a silver bullet. The Internet has ushered in an era of “digital democracy” and increased people’s capacity to question the status quo. Widespread access to unlimited information has also opened many doors. But “the process of becoming a self-directed, independent learner is a very human process,” Hargadon says. “Recognizing the different needs of every student, and the desire to help each one become personally competent as a learner and find productive things to do in life—that won’t happen online.”\u003c/p>\n\u003cp>The temptation to “solve all these problems with data” must also be tempered, he says. “Data does not define the core things in education, such as someone opening your eyes to something.” There’s a lesson to be learned from the world of business, he adds, where “the true value of the ‘total quality’ movement came not from tracking, but from involving workers themselves in using the data for self improvement.”\u003c/p>\n\u003ch4>A Future Marked by Greater Freedom and Collaboration\u003c/h4>\n\u003cp>For models of healthier ways to frame education, Hargadon suggests looking to food and libraries. “No one says that from age six to 17, we will give you all the same food, at the same time, regardless of your individual circumstances or needs,” he says. He envisions a world where families can similarly choose where, how, and what they learn.\u003c/p>\n\u003cp>What might that world look like? He considers libraries good examples of places that already facilitate such mandate-free learning. “The reason we have a hard time conceiving [an alternate reality],” he says, “is because we so strongly associate education with control. If I ask you how you choose your own food, you’d probably say that it’s just what you do: Depending on your circumstances at the time, you may go to a farmer’s market or grocery store or restaurant or grow your own food. The difficulty is dismantling something that’s taken away our conception of having that kind of agency. But when I imagine that world, it includes things like community college classes, apprenticeships at businesses, educational certification programs. You have a range of choices, depending on the child’s interests.”\u003c/p>\n\u003cp>Hargadon sees connecting people to each other as the most effective way to get from here to there, hence his recent tour. “The tour convinced me that policy changes are not the answer, and that change needs to come from us,” he says. “As individuals, families and communities, we need to reclaim the conversation around learning, and to do so in such a way as to recognize the inherent worth and value of every student, with the ultimate goal of helping them become self-directed and agents of their own learning.”\u003c/p>\n\u003cp>Hargadon thinks one way change agents get tripped up is by promoting a particular model, rather than a process by which people can develop (or adopt) models that best fit their needs. He considers deep, meaningful conversations a useful starting point for people to use to shape the future, and to that end, he's planning to host a series of national conversations in 2014 that probe the deeper questions around education and can serve as models for conversations people initiative in their own communities.\u003c/p>\n\u003cp>“Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://catalystcommunicationsllc.com/about-us/\">\u003cem>Luba Vangelova\u003c/em>\u003c/a>\u003cem>’s work has appeared in numerous print, online and broadcast media outlets, including The New York Times, Smithsonian and Salon.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33306/steve-hargadon-escaping-the-education-matrix","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_624"],"featImg":"mindshift_33333","label":"mindshift"},"mindshift_31798":{"type":"posts","id":"mindshift_31798","meta":{"index":"posts_1591205157","site":"mindshift","id":"31798","score":null,"sort":[1380722452000]},"guestAuthors":[],"slug":"the-key-to-empowering-educators-true-collaboration","title":"The Key to Empowering Educators? True Collaboration","publishDate":1380722452,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignright size-large wp-image-31808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/137330132-e1380685863233.jpg\" alt=\"137330132\" width=\"635\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-320x181.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators around the world are making a special effort to connect with one another around resources and collaborative opportunities during October, \u003ca href=\"http://connectededucators.org/\">Connected Educator Month\u003c/a>. It’s a time to share ideas, remember that there are others that think alike and find the inspiration to continue to do the tough work of experimenting with teaching strategies that stretch both learners and educators.\u003c/p>\n\u003cp>A key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.\u003c/p>\n\u003cp>“When new technology comes out, our first efforts to use it are for what we already do,” said \u003ca href=\"http://www.macfound.org/about/people/177/\">Connie Yowel\u003c/a>l, director of education for U.S. programs at the MacArthur Foundation. “So a lot of what we've done in traditional education is to put content up online.” Yowell argues that using technology to push the same kinds of content that have been used for decades isn’t actually innovative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/aside>\n\u003cp>“It has to be about a shared interest and it has to be about making, producing and creating,” she said. “The places that we’ve seen it happen most effectively are places where it’s a shared purpose or interest amongst a group of peers.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The dichotomy she describes is a lot like the conceptual move from merely connecting with other educators to collaborating on specific projects. The internet has greatly enhanced educators’ capacity to connect with one another, something that only used to happen during professional development or at conferences. But taking that ability to the next level, using it to innovate and produce something new, would mean collaborating beyond districts or even national boundaries.\u003c/p>\n\u003cp>“Our students have been often rendered as consumers of information, rather than collaborators and creators of information,” said \u003ca href=\"http://zhaolearning.com/2009/08/06/96/\">Yong Zhao\u003c/a>, director of the Institute for Global and Online Education in the College of Education at University of Oregon. “We want students to create genuine, authentic products for each other.” In many ways Zhao’s vision of learning applies to educators as well as students. Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/p>\n\u003cp>“It is about how you as an adult help a learner create their own need to know so they are on a learning path with you, so they have a motivation that is connected to a shared interest,” said Yowell. She has seen this approach work well in schools that are constructed around “quests” or “missions” that students care about, often projects that affect their own communities. Within the framework of a quest, standards and knowledge can be thoughtfully embedded without disturbing the learner-driven pedagogy.\u003c/p>\n\u003cp>“It’s not learning a set of stuff that’s the curriculum,” said \u003ca href=\"http://marcprensky.com/about-marc/\">Marc Prensky\u003c/a>, speaker, writer and education consultant. “We are going very quickly away from that. It’s learning a set of skills. And therefore the teacher becomes not the person who gives you information or helps you learn, rather they are more like a sports coach that helps you become.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>One way Zhao envisions this type of collaborative learning is as a personalized learning ecosystem. Many college students already create a type of ecosystem by seeking out the most helpful professors, the best libraries, peer tutors and even social spaces. If K-12 education was envisioned in much the same way it could be more learner-directed with teachers acting as coaches and resources along the learning path. And for Zhao, it’s important to think of that ecosystem in a global context. Teachers and students from around the world can learn from one another, share lessons, best practices and even policy solutions.\u003c/p>\n\u003cp>But to move in the direction of a learning ecosystem, or Yowell's definition of personalized learning, educators on the leading-edge of this work may need to redefine learning outcomes. Zhao cautions that if every new idea is justified using the requirements of an old system then it can never break free and realize its full potential.\u003c/p>\n\u003ch4>\u003cstrong>TAKING A CHANCE\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.iste.org/about-iste/governance/board-of-directors/kecia-campbell-ray\">Kecia Ray\u003c/a>, executive director of learning technology for Metro Nashville Public Schools brought an in-district perspective to the discussion. According to her, teachers need two things to be convinced to take risks in the classroom: an understanding of how those risks will affect their evaluations and enough trust with students, parents and administrators to step out on a limb. She also said there are a lot of practical things like seat time requirements, textbook funding and other logistical policies that stand in the way of teachers experimenting with letting students become co-collaborators, creators and producers of new and authentic work.\u003c/p>\n\u003cp>“The collaboration is so significant for transformation that it cannot be underestimated,” Ray said. In her schools, if even a few educators can be convinced to take risks associated with blended learning or incorporating technology into their pedagogy, others follow. Collaboration helps educators feel that they are part of a movement, not alone and stuck. Supportive administrators are another key ingredient, remaining steadfast behind the teacher even when an experiment fails.\u003c/p>\n\u003cp>Many panelists acknowledged that the current U.S educational system has become so focused on standards, accountability and testing that there is very little room to use technology in the generative way that Yowell, Prensky and Zhao advocate. That’s why many of the education technology tools on the market place pander to the current, limited model.\u003c/p>\n\u003cp>“We have wonderfully inspired teachers and a whole set of tools and possibilities that we've never had before, but a bureaucratic system that’s preventing growth and opportunity,” Yowell said. She suggests trying out technology and its creative potential in more informal learning environments where the stakes for teachers aren't as high. Once educators are more comfortable with students as creators and producer, they might have better success integrating those approaches into the classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re beginning to sense the need for an empowerment movement so that teachers can take charge of the learning environments that we’re talking about,” Prensky said. He believes this work will start from the ground up, growing in power until education policymakers can’t help but pay attention.\u003c/p>\n\n","blocks":[],"excerpt":"For Connected Educators Month, a key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.","status":"publish","parent":0,"modified":1380723873,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1143},"headData":{"title":"The Key to Empowering Educators? True Collaboration | KQED","description":"For Connected Educators Month, a key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Key to Empowering Educators? True Collaboration","datePublished":"2013-10-02T14:00:52.000Z","dateModified":"2013-10-02T14:24:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31798 http://blogs.kqed.org/mindshift/?p=31798","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/02/the-key-to-empowering-educators-true-collaboration/","disqusTitle":"The Key to Empowering Educators? True Collaboration","path":"/mindshift/31798/the-key-to-empowering-educators-true-collaboration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-31808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/137330132-e1380685863233.jpg\" alt=\"137330132\" width=\"635\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-320x181.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators around the world are making a special effort to connect with one another around resources and collaborative opportunities during October, \u003ca href=\"http://connectededucators.org/\">Connected Educator Month\u003c/a>. It’s a time to share ideas, remember that there are others that think alike and find the inspiration to continue to do the tough work of experimenting with teaching strategies that stretch both learners and educators.\u003c/p>\n\u003cp>A key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.\u003c/p>\n\u003cp>“When new technology comes out, our first efforts to use it are for what we already do,” said \u003ca href=\"http://www.macfound.org/about/people/177/\">Connie Yowel\u003c/a>l, director of education for U.S. programs at the MacArthur Foundation. “So a lot of what we've done in traditional education is to put content up online.” Yowell argues that using technology to push the same kinds of content that have been used for decades isn’t actually innovative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/aside>\n\u003cp>“It has to be about a shared interest and it has to be about making, producing and creating,” she said. “The places that we’ve seen it happen most effectively are places where it’s a shared purpose or interest amongst a group of peers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The dichotomy she describes is a lot like the conceptual move from merely connecting with other educators to collaborating on specific projects. The internet has greatly enhanced educators’ capacity to connect with one another, something that only used to happen during professional development or at conferences. But taking that ability to the next level, using it to innovate and produce something new, would mean collaborating beyond districts or even national boundaries.\u003c/p>\n\u003cp>“Our students have been often rendered as consumers of information, rather than collaborators and creators of information,” said \u003ca href=\"http://zhaolearning.com/2009/08/06/96/\">Yong Zhao\u003c/a>, director of the Institute for Global and Online Education in the College of Education at University of Oregon. “We want students to create genuine, authentic products for each other.” In many ways Zhao’s vision of learning applies to educators as well as students. Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/p>\n\u003cp>“It is about how you as an adult help a learner create their own need to know so they are on a learning path with you, so they have a motivation that is connected to a shared interest,” said Yowell. She has seen this approach work well in schools that are constructed around “quests” or “missions” that students care about, often projects that affect their own communities. Within the framework of a quest, standards and knowledge can be thoughtfully embedded without disturbing the learner-driven pedagogy.\u003c/p>\n\u003cp>“It’s not learning a set of stuff that’s the curriculum,” said \u003ca href=\"http://marcprensky.com/about-marc/\">Marc Prensky\u003c/a>, speaker, writer and education consultant. “We are going very quickly away from that. It’s learning a set of skills. And therefore the teacher becomes not the person who gives you information or helps you learn, rather they are more like a sports coach that helps you become.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>One way Zhao envisions this type of collaborative learning is as a personalized learning ecosystem. Many college students already create a type of ecosystem by seeking out the most helpful professors, the best libraries, peer tutors and even social spaces. If K-12 education was envisioned in much the same way it could be more learner-directed with teachers acting as coaches and resources along the learning path. And for Zhao, it’s important to think of that ecosystem in a global context. Teachers and students from around the world can learn from one another, share lessons, best practices and even policy solutions.\u003c/p>\n\u003cp>But to move in the direction of a learning ecosystem, or Yowell's definition of personalized learning, educators on the leading-edge of this work may need to redefine learning outcomes. Zhao cautions that if every new idea is justified using the requirements of an old system then it can never break free and realize its full potential.\u003c/p>\n\u003ch4>\u003cstrong>TAKING A CHANCE\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.iste.org/about-iste/governance/board-of-directors/kecia-campbell-ray\">Kecia Ray\u003c/a>, executive director of learning technology for Metro Nashville Public Schools brought an in-district perspective to the discussion. According to her, teachers need two things to be convinced to take risks in the classroom: an understanding of how those risks will affect their evaluations and enough trust with students, parents and administrators to step out on a limb. She also said there are a lot of practical things like seat time requirements, textbook funding and other logistical policies that stand in the way of teachers experimenting with letting students become co-collaborators, creators and producers of new and authentic work.\u003c/p>\n\u003cp>“The collaboration is so significant for transformation that it cannot be underestimated,” Ray said. In her schools, if even a few educators can be convinced to take risks associated with blended learning or incorporating technology into their pedagogy, others follow. Collaboration helps educators feel that they are part of a movement, not alone and stuck. Supportive administrators are another key ingredient, remaining steadfast behind the teacher even when an experiment fails.\u003c/p>\n\u003cp>Many panelists acknowledged that the current U.S educational system has become so focused on standards, accountability and testing that there is very little room to use technology in the generative way that Yowell, Prensky and Zhao advocate. That’s why many of the education technology tools on the market place pander to the current, limited model.\u003c/p>\n\u003cp>“We have wonderfully inspired teachers and a whole set of tools and possibilities that we've never had before, but a bureaucratic system that’s preventing growth and opportunity,” Yowell said. She suggests trying out technology and its creative potential in more informal learning environments where the stakes for teachers aren't as high. Once educators are more comfortable with students as creators and producer, they might have better success integrating those approaches into the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re beginning to sense the need for an empowerment movement so that teachers can take charge of the learning environments that we’re talking about,” Prensky said. He believes this work will start from the ground up, growing in power until education policymakers can’t help but pay attention.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31798/the-key-to-empowering-educators-true-collaboration","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_896","mindshift_624","mindshift_1029"],"label":"mindshift"},"mindshift_27239":{"type":"posts","id":"mindshift_27239","meta":{"index":"posts_1591205157","site":"mindshift","id":"27239","score":null,"sort":[1361471820000]},"guestAuthors":[],"slug":"alan-november-how-teachers-and-tech-can-let-students-take-control","title":"Alan November: How Teachers and Tech Can Let Students Take Control","publishDate":1361471820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1361473215,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1102},"headData":{"title":"Alan November: How Teachers and Tech Can Let Students Take Control | KQED","description":"For many educators, helping students direct their own learning is a priority. Educator and author Alan November, who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Alan November: How Teachers and Tech Can Let Students Take Control","datePublished":"2013-02-21T18:37:00.000Z","dateModified":"2013-02-21T19:00:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27239 http://blogs.kqed.org/mindshift/?p=27239","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/21/alan-november-how-teachers-and-tech-can-let-students-take-control/","disqusTitle":"Alan November: How Teachers and Tech Can Let Students Take Control","path":"/mindshift/27239/alan-november-how-teachers-and-tech-can-let-students-take-control","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27256\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27256\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/IMG_8845-300x412.jpg\" alt=\"IMG_8845\" width=\"300\" height=\"412\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many educators, helping students direct their own learning is a priority. Educator and author \u003ca href=\"http://novemberlearning.com/about/team/alan-november/\">Alan November,\u003c/a> who has been talking about ways to get students to own their learning for years, draws on his experiences as a teacher, principal and education consultant to tell stories about some of the ideas he sees as integral to education.\u003c/p>\n\u003cp>November joined Steve Hargadon in \u003ca href=\"http://www.stevehargadon.com/2013/02/today-alan-november-on-who-owns-learning.html\">a discussion\u003c/a> of his new book \u003ca href=\"http://www.solution-tree.com/products/who-owns-the-learning.html\">\u003cem>Who Owns the Learning: Preparing Students for Success in the Digital Age\u003c/em>\u003c/a>, stressing the importance of global collaboration and the role of technology in making it all possible. Here are a few highlights from their discussion.\u003c/p>\n\u003cp>\u003cstrong>SCHOOL STRUCTURE CAN HOLD STUDENTS BACK\u003c/strong>\u003c/p>\n\u003cp>School often means rules and regulations that can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">seem unrelated to the broader goals of education\u003c/a>. Students are told to sit down, be still, show up at specific times, and demonstrate knowledge in ways that have nothing to do with the real world. As a case in point, November talked about when he started his teaching career at a reform school for boys where the administration took rules seriously. He discovered that one of his students had been breaking into his classroom to practice coding at night. The student showed a rare passion for a subject that wasn’t even being taught at that time, stayed focused on the task and was self-directed – qualities normally valued by educators. At a time when few people knew even how to use a computer, this boy was teaching himself to code. But none of it mattered to an administration more concerned that he’d broken the rules.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon feeding them little tiny problems one at a time.\"\u003c/strong>\u003c/aside>\n\u003cp>November pointed out the similarities between learning to code and the movement toward instant feedback with some of the newest ed tech tools: engineers can test a string of code to see if it works, retrace steps to figure out where it went wrong if it doesn’t. In the same way, many \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning methods\u003c/a> provide the same kind of instant feedback into the classroom, allowing both the \u003c!--more-->learner and the instructor to understand where to shift direction to gain understanding. November says that instant feedback trend should be embraced as a powerful learning tool.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The lesson from this, he said, is to “teach students how to solve any problem, a general problem solving approach. And teach them to do it in community.” That’s what’s really going to serve them as they go through life. The benefit of technology is that is has opened the door on the scope of global problems that students can involve themselves with, making their problem solving skills immediately relevant and encouraging self-direction.\u003c/p>\n\u003cp>\u003cstrong>HAVE STUDENTS LOST THE ABILITY TO DEFINE THE QUESTION?\u003c/strong>\u003c/p>\n\u003cp>“We might have robbed kids’ natural ability to take control of defining their own problems by spoon-feeding them little tiny problems one at a time, which ended up with students not being able to take the initiative to define their own,” November said. He illustrated this point by describing a class where he asked students to identify a community problem and then work to come up with a solution. He told them he’d be there to offer tools and to support them through the process. A student raised her hand and told him that it was his job as the teacher to come up with the problems and their job as students to give answers.\u003c/p>\n\u003cp>Students and teachers alike have been brought up in an educational system that mimics an antiquated job market. The teacher is the boss, managing the work of his student workers who have to produce goods that meet approval, he said. But many people fear that system \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">no longer serves students \u003c/a>headed toward a less certain future, one that could necessitate that a student be able to define and create her own job.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“Teach students how to solve \u003cem>any\u003c/em> problem; and teach them to do it in community.”\u003c/strong>\u003c/aside>\n\u003cp>“What concerns me is that school is way out of balance,” November said. “We are under an assumption in school that all these kids are going to apply to a job and have a boss that manages their work.” He thinks schools are drastically underestimating children’s capabilities to invent and own their work and by extension the contributions they can make to the world.\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-27267\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/book-who-owns-the-learning.jpg\" alt=\"book-who-owns-the-learning\" width=\"190\" height=\"272\">TECHNOLOGY RECREATES THE ONE-ROOM SCHOOLHOUSE\u003c/strong>\u003c/p>\n\u003cp>As antiquated as it might seem in a world of iPads, mobile devices and 3D printers, November thinks schools should try to embody some of what worked about the one-room schoolhouse. Teachers taught all students regardless of age or level -- by definition there had to be differentiation in learning.\u003c/p>\n\u003cp>“The reality of a one-room classroom is that the older kids are teaching the younger kids,” November said. “And it turns out that to teach, students really have to learn the material well. And the students also take more ownership of the school.” One way to replicate that ownership now is to give students classroom jobs, allowing them to contribute something powerful to the classroom dynamic. “From that beginning I think we can have deeper conversations about children taking more control of defining their roles,” November said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>He thinks technology has the power to bring the one-room schoolhouse back. Students can help one another, connect and collaborate globally. They can contribute meaningful work that can matter to real-world situations. “The real revolution is information and global communication, not technology,” November said. Technology is merely the means to access the information and share it in community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>November gave an example of a middle school teacher who had his students contribute to a wiki that supplemented the textbook. They wrote and diagrammed material that would be passed on to students following them. One of the teacher’s former students contacted him while in high school asking to revise the part of the wiki he’d worked on three years previously. He said he’d learned more now and felt a sense of responsibility for what he’d produced. Getting students to care on that level and to be responsible for one another is exactly the kind of shared exploration in community that education should encourage, he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27239/alan-november-how-teachers-and-tech-can-let-students-take-control","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_121","mindshift_797","mindshift_624"],"featImg":"mindshift_27256","label":"mindshift"},"mindshift_13645":{"type":"posts","id":"mindshift_13645","meta":{"index":"posts_1591205157","site":"mindshift","id":"13645","score":null,"sort":[1310584770000]},"guestAuthors":[],"slug":"nine-tenets-of-passion-based-learning","title":"Nine Tenets of Passion-Based Learning","publishDate":1310584770,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1310668615,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1121},"headData":{"title":"Nine Tenets of Passion-Based Learning | KQED","description":"By Kimberly Vincent We hear a lot about "passion-based" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent Future of Education talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Nine Tenets of Passion-Based Learning","datePublished":"2011-07-13T19:19:30.000Z","dateModified":"2011-07-14T18:36:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13645 http://blogs.kqed.org/mindshift/?p=13645","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/13/nine-tenets-of-passion-based-learning/","disqusTitle":"Nine Tenets of Passion-Based Learning","path":"/mindshift/13645/nine-tenets-of-passion-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cfigure id=\"attachment_13657\" class=\"wp-caption left\" style=\"max-width: 225px\">\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\">\u003cimg class=\"size-full wp-image-13657\" title=\"timthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/timthumb.jpg\" alt=\"\" width=\"225\" height=\"246\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Island School, a public school in New York City, embodies passion-based learning.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Kimberly Vincent\n\u003c/p>\u003cp>We hear a lot about \"passion-based\" learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent \u003ca href=\"http://www.stevehargadon.com/2011/05/may-10-second-panel-discussion-on.html\">Future of Education\u003c/a> talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from \u003ca href=\"http://www.johnseelybrown.com/\">John Seely Brown\u003c/a>, co-author of \u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>, \u003cem>\u003ca href=\"http://www.amazon.com/New-Culture-Learning-Cultivating-Imagination/dp/1456458884/\">\u003cstrong> \u003c/strong>\u003c/a>\u003c/em> and educator \u003ca href=\"http://jackiegerstein.weebly.com/\">Jackie Gerstein\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>REACH OUT TO THE DISENFRANCHISED.\u003c/strong> We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don't understand the relevance of what they're being taught. We're rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don't know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.\u003c/li>\n\u003cli>\u003cstrong>SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL.\u003c/strong> Passion is the narrative of mattering. It's that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they're doing matters. When you're doing work that matters, with people who matter, you're willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it's about presenting subjects to students in a way that's relevant. People gain empowerment when they're doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are \"worthy of the world\" may engage them to take ownership of their writing.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>INDOCTRINATE PASSION INTO THE SYSTEM. \u003c/strong>We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and \"teacher-proofs\" schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her \u003ca href=\"http://theinnovativeeducator.blogspot.com/\">Innovative Educator\u003c/a> blog: \"Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, 'only values compliance not initiative, because, of course, that's what's easiest to measure.'\" School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like \u003cem>\u003ca href=\"http://www.amazon.com/Passion-Driven-Classroom-Framework-Teaching-Learning/dp/1596671599\">Passion-Driven Classrooms\u003c/a>\u003c/em> (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The\u003ca href=\"http://schools.nyc.gov/schoolportals/01/m188/default.htm\"> Island School\u003c/a> is an example of a public-financed school in New York City that's implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.\u003c/li>\n\u003cli>\u003cstrong>TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. \u003c/strong>Passion-based learning is about finding a \"hero,\" learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/preparing-students-for-success-by.html\">Schoolwide Enrichment Mode\u003c/a>l identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the\u003cem> 60 Minutes\u003c/em> interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: \"I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.\"\u003c/li>\n\u003cli>\u003cstrong>DIGITAL MEDIA IS KEY. \u003c/strong>Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.\u003c/li>\n\u003cli>\u003cstrong>TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. \u003c/strong>Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It's also important for teachers to help students get connected to PLNs via social media.\u003c/li>\n\u003cli>\u003cstrong>BECOME A DIGITAL CITIZENS. \u003c/strong>If for no other reason, then to be able to guide students. Students need to be shown what's appropriate and instructive with \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">social media in and out of the classroom\u003c/a>. Schools'\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> banning of social media sites \u003c/a>impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.\u003c/li>\n\u003cli>\u003cstrong>PASSION IS INFECTIOUS. \u003c/strong>Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they're passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning - students work harder with people who matter to them. The \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, for example, uses Facebook as a means of connecting students and teachers to each others' interests. Students and teachers even do things together outside of the classroom.\u003c/li>\n\u003cli>\u003cstrong>CONNECT WITH PARENTS.\u003c/strong> Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create \"resident expert\" walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value - they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13645/nine-tenets-of-passion-based-learning","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_110","mindshift_344","mindshift_520","mindshift_623","mindshift_624"],"featImg":"mindshift_13657","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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