What Today's Classrooms Can Learn From Ancient Cultures
To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'
The Benefits and Challenges of Student-Designed Learning
What a Student Learned From a Short Experiment in Self-Directed Learning
How to Create the Learning Community Vital to Project-Based Learning's Success
What Self-Directed Learning Can Look Like for Underprivileged Children in Asia
How Students Lead the Learning Experience at Democratic Schools
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It was a real task that all the children might execute when they were old enough, reinforced here in school.\u003c/p>\n\u003cp>Doucleff’s presence there was no accident. She was on a three-legged journey to ancient cultures around the globe as a way to learn more about how non-Western peoples rear and teach children. Along with her young daughter, she spent time with Maya families in the Yucatan Peninsula, Hadzabe families in Tanzania, as well as Inuit families in the Arctic. Her new book, \u003ca href=\"https://www.goodreads.com/en/book/show/54304028-hunt-gather-parent\">\u003cem>Hunt, Gather, Parent: What Ancient Cultures Teach Us About the Lost Art of Raising Happy, Helpful Little Humans\u003c/em>\u003c/a>, captures the essence of that experience.\u003c/p>\n\u003cp>What can American teachers, some of them instructing via Zoom to students who exist only on screens, learn from these traditions? “For the vast majority of time, human children were raised by hunter-gatherers,” Doucleff told me. The instincts cultivated during those thousands of years may be illuminating for schools, and teachers here could learn from the tried-and-true methods that have worked in many cultures around the globe throughout human history — with necessitating a lesson in butchery. Worn out educators and frustrated students trapped on Zoom might be served by a new perspective that’s grounded in tradition.\u003c/p>\n\u003cp>Doucleff observed several distinctive principles among the groups that children responded to in the classroom. Among the Maya, adult interference is minimal. During a class with 8-year-olds on hieroglyphs, for example, the teacher simply said, “we’re going to write our names.” He handed out paper and a chart showing the Maya hieroglyphs. Then he watched the children as they struggled with the task. He responded to their questions and guided them from time to time on their work. But he didn’t lecture or present himself as the authority on handwriting or give regular updates on the day’s schedule. It was the students’ responsibility to grapple with the assignment [and choose their own way of tackling the problem], which they seemed to understand.\u003c/p>\n\u003cp>“Teachers want children to be internally driven to work,” Doucleff said. “They’re teaching initiative.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Connectedness is another core value among Maya families, and teachers seek to cultivate it. The bond between a teacher and student, and among the students themselves, fuels \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">intrinsic motivation\u003c/a>. While many American teachers also value relationships with their students, that effort is undermined by the competitive environment seen in many Western classrooms. Vying over grades or class standing \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\">erodes connection\u003c/a> and cooperation among students.\u003c/p>\n\u003cp>Maya teachers also reject the top-down style that’s common in modern schools, preferring a “side-by-side” approach to their work. Rather than present themselves as authorities, adults believe children have something to teach adults. Adults aren’t omniscient, but rather partners in learning. And learning goes both ways.\u003c/p>\n\u003cp>Among Inuit, the very definition of learning differs from the Western understanding of it. There, “learning” often involves “watching”—and schools emphasize observation as the path to understanding. The Inuit also value calm and quiet, and rear their children in hushed tones. Doucleff learned that parents there won’t raise their voices at their children, believing that yelling at kids encourages them to tune out or respond with anger of their own. This emphasis on peacefulness and quiet extends to the classroom, where the emotional control and patience they’ve learned at home carries over. The last thing a parent or any adult will do with a bossy or disrespectful child is get angry or argue back. They view infractions as inevitable and signs of immaturity; the child simply has to learn the proper way to behave. When children act out or disobey, adults ignore the behavior, say nothing, and walk away if necessary.\u003c/p>\n\u003cp>Adults in many hunter-gatherer cultures, Doucleff learned, rely on encouragement to prompt children’s cooperation. Forcing, scolding, and punishing are rejected as ineffective ways to teach and corrosive to intrinsic motivation. Instead, when children \u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\">misbehave\u003c/a>—as all children will—the adult speaks to them calmly and gently, letting the child know in simple terms and few words what the natural consequence will be: if you fall off the ledge, you will get hurt. Adults don’t over-explain, or ask thousands of questions, or narrate kids’ activities to stimulate their brains. The emphasis is on learning through observation versus instruction, and children absorb that mentality.\u003c/p>\n\u003cp>Like in many hunter-gatherer cultures, families in Hadzabe communities encourage self-governance. Children occupy their own time, and adults generally don’t intrude (except to ask for help every now and then). The thinking is that children learn best when they \u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">direct themselves\u003c/a>. It’s not that the young are left alone without an adult present; rather, children are permitted to follow their natural instincts, without adult’s \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">swooping in\u003c/a> to offer a different way or ask questions or impose punishment. And rather than foster selfishness among the children, Doucleff learned, this hands-off approach seemed to generate consideration and \u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">curiosity\u003c/a>. It also minimizes conflict and bolsters kids’ self-control.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Maya, Inuit, and Hadzabe communities that Doucleff visited are as “contemporary” as communities in the U.S., with smart phones and too much time on social media. Indeed, Doucleff found that schools in these communities often adopt a hybrid approach to education—part traditional, part Western. Anthropologists estimate that about 5 million hunter-gatherers span the globe in diverse cultures. In many cases, the communities carry on traditions out of choice, not because they lack exposure to other ways, but because they believe these approaches work and work well.\u003c/p>\n\n","blocks":[],"excerpt":"Self-directed learning, real-life tasks, and giving kids space to observe and learn have helped kids in ancient cultures cultivate their intrinsic motivation in ways that are lagging in some Western cultures. ","status":"publish","parent":0,"modified":1618386569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1037},"headData":{"title":"What Today's Classrooms Can Learn From Ancient Cultures - MindShift","description":"Self-directed learning, real-life tasks, and giving kids space to observe and learn have helped kids in ancient cultures cultivate their intrinsic motivation in ways that are lagging in some Western cultures.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Today's Classrooms Can Learn From Ancient Cultures","datePublished":"2021-04-14T07:49:29.000Z","dateModified":"2021-04-14T07:49:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57660 https://ww2.kqed.org/mindshift/?p=57660","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/14/what-todays-classrooms-can-learn-from-ancient-cultures/","disqusTitle":"What Today's Classrooms Can Learn From Ancient Cultures","path":"/mindshift/57660/what-todays-classrooms-can-learn-from-ancient-cultures","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michaeleen Doucleff, an American science reporter, visited a preschool in an Arctic town, she was surprised by one of the regularly-scheduled activities. . “Some days, a parent will bring a seal to butcher inside the classroom,” the teacher told her. “Then the kids can run over and watch if they want.” At the end, he offered all the children a piece of seal meat. It was a real task that all the children might execute when they were old enough, reinforced here in school.\u003c/p>\n\u003cp>Doucleff’s presence there was no accident. She was on a three-legged journey to ancient cultures around the globe as a way to learn more about how non-Western peoples rear and teach children. Along with her young daughter, she spent time with Maya families in the Yucatan Peninsula, Hadzabe families in Tanzania, as well as Inuit families in the Arctic. Her new book, \u003ca href=\"https://www.goodreads.com/en/book/show/54304028-hunt-gather-parent\">\u003cem>Hunt, Gather, Parent: What Ancient Cultures Teach Us About the Lost Art of Raising Happy, Helpful Little Humans\u003c/em>\u003c/a>, captures the essence of that experience.\u003c/p>\n\u003cp>What can American teachers, some of them instructing via Zoom to students who exist only on screens, learn from these traditions? “For the vast majority of time, human children were raised by hunter-gatherers,” Doucleff told me. The instincts cultivated during those thousands of years may be illuminating for schools, and teachers here could learn from the tried-and-true methods that have worked in many cultures around the globe throughout human history — with necessitating a lesson in butchery. Worn out educators and frustrated students trapped on Zoom might be served by a new perspective that’s grounded in tradition.\u003c/p>\n\u003cp>Doucleff observed several distinctive principles among the groups that children responded to in the classroom. Among the Maya, adult interference is minimal. During a class with 8-year-olds on hieroglyphs, for example, the teacher simply said, “we’re going to write our names.” He handed out paper and a chart showing the Maya hieroglyphs. Then he watched the children as they struggled with the task. He responded to their questions and guided them from time to time on their work. But he didn’t lecture or present himself as the authority on handwriting or give regular updates on the day’s schedule. It was the students’ responsibility to grapple with the assignment [and choose their own way of tackling the problem], which they seemed to understand.\u003c/p>\n\u003cp>“Teachers want children to be internally driven to work,” Doucleff said. “They’re teaching initiative.”\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>Connectedness is another core value among Maya families, and teachers seek to cultivate it. The bond between a teacher and student, and among the students themselves, fuels \u003ca href=\"https://www.kqed.org/mindshift/53337/intrinsic-motivation-is-key-to-student-achievement-but-schools-can-crush-it\">intrinsic motivation\u003c/a>. While many American teachers also value relationships with their students, that effort is undermined by the competitive environment seen in many Western classrooms. Vying over grades or class standing \u003ca href=\"https://www.kqed.org/mindshift/48578/how-ending-behavior-rewards-helped-one-school-focus-on-student-motivation-and-character\">erodes connection\u003c/a> and cooperation among students.\u003c/p>\n\u003cp>Maya teachers also reject the top-down style that’s common in modern schools, preferring a “side-by-side” approach to their work. Rather than present themselves as authorities, adults believe children have something to teach adults. Adults aren’t omniscient, but rather partners in learning. And learning goes both ways.\u003c/p>\n\u003cp>Among Inuit, the very definition of learning differs from the Western understanding of it. There, “learning” often involves “watching”—and schools emphasize observation as the path to understanding. The Inuit also value calm and quiet, and rear their children in hushed tones. Doucleff learned that parents there won’t raise their voices at their children, believing that yelling at kids encourages them to tune out or respond with anger of their own. This emphasis on peacefulness and quiet extends to the classroom, where the emotional control and patience they’ve learned at home carries over. The last thing a parent or any adult will do with a bossy or disrespectful child is get angry or argue back. They view infractions as inevitable and signs of immaturity; the child simply has to learn the proper way to behave. When children act out or disobey, adults ignore the behavior, say nothing, and walk away if necessary.\u003c/p>\n\u003cp>Adults in many hunter-gatherer cultures, Doucleff learned, rely on encouragement to prompt children’s cooperation. Forcing, scolding, and punishing are rejected as ineffective ways to teach and corrosive to intrinsic motivation. Instead, when children \u003ca href=\"https://www.kqed.org/mindshift/51329/why-children-arent-behaving-and-what-you-can-do-about-it\">misbehave\u003c/a>—as all children will—the adult speaks to them calmly and gently, letting the child know in simple terms and few words what the natural consequence will be: if you fall off the ledge, you will get hurt. Adults don’t over-explain, or ask thousands of questions, or narrate kids’ activities to stimulate their brains. The emphasis is on learning through observation versus instruction, and children absorb that mentality.\u003c/p>\n\u003cp>Like in many hunter-gatherer cultures, families in Hadzabe communities encourage self-governance. Children occupy their own time, and adults generally don’t intrude (except to ask for help every now and then). The thinking is that children learn best when they \u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">direct themselves\u003c/a>. It’s not that the young are left alone without an adult present; rather, children are permitted to follow their natural instincts, without adult’s \u003ca href=\"https://www.kqed.org/mindshift/40768/what-overparenting-looks-like-from-a-stanford-deans-perspective\">swooping in\u003c/a> to offer a different way or ask questions or impose punishment. And rather than foster selfishness among the children, Doucleff learned, this hands-off approach seemed to generate consideration and \u003ca href=\"https://www.kqed.org/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity\">curiosity\u003c/a>. It also minimizes conflict and bolsters kids’ self-control.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Maya, Inuit, and Hadzabe communities that Doucleff visited are as “contemporary” as communities in the U.S., with smart phones and too much time on social media. Indeed, Doucleff found that schools in these communities often adopt a hybrid approach to education—part traditional, part Western. Anthropologists estimate that about 5 million hunter-gatherers span the globe in diverse cultures. In many cases, the communities carry on traditions out of choice, not because they lack exposure to other ways, but because they believe these approaches work and work well.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57660/what-todays-classrooms-can-learn-from-ancient-cultures","authors":["4613"],"categories":["mindshift_194"],"tags":["mindshift_20865","mindshift_20870","mindshift_20764","mindshift_21417"],"featImg":"mindshift_57692","label":"mindshift"},"mindshift_52070":{"type":"posts","id":"mindshift_52070","meta":{"index":"posts_1591205157","site":"mindshift","id":"52070","score":null,"sort":[1536035145000]},"guestAuthors":[],"slug":"to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow","title":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'","publishDate":1536035145,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Walking through the woods alone can be a scary prospect for a kid, but not for 7-year-old Matthew of Portland, Oregon. He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n","blocks":[],"excerpt":"Raising free-range kids in the age of helicopter parenting is tough. But supporters of free play and a more independent childhood say the longer term benefits are in the child's best interests. ","status":"publish","parent":0,"modified":1536035145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1328},"headData":{"title":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow' | KQED","description":"Raising free-range kids in the age of helicopter parenting is tough. But supporters of free play and a more independent childhood say the longer term benefits are in the child's best interests. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'","datePublished":"2018-09-04T04:25:45.000Z","dateModified":"2018-09-04T04:25:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52070 https://ww2.kqed.org/mindshift/?p=52070","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/03/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow/","disqusTitle":"To Raise Confident, Independent Kids, Some Parents Are Trying To 'Let Grow'","nprByline":"DEENA PRICHEP","path":"/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Walking through the woods alone can be a scary prospect for a kid, but not for 7-year-old Matthew of Portland, Oregon. He doesn't have much of a backyard at his condo, so the woods behind his house essentially serve the same purpose. He spends hours out there: swinging on a tire swing, tromping across the ravine to a friend's house, and using garden shears to cut a path. He lays down sticks to form a bridge across the small stream that flows in the winter.\u003c/p>\n\u003cp>And he does all of this without any adult supervision.\u003c/p>\n\u003cp>Matthew's mom, Laura Randall, wants her son to gain the sort of skills and confidence that only come with doing things yourself. But she didn't just toss her 7-year-old out the door with some hiking boots and garden shears one day. They worked up to it gradually with what Randall calls \"experiments in independence.\"\u003c/p>\n\u003cp>\"Just those moments, incrementally bigger moments, where he can choose to be on his own,\" Randall explains. Randall knows this isn't the norm for today's parenting style, where kids are shuttled from one supervised, structured activity to another. Gone are the days where kids ride their bikes alone until the streetlights come on.\u003c/p>\n\u003cp>And Randall has encountered people who think she's a bad parent — like the man who identified himself as an off-duty police officer, and started yelling at her when she left Matthew alone in the car for a few minutes while she ran into the pharmacy to pick up a prescription.\u003c/p>\n\u003cfigure id=\"attachment_52066\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52066\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101757-5e5e84ec07de7b7e8a2af7607a79dc8ef8206daf-5-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Matthew makes a transaction at the counter of a local market in his neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Randall knows that parents in several states have \u003ca href=\"https://www.npr.org/2018/08/27/641351421/raising-kids-in-an-age-of-fear-results-in-impossible-choices-for-parents\">been arrested for leaving kids unattended\u003c/a>, for letting them walk to the park on their own, or even allowing them walk to school. And so she was worried about what this man might do.\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>\"[H]e ... says, 'Do you know how many kids go missing a year?' And I said 'By coincidence, I think I do know, and it's very small!' \"\u003c/p>\n\u003cp>They talked it out, and the man eventually threw up his hands and walked away. Randall's heart was pounding, but she felt confident defending her parenting — partly because she had connected with a group called Free Range Kids, which promotes childhood independence, and gives families the information they need to push back against a culture of overprotection. Its founder is Lenore Skenazy.\u003c/p>\n\u003cp>\"This very pessimistic, fearful way of looking at childhood isn't based in reality,\" Skenazy explains. \"It is something that we have been taught.\"\u003c/p>\n\u003cp>For years, Skenazy sought to correct the \u003ca href=\"https://letgrow.org/resources/really/\">misconception of childhood dangers\u003c/a> — telling parents that childhood abductions and murders are at \u003ca href=\"https://www.washingtonpost.com/news/wonk/wp/2015/04/14/theres-never-been-a-safer-time-to-be-a-kid-in-america/?utm_term=.91947bf92bc6\">record lows\u003c/a>, even as \u003ca href=\"http://www.freerangekids.com/crime-statistics/\">perceptions of danger\u003c/a> have risen.\u003c/p>\n\u003cfigure id=\"attachment_52067\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52067\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101759_enl-0988e941800002033784ab9a5051ff79e4700680-5-800x527.jpg\" alt=\"\" width=\"800\" height=\"527\">\u003cfigcaption class=\"wp-caption-text\">Laura Randall and her son, Matthew, 7, toast each other with pizza on a recent weeknight in their neighborhood. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But even as she talked about the benefits of giving kids independence, of free time, and of self-directed play, she realized that addressing the individual parents was only half the battle. Because even if they have the facts, parents could still feel uncomfortable if they're the only ones affording their kids these freedoms. Also, it could get lonely being the only kid riding your bike down the street.\u003c/p>\n\u003cp>\"You send your kid outside and there's nobody out there for them to play with — they're gonna come right back in,\" Skenazy laughs. \"Because there is somebody to play with if they're online.\"\u003c/p>\n\u003cp>Skenazy set out not just to change parents' minds, but the culture at large. And founded a project called \u003ca href=\"http://letgrow.org/\">Let Grow\u003c/a>.\u003c/p>\n\u003cp>While its goal is a cultural shift, its methods are almost laughably simple. Let Grow is reaching out to elementary schools across the country to assign kids the Let Grow project as homework. Participating kids decide to do something on their own that they haven't done before — whether it's walking the dog around the block, or making dinner, or walking a few aisles over in the supermarket to get some eggs. The schools also set up \"Let Grow play clubs\" — mixed ages, no structure, and no adult direction. Just free, child-led play.\u003c/p>\n\u003cp>\u003ca href=\"https://www.pmschools.org/domain/931\">Lori Koerner\u003c/a> is the principal at Tremont Elementary in Long Island, one of a dozen New York schools piloting the project. She said that they saw a direct effect in the classroom. \"The children were just more self-assured, and confident.\"\u003c/p>\n\u003cfigure id=\"attachment_52068\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52068\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/let-it-grow101771_enl-a0ad81cb3858136498b352788203ae52ab3b1356-5-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">At the park, Matthew went off on his own, and encountered two men and their dogs. He asked the men if he could play with them and they said yes. \u003ccite>(Beth Nakamura for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Koerner says with Let Grow, kids discover skills and abilities they didn't know they had. And they also discover what it's like to fail. While on the surface might not sound all that appealing, failure is how kids learn how to overcome obstacles, try out new ideas, and become \u003ca href=\"https://hbr.org/2015/01/what-resilience-means-and-why-it-matters\">resilient\u003c/a>. It's also \u003ca href=\"https://www.forbes.com/sites/amymorin/2014/12/14/5-ways-resilient-people-use-failure-to-their-advantage/#a6e6acb10f8b\">how adults learn as well\u003c/a> — ask any CEO.)\u003c/p>\n\u003cp>\"If we don't offer them these opportunities to communicate, to collaborate, to problem-solve, then how can they be successful in a global society?\" Koerner asks.\u003c/p>\n\u003cp>According to psychologists, that's an important question. \u003ca href=\"https://www.bc.edu/bc-web/schools/mcas/departments/psychology/people/faculty-directory/peter-gray.html\">Dr. Peter Gray\u003c/a>, research professor at Boston College who focuses on child play, says that erring on the side of caution isn't helping children. By trying to give kids a leg up, scheduling every free minute with karate or Little League or music lessons, parents are in fact doing them enormous harm.\u003c/p>\n\u003cp>Gray says that over the past 50 years, as we've seen a \u003ca href=\"https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf\">decline in children's freedom\u003c/a>, we've seen an increase in responses on standardized questionnaires that indicate both depression and anxiety disorders. Specifically, an eight-fold increase on depression, and five-to-ten-fold increase on generalized anxiety disorder. Gray notes that this is just a correlation, and he's looked at many possible explanations.\u003c/p>\n\u003cp>\"It doesn't correlate with economic cycles, wars, or divorce rates. But it correlates very well with the decline of children's freedom to play.\"\u003c/p>\n\u003cp>To Gray, this makes perfect sense. Especially when you consider that not having control of their decisions and life creates an external rather than internal \u003ca href=\"https://www.psychologytoday.com/us/blog/moments-matter/201708/locus-control\">locus of control\u003c/a>.\u003c/p>\n\u003cp>Internal locus of control is \"the degree to which you feel that you're in control of your own life, versus the degree you feel you're a victim of fate and circumstance and powerful other people,\" he says. \"Every decade, young people report less internal locus of control, more external locus of control.\"\u003c/p>\n\u003cp>Putting kids in control helps them learn to solve problems, and cope better in new environments. Gray says \u003ca href=\"http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-play-makes-for-a-more-adaptable-brain.pdf\">animal studies\u003c/a> even indicate that free play can promote pathways in the prefrontal cortex, strengthening control over the emotion-eliciting areas of the limbic system.\u003c/p>\n\u003cp>For parents, like Laura Randall, it's all part of the goal of parenting.\u003c/p>\n\u003cp>\"There's the short game, where you're sort of doing the best you can in the moment,\" Randall explains. \"But there's the long game. And there's paying attention to allowing a little risk, because it will pay off in the long run.\"\u003c/p>\n\u003cp>Randall understands that life has real risks. But so does getting in a car. And most of us still do it every day, because that's how to get where we want to go. For her son Matthew to become a confident, competent adult, Randall wants him to go outside, make his own mistakes, and figure things out. And she hopes he won't be the only kid out there doing it.\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>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow","authors":["byline_mindshift_52070"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20984","mindshift_20784","mindshift_21214","mindshift_1040","mindshift_20870","mindshift_20570","mindshift_20764"],"featImg":"mindshift_52065","label":"mindshift"},"mindshift_44267":{"type":"posts","id":"mindshift_44267","meta":{"index":"posts_1591205157","site":"mindshift","id":"44267","score":null,"sort":[1458889229000]},"guestAuthors":[],"slug":"the-benefits-and-challenges-of-student-designed-learning","title":"The Benefits and Challenges of Student-Designed Learning","publishDate":1458889229,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n","blocks":[],"excerpt":"Students at an inquiry-based, project-oriented school were given complete freedom to design their own learning. They reflect on the ups and downs to such independence.","status":"publish","parent":0,"modified":1458889229,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/gaPyW5DuzSU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1520},"headData":{"title":"The Benefits and Challenges of Student-Designed Learning | KQED","description":"Students at an inquiry-based, project-oriented school were given complete freedom to design their own learning. They reflect on the ups and downs to such independence.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits and Challenges of Student-Designed Learning","datePublished":"2016-03-25T07:00:29.000Z","dateModified":"2016-03-25T07:00:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44267 http://ww2.kqed.org/mindshift/?p=44267","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/25/the-benefits-and-challenges-of-student-designed-learning/","disqusTitle":"The Benefits and Challenges of Student-Designed Learning","path":"/mindshift/44267/the-benefits-and-challenges-of-student-designed-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> (SLA)English Language Arts teacher Joshua Block decided to take the independence he and his colleagues have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/29/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/\" target=\"_blank\">cultivating in their students\u003c/a> since freshman year to a new level.\u003c/p>\n\u003cp>SLA students have many opportunities throughout their four years to choose how and what they investigate in their classes, and by senior year they are adept at choosing their own essay topics, meeting deadlines, staying focused while working online and coming up with creative projects that matter to them personally. But when a group of seniors at the Philadelphia school were given even more independence over their own learning, it was a challenge.\u003c/p>\n\u003cp>Block wanted seniors to have more than \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/10/how-inquiry-can-enable-students-to-become-modern-day-de-tocquevilles/\" target=\"_blank\">freedom within a set of constraints\u003c/a> (the usual SLA teaching style) -- he wanted them to try \u003ca href=\"http://mrjblock.com/2016/02/03/design-your-own-learning-final-products/\" target=\"_blank\">designing their own learning\u003c/a>. Students had complete freedom to pursue topics they were passionate about, but they also had to motivate themselves without the firm deadlines and rubrics that had become standard to them. Block was mindful that if he threw students in without a lifeline, they would struggle.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan.'\u003c/aside>\n\u003cp>The first quarter of this one-semester class looked more like a “traditional” SLA class. Students read the same book, chose themes within the reading that mattered to them and wrote thesis papers. But in the second quarter, Block told his students they could work on whatever they wanted, including making radio pieces, planning and teaching a middle school lesson, writing papers or anything else. And they could pursue any area of interest that they were passionate about, as long as they kept making progress toward agreed-upon goals. Because everyone was working on different projects and at different paces, the main way students knew they were on task was through weekly meetings about their productivity, which resulted in a “productivity grade.”\u003c/p>\n\u003cp>“It was really about what they got done, and the quality of work, and did they respond to our feedback about the plan,” Block said. The point was that students should be making progress on their work, and if they finished one thing, they should begin something else that caught their interest.\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>“A real challenge is how to figure out the gradebook for something like this because suddenly I’m not putting in the same grade for everyone,” Block said. He admitted it \u003ca href=\"http://mrjblock.com/2015/10/18/my-great-letting-go/\" target=\"_blank\">took effort to let go\u003c/a> of the idea that he’d be entering the same number of points for each student.\u003c/p>\n\u003cp>The foray into self-designed learning was an experiment for both Block and his students, but it yielded some helpful results and feedback from students.\u003c/p>\n\u003cp>\u003cstrong>STUDENT REACTIONS\u003c/strong>\u003c/p>\n\u003cp>A common reaction from students to this experiment was that, without concrete deadlines, it was hard to motivate themselves. Students expressed excitement around the ideas they were exploring, but often found themselves stagnating somewhere between idea conception and execution.\u003c/p>\n\u003cp>“When we hit a wall or a lull, we didn’t really know what to do,” said senior Aaron Block (no relation to his teacher). “There were times when we were really on it and we were really productive, and then there were some classes where we hit a wall and that didn’t happen.”\u003c/p>\n\u003cp>Block worked with four other students to produce a \u003ca href=\"https://www.scienceleadership.org/blog/gentrification_radio_piece-2\" target=\"_blank\">radio piece about gentrification \u003c/a>in the Point Breeze neighborhood of Philadelphia. The students interviewed residents about their experiences of change in the neighborhood, pairing those personal viewpoints with research on gentrification. Block felt that being forced to be self-motivated made the work go slower.\u003c/p>\n\u003cp>“But on the other hand, we also have this high-quality tangible thing that we’re leaving the class with, and I think that’s worth it,” Block said. In his reflection at the end of the class, Block said he was more proud of the radio piece he worked on than any other project during the semester. His groupmates agreed, adding that because the radio project took a long time, they were all juggling other assignments while working on it. During the second quarter the whole class read \"The Namesake,\" and many class periods were devoted to discussion, cutting into time for the group to work together.\u003c/p>\n\u003cp>“The freedom. of course, in theory is good, and it forces us to be adults about the work that we’re doing. But on the other hand it would have been nice to have had a little more structure and not be so free-floaty,” said student Anna Sugrue.\u003c/p>\n\u003cp>Several students had no problem motivating themselves, but universally these were students who had hit upon a subject that had become all-consuming to them. Imani Weeks, Joie Nearn and Sydne Hopkins-Baker chose to research “colorism,” a very personally motivating issue to these three African-American women.\u003c/p>\n\u003cp>They found the topic after reading “On the Run: Fugitive Life in An American City,” by Alice Goffman about police interactions with African-American men in a Philadelphia neighborhood. The book got the three young women talking about other issues that face the black community, and they became incensed by something that has affected all three of them: a sense within the black community that lighter skin is more beautiful.\u003c/p>\n\u003cp>The three students interviewed more than 15 classmates and teachers about the subject and made a documentary \u003ca href=\"http://lovecoloredgirls.weebly.com/the-project.html\" target=\"_blank\">video\u003c/a> and \u003ca href=\"http://lovecoloredgirls.weebly.com/\" target=\"_blank\">website\u003c/a> to showcase their findings. They wrote personal reflections about the research they had done, and even when the project was finished, all three still felt fired up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/gaPyW5DuzSU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It made me very upset to hear some people’s views,” Nearn said. “In a way, I think some people are brainwashed.” These three students, along with two boys who worked on a radio story about skateboarding, were so passionate about their projects that they liked working on them, and felt no difficulty motivating themselves to work without deadlines. Their passion fueled them, which seems to be a hallmark of the most rewarding self-designed learning experiences.\u003c/p>\n\u003cp>Even students who wished there had been more structure recognized the value of learning how to motivate themselves, including coming up with strategies to set personal deadlines. “I hated [design your own learning] at first and part of me still does,” said student Kara Rosenberg. “But I think it’s challenging, which is why I do like it.”\u003c/p>\n\u003cp>Rosenberg partnered with another student who had attended the same middle school to design a lesson around gender stereotyping. Together they went back to their middle school and presented the lesson to a group of sixth-graders. Rosenberg loved the experience, partly because it gave her some perspective on how much she has grown and matured since middle school, and partly because the lesson hit home.\u003c/p>\n\u003cp>“I had a girl talking about how she loves to go camping with her dad and they go all the time, but when it’s just her and him he will tell her she has to do the dishes because it’s her job, and that’s what women have to do,” Rosenberg said. The girl was hurt by her father’s words, but didn’t really know why. Other students also shared personal stories and seemed glad to have a framework to name why those experiences had unsettled them.\u003c/p>\n\u003cp>Researching, planning and delivering the lesson took only a few weeks, so Rosenberg also worked on a radio story and wrote a thesis paper. Most students seemed comfortable with the idea that when they had finished a project, they would naturally move onto another one. And, surprisingly, very few students expressed concern about how the class was graded.\u003c/p>\n\u003cp>“I don’t think it’s fair to compare someone to someone else,” Rosenberg said. She thinks it’s important that there be a standard for quality work, but thinks it is totally appropriate for each student to be judged “on their own scale.” Many students expressed this sentiment, aware that some classmates were more verbal, while other excelled at writing, but that each had valuable thoughts to offer.\u003c/p>\n\u003cp>Several students said creative projects were actually harder than more traditional assignments, like analyzing literature and writing papers. “I feel like creative projects might be a little harder because there’s more to do,” said Jada Terrell. “With thesis papers you’re thinking of a thesis, writing a draft, getting peer reviews and then writing your final draft, and that could be the end of it.”\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>Her \u003ca href=\"http://scienceleadership.org/blog/hip_hop-s_influence\" target=\"_blank\">radio story\u003c/a>, on the other hand, has required extensive research, interviewing, transcribing, script writing and revision, time in the WHYY studios and recording. The payoff is the chance to have her work aired on public radio, recognition all the radio groups hoped to achieve.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44267/the-benefits-and-challenges-of-student-designed-learning","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_956","mindshift_20764"],"featImg":"mindshift_44324","label":"mindshift"},"mindshift_41713":{"type":"posts","id":"mindshift_41713","meta":{"index":"posts_1591205157","site":"mindshift","id":"41713","score":null,"sort":[1440164683000]},"guestAuthors":[],"slug":"what-a-student-learned-from-a-short-experiment-in-self-directed-learning","title":"What a Student Learned From a Short Experiment in Self-Directed Learning","publishDate":1440164683,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Like a lot of students, 17-year-old Nick Bain says he really likes his school, but sometimes it can feel like a chore.\u003c/p>\n\u003cp>\"It just feels a little bit like you just have to keep doing one thing after another, but without a whole lot of thinking about an education in general,\" says Nick.\u003c/p>\n\u003cp>So one day he decided to write down what he was doing every 15 minutes at the Colorado Academy in Denver.\u003c/p>\n\u003cp>And in his seven-hour school day, Nick says there were only \"2 1/2 to three hours that you actually really do need to be in class,\" to get instructions from the teacher. The rest of the time was spent at lunch, getting books from his locker or reading.\u003c/p>\n\u003cp>\"It occurred to me that maybe the way school is now is not the perfect way,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Motivation As A Powerful Force\u003c/strong>\u003c/p>\n\u003cp>Nick saw \u003ca href=\"http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en\" target=\"_blank\">\u003cstrong>a TED Talk\u003c/strong>\u003c/a> by education researcher Sugata Mitra about his famous experiment in India. It showed how children living in Indian slums could teach themselves to use a computer.\u003c/p>\n\u003cp>\"It's just incredible that that sort of intrinsic motivation exists,\" Nick says. \"It seems like a really, really powerful force.\"\u003c/p>\n\u003cp>That led him to come up with his own unusual experiment in learning. He would spend the final trimester of his junior year learning on his own.\u003c/p>\n\u003cp>With enough convincing, he got his school and parents to sign off on the plan.\u003c/p>\n\u003cp>[contextly_sidebar id=\"NpIRhIU7NE2mmPxlHH5PQS9JcoGx4i0p\"]\u003c/p>\n\u003cp>He'd take the same tests and write the same essays as other students, but wouldn't attend class. He'd be graded on a pass/fail basis. It would be a self-taught and self-paced journey.\u003c/p>\n\u003cp>Nick would take seven courses, instead of the normal four, including calculus, Advanced Placement physics and advanced French.\u003c/p>\n\u003cp>He also designed some of his own courses: In one, he worked with local scientists on a climate change project; in another, he built a one-seat model aircraft.\u003c/p>\n\u003cp>He journaled along the way.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — March 24, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"I'm again feeling that I'm not efficient enough, but maybe efficiency isn't the most important thing. I definitely feel like I'm learning. But there isn't that sense of constant urgency that causes one to save time in all sorts of ways when one is under the gun. But what that also means is that I can walk through the park, for example, to the gardens without feeling constant anxiousness about things.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Thinking In French\u003c/strong>\u003c/p>\n\u003cp>Nick experimented with different ways to learn. First he tried to learn a bit of a subject every day. That didn't go so well. Then he asked, \"What if I spent 10 hours a day on one subject?\"\u003c/p>\n\u003cp>Eventually, he found that being steeped in one subject all day led to more learning.\u003c/p>\n\u003cp>He figured that out one day at the Denver Botanic Gardens while reading Jules Verne's \u003cem>Around the World in 80 Days\u003c/em> — in French.\u003c/p>\n\u003cp>\"I'd been reading it, and reading, and I wasn't really liking it because I wasn't understanding some things,\" he recalls. And then by the end of the day, \"I realized I was reading the French as fast as the English.\"\u003c/p>\n\u003cp>He discovered his learning wasn't more efficient on his own because he was spending every waking hour learning. His mother, Lisa Bain, said this last trimester was the hardest she's ever seen Nick work.\u003c/p>\n\u003cp>\"It was hard to get him to relax,\" she says. \"It's important to have downtime, and school sometimes allows you to have the downtime. But when you are self-directed, there's no time that's not something you could be doing.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 6, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Noticed that I'm actually under a lot of pressure. Thought flexibility would make things less of a strain, but actually causes more of a strain. Constantly thinking: Is what I'm doing right now the best possible use of my time, and that seems to make me highly inefficient, actually. So it's a lot harder than I thought, and less efficient than I thought. Realizing that I don't ever feel finished with something, that there is always something I can be doing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning More Deeply\u003c/strong>\u003c/p>\n\u003cp>At the same time, Nick said his learning was more satisfying outside of school. It had more purpose and he was learning more deeply.\u003c/p>\n\u003cp>As the days passed, he started to relax into the joy of learning. He realized he wasn't feeling that anxiousness he felt in school with a conveyor belt of assignments coming at him.\u003c/p>\n\u003cp>And because Nick was on a pass/fail system, he didn't worry about the best way to get a good grade. Instead, he realized he was working hard at something because he \u003cem>wanted\u003c/em> to.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 18, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've been hesitating to note this (because of the possibility that it might not hold true), but I feel exactly as Nate Newman said he felt at Stanford: 'This is the happiest I've ever been in my life.' It's always risky to say things like that because they may turn out differently with time. But I have never been so enthralled by learning, ever. I wish only that I could do it for years and years.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>The Value Of School\u003c/strong>\u003c/p>\n\u003cp>Nick is heading back to class for his senior year this fall, but that's not because the experiment was a failure. In fact, he kept up with his classmates, passing his exams and classes. But one of the unexpected results of the experiment, he says, is that now he can see his school — and teachers — in a different light. He appreciates the role teachers play as curators of the best material.\u003c/p>\n\u003cp>\"[There are] some huge benefits to learning with people that I really missed and I'm going to be glad to go back to,\" he says.\u003c/p>\n\u003cp>\"The greatest thing is really this,\" he says of his experience: \"I can be 45 years old, or 27, any age, or doing anything and become an expert on anything.\"\u003c/p>\n\u003cp>\"It makes me really excited for the rest of my life, I guess, because I know that it doesn't have to stop when I stop school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — June 2, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"Today was the last day of school. It did not feel like the last day of school. It was very strange. I rode my bicycle home, ate some fruit (it was a half-day), and wrote a 3 page essay on Kant and Voltaire. I think I would have laughed at myself pretty hard at doing something like this last year at this time.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\"I think today is probably an appropriate time to end this log. Maybe I'll sporadically note developments and general time usage over the next few weeks — at least some data would probably be helpful, I think. Otherwise, I don't think I should even try to describe in a few broad statements the effect of these past months. Neatly summing it up here would not capture the magnitude of its value.\"\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Colorado Public Radio. To see more, visit \u003ca href=\"http://www.cpr.org\">http://www.cpr.org\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Learn+More%2C+This+High-Schooler+Left+The+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Nick Bain, 17, was in class one day when he calculated that only \"2 1/2 to three hours\" was actually useful instruction. So he decided to go out on his own to learn.","status":"publish","parent":0,"modified":1440164683,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1219},"headData":{"title":"What a Student Learned From a Short Experiment in Self-Directed Learning | KQED","description":"Nick Bain, 17, was in class one day when he calculated that only "2 1/2 to three hours" was actually useful instruction. So he decided to go out on his own to learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What a Student Learned From a Short Experiment in Self-Directed Learning","datePublished":"2015-08-21T13:44:43.000Z","dateModified":"2015-08-21T13:44:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41713 http://ww2.kqed.org/mindshift/?p=41713","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/21/what-a-student-learned-from-a-short-experiment-in-self-directed-learning/","disqusTitle":"What a Student Learned From a Short Experiment in Self-Directed Learning","nprByline":"Jenny Brundin, \u003ca href=\"http://www.cpr.org/\">Colorado Public Radio\u003c/a>","nprStoryId":"432582341","nprApiLink":"http://api.npr.org/query?id=432582341&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2015/08/19/432582341/to-learn-more-this-high-schooler-left-the-classroom?ft=nprml&f=432582341","nprRetrievedStory":"1","nprPubDate":"Wed, 19 Aug 2015 22:29:00 -0400","nprStoryDate":"Wed, 19 Aug 2015 16:47:00 -0400","nprLastModifiedDate":"Wed, 19 Aug 2015 22:29:46 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/08/20150819_atc_to_learn_more_this_high-schooler_left_the_classroom.mp3?orgId=32&topicId=1013&d=281&p=2&story=432582341&t=progseg&e=432835368&seg=7&ft=nprml&f=432582341","nprAudioM3u":"http://api.npr.org/m3u/1432910352-b3dd7d.m3u?orgId=32&topicId=1013&d=281&p=2&story=432582341&t=progseg&e=432835368&seg=7&ft=nprml&f=432582341","path":"/mindshift/41713/what-a-student-learned-from-a-short-experiment-in-self-directed-learning","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2015/08/20150819_atc_to_learn_more_this_high-schooler_left_the_classroom.mp3?orgId=32&topicId=1013&d=281&p=2&story=432582341&t=progseg&e=432835368&seg=7&ft=nprml&f=432582341","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Like a lot of students, 17-year-old Nick Bain says he really likes his school, but sometimes it can feel like a chore.\u003c/p>\n\u003cp>\"It just feels a little bit like you just have to keep doing one thing after another, but without a whole lot of thinking about an education in general,\" says Nick.\u003c/p>\n\u003cp>So one day he decided to write down what he was doing every 15 minutes at the Colorado Academy in Denver.\u003c/p>\n\u003cp>And in his seven-hour school day, Nick says there were only \"2 1/2 to three hours that you actually really do need to be in class,\" to get instructions from the teacher. The rest of the time was spent at lunch, getting books from his locker or reading.\u003c/p>\n\u003cp>\"It occurred to me that maybe the way school is now is not the perfect way,\" he says.\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>\u003cstrong>Motivation As A Powerful Force\u003c/strong>\u003c/p>\n\u003cp>Nick saw \u003ca href=\"http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en\" target=\"_blank\">\u003cstrong>a TED Talk\u003c/strong>\u003c/a> by education researcher Sugata Mitra about his famous experiment in India. It showed how children living in Indian slums could teach themselves to use a computer.\u003c/p>\n\u003cp>\"It's just incredible that that sort of intrinsic motivation exists,\" Nick says. \"It seems like a really, really powerful force.\"\u003c/p>\n\u003cp>That led him to come up with his own unusual experiment in learning. He would spend the final trimester of his junior year learning on his own.\u003c/p>\n\u003cp>With enough convincing, he got his school and parents to sign off on the plan.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He'd take the same tests and write the same essays as other students, but wouldn't attend class. He'd be graded on a pass/fail basis. It would be a self-taught and self-paced journey.\u003c/p>\n\u003cp>Nick would take seven courses, instead of the normal four, including calculus, Advanced Placement physics and advanced French.\u003c/p>\n\u003cp>He also designed some of his own courses: In one, he worked with local scientists on a climate change project; in another, he built a one-seat model aircraft.\u003c/p>\n\u003cp>He journaled along the way.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — March 24, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"I'm again feeling that I'm not efficient enough, but maybe efficiency isn't the most important thing. I definitely feel like I'm learning. But there isn't that sense of constant urgency that causes one to save time in all sorts of ways when one is under the gun. But what that also means is that I can walk through the park, for example, to the gardens without feeling constant anxiousness about things.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Thinking In French\u003c/strong>\u003c/p>\n\u003cp>Nick experimented with different ways to learn. First he tried to learn a bit of a subject every day. That didn't go so well. Then he asked, \"What if I spent 10 hours a day on one subject?\"\u003c/p>\n\u003cp>Eventually, he found that being steeped in one subject all day led to more learning.\u003c/p>\n\u003cp>He figured that out one day at the Denver Botanic Gardens while reading Jules Verne's \u003cem>Around the World in 80 Days\u003c/em> — in French.\u003c/p>\n\u003cp>\"I'd been reading it, and reading, and I wasn't really liking it because I wasn't understanding some things,\" he recalls. And then by the end of the day, \"I realized I was reading the French as fast as the English.\"\u003c/p>\n\u003cp>He discovered his learning wasn't more efficient on his own because he was spending every waking hour learning. His mother, Lisa Bain, said this last trimester was the hardest she's ever seen Nick work.\u003c/p>\n\u003cp>\"It was hard to get him to relax,\" she says. \"It's important to have downtime, and school sometimes allows you to have the downtime. But when you are self-directed, there's no time that's not something you could be doing.\"\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 6, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Noticed that I'm actually under a lot of pressure. Thought flexibility would make things less of a strain, but actually causes more of a strain. Constantly thinking: Is what I'm doing right now the best possible use of my time, and that seems to make me highly inefficient, actually. So it's a lot harder than I thought, and less efficient than I thought. Realizing that I don't ever feel finished with something, that there is always something I can be doing.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Learning More Deeply\u003c/strong>\u003c/p>\n\u003cp>At the same time, Nick said his learning was more satisfying outside of school. It had more purpose and he was learning more deeply.\u003c/p>\n\u003cp>As the days passed, he started to relax into the joy of learning. He realized he wasn't feeling that anxiousness he felt in school with a conveyor belt of assignments coming at him.\u003c/p>\n\u003cp>And because Nick was on a pass/fail system, he didn't worry about the best way to get a good grade. Instead, he realized he was working hard at something because he \u003cem>wanted\u003c/em> to.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Nick's Journal — March 18, 2015\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've been hesitating to note this (because of the possibility that it might not hold true), but I feel exactly as Nate Newman said he felt at Stanford: 'This is the happiest I've ever been in my life.' It's always risky to say things like that because they may turn out differently with time. But I have never been so enthralled by learning, ever. I wish only that I could do it for years and years.\"\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>The Value Of School\u003c/strong>\u003c/p>\n\u003cp>Nick is heading back to class for his senior year this fall, but that's not because the experiment was a failure. In fact, he kept up with his classmates, passing his exams and classes. But one of the unexpected results of the experiment, he says, is that now he can see his school — and teachers — in a different light. He appreciates the role teachers play as curators of the best material.\u003c/p>\n\u003cp>\"[There are] some huge benefits to learning with people that I really missed and I'm going to be glad to go back to,\" he says.\u003c/p>\n\u003cp>\"The greatest thing is really this,\" he says of his experience: \"I can be 45 years old, or 27, any age, or doing anything and become an expert on anything.\"\u003c/p>\n\u003cp>\"It makes me really excited for the rest of my life, I guess, because I know that it doesn't have to stop when I stop school.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Nick's Journal — June 2, 2015\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\"Today was the last day of school. It did not feel like the last day of school. It was very strange. I rode my bicycle home, ate some fruit (it was a half-day), and wrote a 3 page essay on Kant and Voltaire. I think I would have laughed at myself pretty hard at doing something like this last year at this time.\u003c/em>\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>\u003cem>\"I think today is probably an appropriate time to end this log. Maybe I'll sporadically note developments and general time usage over the next few weeks — at least some data would probably be helpful, I think. Otherwise, I don't think I should even try to describe in a few broad statements the effect of these past months. Neatly summing it up here would not capture the magnitude of its value.\"\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 Colorado Public Radio. To see more, visit \u003ca href=\"http://www.cpr.org\">http://www.cpr.org\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=To+Learn+More%2C+This+High-Schooler+Left+The+Classroom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41713/what-a-student-learned-from-a-short-experiment-in-self-directed-learning","authors":["byline_mindshift_41713"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_20764","mindshift_20557","mindshift_263"],"featImg":"mindshift_41715","label":"mindshift"},"mindshift_40082":{"type":"posts","id":"mindshift_40082","meta":{"index":"posts_1591205157","site":"mindshift","id":"40082","score":null,"sort":[1430915611000]},"guestAuthors":[],"slug":"how-to-create-the-learning-community-project-based-learning-demands","title":"How to Create the Learning Community Vital to Project-Based Learning's Success","publishDate":1430915611,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Project-based learning has become a hot topic as educators look for ways to effectively get students solving problems, working collaboratively and producing evidence of their learning. But as educators turn to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\">long-standing pedagogy\u003c/a> for content delivery, it’s easy to forget to build up the learning skills and dispositions that make the approach successful.\u003c/p>\n\u003cp>“We don’t need more individual ways of teaching that only do one small thing,” said Laura Thomas, director of the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center for School Renewal\u003c/a>. “Good project-based learning pedagogy has all the stuff we are supposed to be doing embedded in it and we just have to be articulate and point to it.”\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>Effective project-based learning is grounded in a strong learning community, one teachers create and must regularly foster. “Project-based learning requires kids to take risks and they aren’t going to take risks if they don’t trust you or each other,” Thomas said. She suggests teachers co-create a social contract with the class at the beginning of the year and make sure it is a living document that can grow and change. Every joke or put-down is a test of the teacher and she should stop everything to revisit the social contract and discuss violations. When kids are resisting a new kind of learning, it's often because they feel unsafe.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"When we focus on the skills and dispositions at the beginning, the depth of the work is much greater. And [students] internalize the skills much more than when it's a separate unit because it's contextualized.\"\u003c/aside>\n\u003cp>“A lot of teachers don’t understand how important it is to build a learning community,” Thomas said. One of the best ways to do this is through meaningful work, but it’s also important at times to take a break from academics and just play together. A short game outside can refocus students and build trust and teamwork at the same time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Building a community of learners starts by getting to know one another. Talk as a class about who each student is outside of school. It’s not unheard of for kids get to the end of the school year and not even know one another’s names.\u003c/p>\n\u003cp>It’s equally important to have good communication with and between students. To do that, students have to be involved in creating the definition of what it means to communicate well. “Instead of telling kids what good communication looks like, you have conversations about what it means to be a good community member, a good friend, a good learning partner or even an organized person,” Thomas said. She’s aware that adults often assume students understand the expectations around softer skills like communication and collaboration without spelling it out. “If it doesn’t have concrete, observable language, the teacher can’t really know if the kids are doing it and the kids won’t know what the teacher is looking for,” Thomas said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tHqraBiNOmD3aNXLwL1jrTRvfKFxo4fz\"]\u003c/p>\n\u003cp>\u003cstrong>COOPERATION vs. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>The next step in building a community of learners is collaboration, but first, students have to cooperate. When students cooperate, they are acting under a tacit agreement not to get in one another’s way. Collaboration, on the other hand, is about getting to the final goal together. It’s the understanding that the individual can’t succeed unless every member in the group succeeds. And every member is invested in the project being worked on together.\u003c/p>\n\u003cp>Thomas says you get from cooperation to collaboration through meaningful work. And she doesn’t pretend it’s always easy. But she advises teachers to stay in the conflict together with students when they arise. If one student is refusing to engage, sit down with the group and talk out the problem. Maybe that student felt his idea was rejected and is now refusing to participate. Whatever it is, talk it out. “It feels like it’s time consuming, but it doesn’t happen very often,” Thomas said. And, if teachers take the time do this important conflict resolution early and whenever necessary, other students notice and realize they won’t be able to get away with slacking off.\u003c/p>\n\u003cp>Paying attention to these underlying structures of the classroom will result in big payoffs in the depth and quality of the project-based learning students do, Thomas said. It changes the classroom culture. But, it also must be maintained. Teachers have to keep their eyes open for signs of trouble. One way to do this is to have students write down who they want to work with on the next project. Take notice of who is always chosen and who is never chosen as a partner. That will provide clues to the state of the learning community.\u003c/p>\n\u003cp>\u003cstrong>PACE YOURSELF\u003c/strong>\u003c/p>\n\u003cp>Building a learning community is a fundamental step to creating the kind of classroom culture that supports engaged students exploring a real world problem resulting in a created demonstration of knowledge gained. But it’s also important to recognize where the learners are in their school careers. Middle and high school educators are teaching students who have often been taught for more than six years with a more traditional style. Many don’t know how to do project-based learning, are scared by autonomy in learning and will resist.\u003c/p>\n\u003cp>“The biggest challenge is figuring out how far and how fast you can implement,” Thomas said, “And recognizing that it still counts if it’s a teeny tiny thing that the kids are doing.”\u003c/p>\n\u003cp>New teachers sometimes start their careers energized to bring progressive, constructivist, project-based approaches to underserved kids, particularly in disadvantaged communities, only to find \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\" target=\"_blank\">kids and parents dislike it\u003c/a>. But, Thomas says they often resist because it’s unfamiliar, or they believe wealthier kids are getting something different, or it requires more of them. They aren’t ready to be thrown into the deep end of student-centered learning without a lot of scaffolding to help them see they can do it.\u003c/p>\n\u003cp>Thomas had an experience similar to this as a new teacher. She taught 11th grade English and didn’t have much success implementing project-based learning. But she didn’t have any of the tools she now has to build a community of learners, to unpack her own biases, to listen to her students’ experiences of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/04/how-can-teachers-address-race-issues-in-class-ask-students/\" target=\"_blank\">institutional racism and educational violence\u003c/a>.\u003c/p>\n\u003cp>“If I had been willing to get to know their contexts; if I had talked less and listened more, then I think I could have been very successful,” Thomas said. Too often, teachers hold constructivist approaches hostage to lower level learning. Students don’t get to do a project until they pass a vocabulary quiz, for example.\u003c/p>\n\u003cp>“Give kids the benefit of the doubt on that,” Thomas said. Often when teachers give students an interesting challenge, kids will end up discovering much of the content the teacher had set aside time to cover. They help one another and discover they knew more than they realized. It’s easy to assume students aren’t ready to solve a problem because they approach it differently from the teacher. But they may be coming from a different context and often the hoops they’re asked to jump through in a more traditional classroom come off as demoralizing.\u003c/p>\n\u003cp>“When they refuse to engage in our insulting pedagogy, we assume that they don’t want to learn,” Thomas said. This is where she thinks it’s important that teachers examine their own biases. It's natural to be suspicious of things that are different from ourselves, that instinct evolved to protect us from danger, but humans are capable of activating higher-order thinking to overcome those basic instincts. Over time, educators can develop themselves to be the kind of educators they want to be.\u003c/p>\n\u003cp>Ultimately, Thomas is convinced project-based learning is how humans are meant to learn. Other methods developed to cram a bunch of information into students’ brains in a short amount of time just don’t work.\u003c/p>\n\u003cp>Too often, skills are segmented in school, with a separate curricula for each subject, for social and emotional learning, for study skills. Teaching through discovery and requiring students to use skills and dispositions whose definitions have been co-constructed is much more effective. “When we focus on the skills and dispositions at the beginning, the depth of the work is much greater,” Thomas said. “And [students] internalize the skills much more than when it’s a separate unit because it’s contextualized.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Along the way, students gain the tools to learn how to learn, the most valuable skill of them all.\u003c/p>\n\n","blocks":[],"excerpt":"An under-appreciated element of effective project-based learning is a community of learners who trust one another.","status":"publish","parent":0,"modified":1430916188,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1519},"headData":{"title":"How to Create the Learning Community Vital to Project-Based Learning's Success | KQED","description":"An under-appreciated element of effective project-based learning is a community of learners who trust one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Create the Learning Community Vital to Project-Based Learning's Success","datePublished":"2015-05-06T12:33:31.000Z","dateModified":"2015-05-06T12:43:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40082 http://ww2.kqed.org/mindshift/?p=40082","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/06/how-to-create-the-learning-community-project-based-learning-demands/","disqusTitle":"How to Create the Learning Community Vital to Project-Based Learning's Success","path":"/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Project-based learning has become a hot topic as educators look for ways to effectively get students solving problems, working collaboratively and producing evidence of their learning. But as educators turn to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\" target=\"_blank\">long-standing pedagogy\u003c/a> for content delivery, it’s easy to forget to build up the learning skills and dispositions that make the approach successful.\u003c/p>\n\u003cp>“We don’t need more individual ways of teaching that only do one small thing,” said Laura Thomas, director of the \u003ca href=\"http://www.antiochne.edu/acsr/\" target=\"_blank\">Antioch Center for School Renewal\u003c/a>. “Good project-based learning pedagogy has all the stuff we are supposed to be doing embedded in it and we just have to be articulate and point to it.”\u003c/p>\n\u003cp>\u003cstrong>A COMMUNITY OF LEARNERS\u003c/strong>\u003c/p>\n\u003cp>Effective project-based learning is grounded in a strong learning community, one teachers create and must regularly foster. “Project-based learning requires kids to take risks and they aren’t going to take risks if they don’t trust you or each other,” Thomas said. She suggests teachers co-create a social contract with the class at the beginning of the year and make sure it is a living document that can grow and change. Every joke or put-down is a test of the teacher and she should stop everything to revisit the social contract and discuss violations. When kids are resisting a new kind of learning, it's often because they feel unsafe.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"When we focus on the skills and dispositions at the beginning, the depth of the work is much greater. And [students] internalize the skills much more than when it's a separate unit because it's contextualized.\"\u003c/aside>\n\u003cp>“A lot of teachers don’t understand how important it is to build a learning community,” Thomas said. One of the best ways to do this is through meaningful work, but it’s also important at times to take a break from academics and just play together. A short game outside can refocus students and build trust and teamwork at the same time.\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>Building a community of learners starts by getting to know one another. Talk as a class about who each student is outside of school. It’s not unheard of for kids get to the end of the school year and not even know one another’s names.\u003c/p>\n\u003cp>It’s equally important to have good communication with and between students. To do that, students have to be involved in creating the definition of what it means to communicate well. “Instead of telling kids what good communication looks like, you have conversations about what it means to be a good community member, a good friend, a good learning partner or even an organized person,” Thomas said. She’s aware that adults often assume students understand the expectations around softer skills like communication and collaboration without spelling it out. “If it doesn’t have concrete, observable language, the teacher can’t really know if the kids are doing it and the kids won’t know what the teacher is looking for,” Thomas said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>COOPERATION vs. COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>The next step in building a community of learners is collaboration, but first, students have to cooperate. When students cooperate, they are acting under a tacit agreement not to get in one another’s way. Collaboration, on the other hand, is about getting to the final goal together. It’s the understanding that the individual can’t succeed unless every member in the group succeeds. And every member is invested in the project being worked on together.\u003c/p>\n\u003cp>Thomas says you get from cooperation to collaboration through meaningful work. And she doesn’t pretend it’s always easy. But she advises teachers to stay in the conflict together with students when they arise. If one student is refusing to engage, sit down with the group and talk out the problem. Maybe that student felt his idea was rejected and is now refusing to participate. Whatever it is, talk it out. “It feels like it’s time consuming, but it doesn’t happen very often,” Thomas said. And, if teachers take the time do this important conflict resolution early and whenever necessary, other students notice and realize they won’t be able to get away with slacking off.\u003c/p>\n\u003cp>Paying attention to these underlying structures of the classroom will result in big payoffs in the depth and quality of the project-based learning students do, Thomas said. It changes the classroom culture. But, it also must be maintained. Teachers have to keep their eyes open for signs of trouble. One way to do this is to have students write down who they want to work with on the next project. Take notice of who is always chosen and who is never chosen as a partner. That will provide clues to the state of the learning community.\u003c/p>\n\u003cp>\u003cstrong>PACE YOURSELF\u003c/strong>\u003c/p>\n\u003cp>Building a learning community is a fundamental step to creating the kind of classroom culture that supports engaged students exploring a real world problem resulting in a created demonstration of knowledge gained. But it’s also important to recognize where the learners are in their school careers. Middle and high school educators are teaching students who have often been taught for more than six years with a more traditional style. Many don’t know how to do project-based learning, are scared by autonomy in learning and will resist.\u003c/p>\n\u003cp>“The biggest challenge is figuring out how far and how fast you can implement,” Thomas said, “And recognizing that it still counts if it’s a teeny tiny thing that the kids are doing.”\u003c/p>\n\u003cp>New teachers sometimes start their careers energized to bring progressive, constructivist, project-based approaches to underserved kids, particularly in disadvantaged communities, only to find \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\" target=\"_blank\">kids and parents dislike it\u003c/a>. But, Thomas says they often resist because it’s unfamiliar, or they believe wealthier kids are getting something different, or it requires more of them. They aren’t ready to be thrown into the deep end of student-centered learning without a lot of scaffolding to help them see they can do it.\u003c/p>\n\u003cp>Thomas had an experience similar to this as a new teacher. She taught 11th grade English and didn’t have much success implementing project-based learning. But she didn’t have any of the tools she now has to build a community of learners, to unpack her own biases, to listen to her students’ experiences of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/04/how-can-teachers-address-race-issues-in-class-ask-students/\" target=\"_blank\">institutional racism and educational violence\u003c/a>.\u003c/p>\n\u003cp>“If I had been willing to get to know their contexts; if I had talked less and listened more, then I think I could have been very successful,” Thomas said. Too often, teachers hold constructivist approaches hostage to lower level learning. Students don’t get to do a project until they pass a vocabulary quiz, for example.\u003c/p>\n\u003cp>“Give kids the benefit of the doubt on that,” Thomas said. Often when teachers give students an interesting challenge, kids will end up discovering much of the content the teacher had set aside time to cover. They help one another and discover they knew more than they realized. It’s easy to assume students aren’t ready to solve a problem because they approach it differently from the teacher. But they may be coming from a different context and often the hoops they’re asked to jump through in a more traditional classroom come off as demoralizing.\u003c/p>\n\u003cp>“When they refuse to engage in our insulting pedagogy, we assume that they don’t want to learn,” Thomas said. This is where she thinks it’s important that teachers examine their own biases. It's natural to be suspicious of things that are different from ourselves, that instinct evolved to protect us from danger, but humans are capable of activating higher-order thinking to overcome those basic instincts. Over time, educators can develop themselves to be the kind of educators they want to be.\u003c/p>\n\u003cp>Ultimately, Thomas is convinced project-based learning is how humans are meant to learn. Other methods developed to cram a bunch of information into students’ brains in a short amount of time just don’t work.\u003c/p>\n\u003cp>Too often, skills are segmented in school, with a separate curricula for each subject, for social and emotional learning, for study skills. Teaching through discovery and requiring students to use skills and dispositions whose definitions have been co-constructed is much more effective. “When we focus on the skills and dispositions at the beginning, the depth of the work is much greater,” Thomas said. “And [students] internalize the skills much more than when it’s a separate unit because it’s contextualized.”\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>Along the way, students gain the tools to learn how to learn, the most valuable skill of them all.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40082/how-to-create-the-learning-community-project-based-learning-demands","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20846","mindshift_256","mindshift_944","mindshift_20764","mindshift_943"],"featImg":"mindshift_36102","label":"mindshift"},"mindshift_40292":{"type":"posts","id":"mindshift_40292","meta":{"index":"posts_1591205157","site":"mindshift","id":"40292","score":null,"sort":[1430482645000]},"guestAuthors":[],"slug":"what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia","title":"What Self-Directed Learning Can Look Like for Underprivileged Children in Asia","publishDate":1430482645,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This is the second in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">two-part conversation\u003c/a> with author David Gribble. After teaching in both conventional and democratic schools in England for more than 30 years, he visited nearly 20 other schools around the world that promote self-directed learning and recorded his observations in two books (“\u003c/em>\u003ca href=\"http://www.amazon.com/Real-Education-Varieties-David-Gribble/dp/0951399756/ref=sr_1_1?ie=UTF8&qid=1421292244&sr=8-1&keywords=Real+Education%3A+Varieties+of+Freedom\">\u003cem>Real Education: Varieties of Freedom\u003c/em>\u003c/a>\u003cem>” and “\u003c/em>\u003ca href=\"http://www.amazon.com/Lifelines-DAVID-GRIBBLE/dp/0951399799/ref=sr_1_1?ie=UTF8&qid=1421292333&sr=8-1&keywords=Lifelines+david+gribble\">\u003cem>Lifelines\u003c/em>\u003c/a>\u003cem>”). This conversation focuses on how underprivileged children fare in such environments.\u003c/em>\u003c/p>\n\u003cp>David Gribble was curious to see how self-directed learning played out in different cultural as well as socio-economic contexts. So in addition to researching \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">self-directed schools in Western societies\u003c/a>, he also observed educational institutions in India and Thailand that catered to desperately underserved children, some of them living on the streets. What follows are some of his main takeaways from these visits, as well as his overall conclusions.\u003c/p>\n\u003cp>\u003cstrong>A Democratic School with a Buddhist Interpretation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ffc.or.th/mbdeng/generalinfo/generalinfo.htm\">Moo Baan Dek\u003c/a> (which means “Children’s Village” in Thai) is a residential learning center located on 60 acres of woodland about three hours’ drive from Bangkok. It takes in slum dwellers as young as four who are unwanted by their families. In many cases, their backgrounds were harshly authoritarian; many were abused and arrived showing signs of defiance and aggression. The founders loosely modeled Moo Baan Dek on the \u003ca href=\"http://www.summerhillschool.co.uk/about.php\">Summerhill\u003c/a> democratic school in England, with the belief that freedom, love and warmth would give the children courage to show their emotional scars and engage in therapeutic activities that would facilitate healing.\u003c/p>\n\u003cp>The faculty and students are considered equals and abide by the same rules, which are jointly decided at weekly meetings. Newcomers are given up to three years to simply play in the natural surroundings, without fixed goals and time limits. After that they are encouraged, but not required, to attend classes. There are adult-directed activities and certain routines (such as meditation and circle time), but a lot of inattention is tolerated. Children move through lessons at their own pace, and there is no disgrace in learning more slowly than one’s peers.\u003c/p>\n\u003cfigure id=\"attachment_40372\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre.jpeg\">\u003cimg class=\"wp-image-40372 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1440x2151.jpeg\" alt=\"Moo Baan Dek\" width=\"640\" height=\"956\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1440x2151.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-400x598.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-800x1195.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1180x1763.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-960x1434.jpeg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Moo Baan Dek by Ryan Libre \u003ccite>(Ryan Libre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike at Summerhill, children at Moo Baan Dek have work responsibilities (such as working in the center’s rice fields), but these are freely chosen, and there is a lot of discretion in how they are carried out (e.g., children are encouraged to listen to their bodies if they need a break). Children also collaborate with houseparents on menus and shopping, learning about home economics in the process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Once they trust the adults, the adults can help them to do something,” one of the founders, Rajani Dongchai, told Gribble. But after developing this bond, the adults step back so the children can learn to believe in the inherent value of the activities, rather than simply obeying their elders. They step in only when children appear to need help, and then offer it with compassion.\u003c/p>\n\u003cp>Many of Moo Baan Dek’s students have gone on to higher education and gainful work in occupations that run the gamut from hospital staff to auto mechanics and sales.\u003c/p>\n\u003cp>\u003cstrong>Street Children Apply Themselves to Have an “Education for Life”\u003c/strong>\u003c/p>\n\u003cp>Children who work and/or live on New Delhi’s streets struggle to survive, picking up small jobs such as collecting rags, carrying bags, or selling food, while coping with police beatings, predatory adults, and motorists that don’t even brake for them, reflecting their extremely low status in that society.\u003c/p>\n\u003cp>Social worker Rita Panicker was dismayed that most organizations trying to help these children treated them merely as passive recipients of charity and offered them conventional lessons that did little to help them overcome their specific challenges, instead of empowering them with “education for life.” To offer an alternative, she started the Butterflies program in 1989; its name evokes her desire to help these eight- to 15-year-old children develop wings to fly in freedom wherever they chose.\u003c/p>\n\u003cp>[contextly_sidebar id=\"JxJNWsIjx6iNbXl7J6QxB581nrxQTgo9\"]\u003c/p>\n\u003cp>Its core guiding principle is children’s participation. So the Butterflies educators began by spending weeks on the streets, getting to know the children who wanted to talk, asking them what they wanted to do, and in what areas they wanted help. The program’s distinguishing operating elements include a Children’s Council with decision-making power (which extends to the ability to dismiss staff) and a requirement that the children pay a modest fee for services. The educators relate to the children as friends and colleagues and are affectionately called Elder Brother and Elder Sister.\u003c/p>\n\u003cp>Most of the children have never even held a pencil when they begin interacting with the program, but Gribble notes that literacy should not be confused with education. In some senses, these children are already highly educated and mature, because they manage to survive on their own and handle complicated, real-life situations on a regular basis. Therefore the Butterflies curriculum “can’t be childish,” he says. Moreover, he explains in “\u003cem>Lifelines\u003c/em>,” although the program is accredited through the equivalent of eighth grade, and the children have opportunities to learn subjects such as math, science, Hindi and English, “formal education is not the priority. The priority is to make each child feel trusted, secure and precious. Only then can formal learning take place.”\u003c/p>\n\u003cp>Educators meet the children at popular contact points around the city (such as the railway station) at mutually agreed times. They offer activities that help the children analyze and question and find things out for themselves. They also bring tin trunks with materials such as exercise books, discussion-provoking cards, and games. The children decide how much, or whether, to engage, and can work on whatever they choose. Anyone is welcome to join in, and some 1,500 children have taken up the offer. Older street children often lead the activities, with the staff remaining in the background, offering assistance as needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They desperately need to experience respect from others in order to gain self-respect and lead dignified lives. And genuine respect implies freedom and self-directedness.”\u003c/aside>\n\u003cp>Many choose to study because no one is requiring them to, Gribble says. He observed children working together “enthusiastically and seriously,” he writes, with a “dignity and purposefulness that perhaps is in part a result of not suffering the humiliation of being obliged to accept charity. … It is moving almost to the point of tears to see a twelve-year-old boy totally committing himself to sounding out letters or practising basic addition.”\u003c/p>\n\u003cp>The educators also cover subjects that “touch the children emotionally, because those are the subjects that children really want to talk and write about,” Gribble explains. For instance, they may present realistic case studies (e.g., a runaway girl confides that she’s been sexually abused, but the police don’t want to file a report) and ask the children to demonstrate possible responses through dramatic arts.\u003c/p>\n\u003cp>Success isn’t measured in test scores or the attainment of formal qualifications. It’s considered success if the children trust the adults; learn to read and write (about 60 percent of the children who participate for six months learn to read and write within that time); accomplish personal projects; or go on to high school and find sustaining work. It is also considered success if they become aware of their rights and develop skills that enable them to protect themselves from being cheated and to negotiate for better wages.\u003c/p>\n\u003cp>https://vimeo.com/84884698\u003c/p>\n\u003cp>“The life of the child on the street is made up of individual projects and solutions to problems,” Gribble writes. “Butterflies helps them to be more ambitious in the former, and more collaborative in the latter.” The children plan and carry out street theater, protest marches and press conferences, run a broadcasting service, and publish a small newspaper, assuming responsibility for the projects and consulting with the educators as needed. They have also established a child worker’s union.\u003c/p>\n\u003cp>“From being an object … I became a citizen who was capable of self-care, self-protection and participation,” one participant told Gribble. Said another: “We learnt that we ourselves have the solutions for all our problems.” (A few years after Gribble’s visit, the Alternative Education Resource Organization produced a \u003ca href=\"http://www.educationrevolution.org/store/product/butterflies-program-documentary/\">video\u003c/a> about the Butterflies program.)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=0XU6i7xSJnY\u003c/p>\n\u003cp>\u003cstrong>“Genuine Respect Implies Freedom And Self-Directedness”\u003c/strong>\u003c/p>\n\u003cp>Gribble was struck by the fact that, overall, the children at these schools appeared engaged and eager to learn, without coercion—they were even willing to make great sacrifices for the opportunity to attend the schools, such as risking retaliation from gang members or giving up precious income. Also, considering their starting points, they were making considerable strides to improve their life prospects.\u003c/p>\n\u003cp>He credits the schools with creating environments that helped students deal with their problems and discover their potential—not just academic potential, as he explains in \u003cem>“Lifelines,” \u003c/em>but also “social potential, potential for self-respect, the … potential to assert their own rights and to play a full role in their communities.”\u003c/p>\n\u003cp>No school can solve every problem, he notes, and some underprivileged children will not be able to overcome their struggles, regardless of what type of learning environment they experience during their formative years. Nevertheless, “most social and academic problems are eased and many are solved … by respect, responsibility, affection and freedom,” he writes.\u003c/p>\n\u003cp>That’s because the primary lessons children absorb—which then impact all other learning, as well as their lives more broadly—are lessons about themselves, and these stem from how they are treated. Without a supportive learning environment, children who hail from insecure backgrounds and are not academic standouts “have little hope for the future,” Gribble says. “All their lives they have been taught that they are inferior …. They desperately need to experience respect from others in order to gain self-respect and lead dignified lives. And genuine respect implies freedom and self-directedness.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Part one of this two-part conversation with David Gribble is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">available here\u003c/a>. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In Asia, two programs help children living in an orphanage and on the street direct their learning experience, a practice that is often the domain of private schools in the West.","status":"publish","parent":0,"modified":1430508649,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1740},"headData":{"title":"What Self-Directed Learning Can Look Like for Underprivileged Children in Asia | KQED","description":"In Asia, two programs help children living in an orphanage and on the street direct their learning experience, a practice that is often the domain of private schools in the West.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Self-Directed Learning Can Look Like for Underprivileged Children in Asia","datePublished":"2015-05-01T12:17:25.000Z","dateModified":"2015-05-01T19:30:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40292 http://ww2.kqed.org/mindshift/?p=40292","disqusUrl":"https://ww2.kqed.org/mindshift/2015/05/01/what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia/","disqusTitle":"What Self-Directed Learning Can Look Like for Underprivileged Children in Asia","path":"/mindshift/40292/what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is the second in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">two-part conversation\u003c/a> with author David Gribble. After teaching in both conventional and democratic schools in England for more than 30 years, he visited nearly 20 other schools around the world that promote self-directed learning and recorded his observations in two books (“\u003c/em>\u003ca href=\"http://www.amazon.com/Real-Education-Varieties-David-Gribble/dp/0951399756/ref=sr_1_1?ie=UTF8&qid=1421292244&sr=8-1&keywords=Real+Education%3A+Varieties+of+Freedom\">\u003cem>Real Education: Varieties of Freedom\u003c/em>\u003c/a>\u003cem>” and “\u003c/em>\u003ca href=\"http://www.amazon.com/Lifelines-DAVID-GRIBBLE/dp/0951399799/ref=sr_1_1?ie=UTF8&qid=1421292333&sr=8-1&keywords=Lifelines+david+gribble\">\u003cem>Lifelines\u003c/em>\u003c/a>\u003cem>”). This conversation focuses on how underprivileged children fare in such environments.\u003c/em>\u003c/p>\n\u003cp>David Gribble was curious to see how self-directed learning played out in different cultural as well as socio-economic contexts. So in addition to researching \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">self-directed schools in Western societies\u003c/a>, he also observed educational institutions in India and Thailand that catered to desperately underserved children, some of them living on the streets. What follows are some of his main takeaways from these visits, as well as his overall conclusions.\u003c/p>\n\u003cp>\u003cstrong>A Democratic School with a Buddhist Interpretation\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ffc.or.th/mbdeng/generalinfo/generalinfo.htm\">Moo Baan Dek\u003c/a> (which means “Children’s Village” in Thai) is a residential learning center located on 60 acres of woodland about three hours’ drive from Bangkok. It takes in slum dwellers as young as four who are unwanted by their families. In many cases, their backgrounds were harshly authoritarian; many were abused and arrived showing signs of defiance and aggression. The founders loosely modeled Moo Baan Dek on the \u003ca href=\"http://www.summerhillschool.co.uk/about.php\">Summerhill\u003c/a> democratic school in England, with the belief that freedom, love and warmth would give the children courage to show their emotional scars and engage in therapeutic activities that would facilitate healing.\u003c/p>\n\u003cp>The faculty and students are considered equals and abide by the same rules, which are jointly decided at weekly meetings. Newcomers are given up to three years to simply play in the natural surroundings, without fixed goals and time limits. After that they are encouraged, but not required, to attend classes. There are adult-directed activities and certain routines (such as meditation and circle time), but a lot of inattention is tolerated. Children move through lessons at their own pace, and there is no disgrace in learning more slowly than one’s peers.\u003c/p>\n\u003cfigure id=\"attachment_40372\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre.jpeg\">\u003cimg class=\"wp-image-40372 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1440x2151.jpeg\" alt=\"Moo Baan Dek\" width=\"640\" height=\"956\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1440x2151.jpeg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-400x598.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-800x1195.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-1180x1763.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Moo-Baan-Dek-Ryan-Libre-960x1434.jpeg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Moo Baan Dek by Ryan Libre \u003ccite>(Ryan Libre)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike at Summerhill, children at Moo Baan Dek have work responsibilities (such as working in the center’s rice fields), but these are freely chosen, and there is a lot of discretion in how they are carried out (e.g., children are encouraged to listen to their bodies if they need a break). Children also collaborate with houseparents on menus and shopping, learning about home economics in the process.\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>“Once they trust the adults, the adults can help them to do something,” one of the founders, Rajani Dongchai, told Gribble. But after developing this bond, the adults step back so the children can learn to believe in the inherent value of the activities, rather than simply obeying their elders. They step in only when children appear to need help, and then offer it with compassion.\u003c/p>\n\u003cp>Many of Moo Baan Dek’s students have gone on to higher education and gainful work in occupations that run the gamut from hospital staff to auto mechanics and sales.\u003c/p>\n\u003cp>\u003cstrong>Street Children Apply Themselves to Have an “Education for Life”\u003c/strong>\u003c/p>\n\u003cp>Children who work and/or live on New Delhi’s streets struggle to survive, picking up small jobs such as collecting rags, carrying bags, or selling food, while coping with police beatings, predatory adults, and motorists that don’t even brake for them, reflecting their extremely low status in that society.\u003c/p>\n\u003cp>Social worker Rita Panicker was dismayed that most organizations trying to help these children treated them merely as passive recipients of charity and offered them conventional lessons that did little to help them overcome their specific challenges, instead of empowering them with “education for life.” To offer an alternative, she started the Butterflies program in 1989; its name evokes her desire to help these eight- to 15-year-old children develop wings to fly in freedom wherever they chose.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Its core guiding principle is children’s participation. So the Butterflies educators began by spending weeks on the streets, getting to know the children who wanted to talk, asking them what they wanted to do, and in what areas they wanted help. The program’s distinguishing operating elements include a Children’s Council with decision-making power (which extends to the ability to dismiss staff) and a requirement that the children pay a modest fee for services. The educators relate to the children as friends and colleagues and are affectionately called Elder Brother and Elder Sister.\u003c/p>\n\u003cp>Most of the children have never even held a pencil when they begin interacting with the program, but Gribble notes that literacy should not be confused with education. In some senses, these children are already highly educated and mature, because they manage to survive on their own and handle complicated, real-life situations on a regular basis. Therefore the Butterflies curriculum “can’t be childish,” he says. Moreover, he explains in “\u003cem>Lifelines\u003c/em>,” although the program is accredited through the equivalent of eighth grade, and the children have opportunities to learn subjects such as math, science, Hindi and English, “formal education is not the priority. The priority is to make each child feel trusted, secure and precious. Only then can formal learning take place.”\u003c/p>\n\u003cp>Educators meet the children at popular contact points around the city (such as the railway station) at mutually agreed times. They offer activities that help the children analyze and question and find things out for themselves. They also bring tin trunks with materials such as exercise books, discussion-provoking cards, and games. The children decide how much, or whether, to engage, and can work on whatever they choose. Anyone is welcome to join in, and some 1,500 children have taken up the offer. Older street children often lead the activities, with the staff remaining in the background, offering assistance as needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“They desperately need to experience respect from others in order to gain self-respect and lead dignified lives. And genuine respect implies freedom and self-directedness.”\u003c/aside>\n\u003cp>Many choose to study because no one is requiring them to, Gribble says. He observed children working together “enthusiastically and seriously,” he writes, with a “dignity and purposefulness that perhaps is in part a result of not suffering the humiliation of being obliged to accept charity. … It is moving almost to the point of tears to see a twelve-year-old boy totally committing himself to sounding out letters or practising basic addition.”\u003c/p>\n\u003cp>The educators also cover subjects that “touch the children emotionally, because those are the subjects that children really want to talk and write about,” Gribble explains. For instance, they may present realistic case studies (e.g., a runaway girl confides that she’s been sexually abused, but the police don’t want to file a report) and ask the children to demonstrate possible responses through dramatic arts.\u003c/p>\n\u003cp>Success isn’t measured in test scores or the attainment of formal qualifications. It’s considered success if the children trust the adults; learn to read and write (about 60 percent of the children who participate for six months learn to read and write within that time); accomplish personal projects; or go on to high school and find sustaining work. It is also considered success if they become aware of their rights and develop skills that enable them to protect themselves from being cheated and to negotiate for better wages.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"84884698"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>“The life of the child on the street is made up of individual projects and solutions to problems,” Gribble writes. “Butterflies helps them to be more ambitious in the former, and more collaborative in the latter.” The children plan and carry out street theater, protest marches and press conferences, run a broadcasting service, and publish a small newspaper, assuming responsibility for the projects and consulting with the educators as needed. They have also established a child worker’s union.\u003c/p>\n\u003cp>“From being an object … I became a citizen who was capable of self-care, self-protection and participation,” one participant told Gribble. Said another: “We learnt that we ourselves have the solutions for all our problems.” (A few years after Gribble’s visit, the Alternative Education Resource Organization produced a \u003ca href=\"http://www.educationrevolution.org/store/product/butterflies-program-documentary/\">video\u003c/a> about the Butterflies program.)\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/0XU6i7xSJnY'\n title='//www.youtube.com/embed/0XU6i7xSJnY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>“Genuine Respect Implies Freedom And Self-Directedness”\u003c/strong>\u003c/p>\n\u003cp>Gribble was struck by the fact that, overall, the children at these schools appeared engaged and eager to learn, without coercion—they were even willing to make great sacrifices for the opportunity to attend the schools, such as risking retaliation from gang members or giving up precious income. Also, considering their starting points, they were making considerable strides to improve their life prospects.\u003c/p>\n\u003cp>He credits the schools with creating environments that helped students deal with their problems and discover their potential—not just academic potential, as he explains in \u003cem>“Lifelines,” \u003c/em>but also “social potential, potential for self-respect, the … potential to assert their own rights and to play a full role in their communities.”\u003c/p>\n\u003cp>No school can solve every problem, he notes, and some underprivileged children will not be able to overcome their struggles, regardless of what type of learning environment they experience during their formative years. Nevertheless, “most social and academic problems are eased and many are solved … by respect, responsibility, affection and freedom,” he writes.\u003c/p>\n\u003cp>That’s because the primary lessons children absorb—which then impact all other learning, as well as their lives more broadly—are lessons about themselves, and these stem from how they are treated. Without a supportive learning environment, children who hail from insecure backgrounds and are not academic standouts “have little hope for the future,” Gribble says. “All their lives they have been taught that they are inferior …. They desperately need to experience respect from others in order to gain self-respect and lead dignified lives. And genuine respect implies freedom and self-directedness.”\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>\u003cem>Part one of this two-part conversation with David Gribble is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/\">available here\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40292/what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia","authors":["4537"],"categories":["mindshift_1"],"tags":["mindshift_20856","mindshift_20857","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20855","mindshift_20764","mindshift_20858"],"featImg":"mindshift_40371","label":"mindshift"},"mindshift_38038":{"type":"posts","id":"mindshift_38038","meta":{"index":"posts_1591205157","site":"mindshift","id":"38038","score":null,"sort":[1412945555000]},"guestAuthors":[],"slug":"students-lead-the-learning-experience-at-democratic-schools","title":"How Students Lead the Learning Experience at Democratic Schools","publishDate":1412945555,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=rgpuSo-GSfw&w=420&h=315]\u003c/p>\n\n","blocks":[],"excerpt":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","status":"publish","parent":0,"modified":1412945740,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":2016},"headData":{"title":"How Students Lead the Learning Experience at Democratic Schools | KQED","description":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Students Lead the Learning Experience at Democratic Schools","datePublished":"2014-10-10T12:52:35.000Z","dateModified":"2014-10-10T12:55:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38038 http://blogs.kqed.org/mindshift/?p=38038","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/10/students-lead-the-learning-experience-at-democratic-schools/","disqusTitle":"How Students Lead the Learning Experience at Democratic Schools","path":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\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 roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\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>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rgpuSo-GSfw'\n title='//www.youtube.com/embed/rgpuSo-GSfw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_20763","mindshift_20765","mindshift_1040","mindshift_20570","mindshift_20764","mindshift_20718"],"featImg":"mindshift_38040","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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