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She also posts on \u003ca title=\"@LubaSays\" href=\"http://www.twitter.com/LubaSays\" target=\"_blank\">Twitter\u003c/a> and on her official \u003ca title=\"Facebook - Luba Vangelova\" href=\"http://www.facebook.com/LubaSays\" target=\"_blank\">Facebook\u003c/a> page.","avatar":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g","twitter":"LubaSays","facebook":null,"instagram":null,"linkedin":"lvangelova","sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Luba Vangelova | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/luba"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_41562":{"type":"posts","id":"mindshift_41562","meta":{"index":"posts_1591205157","site":"mindshift","id":"41562","score":null,"sort":[1449561600000]},"guestAuthors":[],"slug":"is-the-public-system-scared-to-put-students-at-the-center-of-education","title":"Can a Truly Student-Centered Education Be Available to All?","publishDate":1449561600,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\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/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","status":"publish","parent":0,"modified":1449643188,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/0N1OP6VeL4c","https://player.vimeo.com/video/16116168"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1458},"headData":{"title":"Can a Truly Student-Centered Education Be Available to All? | KQED","description":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can a Truly Student-Centered Education Be Available to All?","datePublished":"2015-12-08T08:00:00.000Z","dateModified":"2015-12-09T06:39:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41562 http://ww2.kqed.org/mindshift/?p=41562","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/","disqusTitle":"Can a Truly Student-Centered Education Be Available to All?","path":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\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 focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\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/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20889","mindshift_20891","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20718"],"featImg":"mindshift_43011","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_40184":{"type":"posts","id":"mindshift_40184","meta":{"index":"posts_1591205157","site":"mindshift","id":"40184","score":null,"sort":[1429879653000]},"guestAuthors":[],"slug":"can-self-directed-learning-work-for-underprivileged-children","title":"Can Self-Directed Learning Work for Underprivileged Children?","publishDate":1429879653,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This is the first in a two-part conversation 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 spent the majority of his teaching career at schools that offered students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/10/students-lead-the-learning-experience-at-democratic-schools/\">a great deal of freedom, coupled with responsibility\u003c/a> for governing themselves. Over the years, he watched many children, with a range of personalities and talents, flourish in such settings. But the students at his schools were predominantly middle class and enjoyed considerable freedom at home, too. Could less privileged children (especially those accustomed to strict hierarchies at home or in society) also learn to make sensible decisions and govern their lives wisely if given the chance to direct their own learning? He decided to find out.\u003c/p>\n\u003cp>He first visited a couple of schools that turned the reins over to students who had previously been written off as unmanageable, and came away impressed (they are among the case studies in his first book, “\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\">Real Education: Varieties of Freedom\u003c/a>”). Then in the early 2000s, he studied four more schools that had developed organically in response to specific social problems affecting highly marginalized populations.\u003c/p>\n\u003cp>[contextly_sidebar id=\"jbX8jkOLXFtYtRtZJROXTAwQlH6vaYb3\"]\u003c/p>\n\u003cp>He paid extensive visits to three of the schools, and relied on personal recollections, film footage and various documents for the fourth, which had existed as a wartime emergency in the 1940s. All four catered to low-income children; many had been abused or neglected, and some were living on the streets. They had all, in some form or another, received consistent messages that they were inadequate. Some accepted this verdict passively; others rebelled, sometimes violently.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The conventional wisdom is that such children require strictly controlled learning environments. But Gribble’s investigations led him to a very different conclusion: If the goal is to uplift children and help them develop their capacity to lead happy and fulfilling lives, he says, then non-authoritarian education is not only helpful in such cases — it is often essential.\u003c/p>\n\u003cp>What follows are some of his main takeaways from the two schools he researched in the United Kingdom and the United States. Part Two will focus on what he observed at schools in India and Thailand, as well as what he concluded from all of these places.\u003c/p>\n\u003cp>\u003cstrong>Learning to Govern Themselves\u003c/strong>\u003c/p>\n\u003cp>The Barns Hostel, in rural Scotland, was presided over by a Scotsman named David Wills. He had begun his teaching career as a harsh authoritarian, but had a revelation while working at a colony for delinquent boys. He noticed that students behaved much better around staffers with whom they had developed an affectionate bond, and concluded that affection created a desire to please and made coercion unnecessary.\u003c/p>\n\u003cp>He decided to make unfaltering affection the cornerstone of his approach at his next posting as the head of the Barns Hostel, a residence and school that served 50 otherwise unwanted boys, ages nine to 14, who had been evacuated from Edinburgh during World War II. Many had been deemed “unmanageable,” and half had police court records.\u003c/p>\n\u003cp>In lieu of punishment, Barns operated on a system of “shared responsibility,” designed to minimize both misunderstandings and resentments. Although lessons were mandatory, the rest of the rules were made by the students themselves, and transgressions were handled by peers imposing what they considered a reasonable and appropriate consequence -- for example, a disruptive student might have been asked to remain in another room until the desire to be disruptive faded.\u003c/p>\n\u003cfigure id=\"attachment_40238\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.flickr.com/photos/22326055@N06/11409417854/in/photostream/\">\u003cimg class=\"wp-image-40238 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Barns-Hostel-theirhistory.jpg\" alt=\"Barns-Hostel-theirhistory\" width=\"1920\" height=\"1081\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-1440x811.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-960x541.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Boys from Barns school going on an outing, possibly the seaside, or large area of water.\" \u003ccite>(\u003ca href=\"https://www.flickr.com/photos/22326055@N06/11409417854/in/photostream/\">theirstory/Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In areas where the students had authority, it was absolute. “It is better to limit the children’s responsibility to something very small, if that authority is absolute,” Wills wrote, “than to get them a wide but vague sphere of control with the danger that you might step in one day and veto a decision which they have made.”\u003c/p>\n\u003cp>The first arrivals, accustomed to being at the bottom of their classes and having to endure regular beatings, took advantage of the lack of punishment and behaved wildly for several months before settling down. Because self-government was a new concept to these children, it was introduced gradually at first, so they could first learn what was necessary “to ensure a contented and smooth-running community,” as Gribble puts it. (Once the student culture was established, it was absorbed more quickly by later arrivals.)\u003c/p>\n\u003cp>By the second year, there was no longer any need for adults to get involved with disciplinary issues, Gribble says. Eventually, the children even managed to run the hostel capably for several months when Wills was called away.\u003c/p>\n\u003cp>Wills and his teaching colleague tracked the boys’ progress, which was sometimes striking: For example, one 11-year-old was noted to be truculent and “offensive and aggressive in the extreme” a month after his arrival; a year later, he was described as “a very happy, attractive, cheerful little boy.” The boys also thrived academically -- the average increase in reading age was 1.6 years per 12 months, and in math it was two years per 12 months.\u003c/p>\n\u003cp>Given the magnitude of the boys’ problems, it was inevitable that there were still “outbreaks of rage or distress,” Gribble notes. Wills believed that children needed to remain in a supportive environment long enough for their gains to be consolidated and stabilized. A follow-up study showed that, of the three-quarters of the students who were removed against the advice of the staff and went to live and/or study in unsupportive environments, many relapsed and had enduring difficulties. But the students who left when they appeared ready continued to thrive, with just a few temporary setbacks.\u003c/p>\n\u003cp>\u003cstrong>Marginalized Students Start Their Own School\u003c/strong>\u003c/p>\n\u003cp>In the early 1970s, Chicago’s Puerto Rican community was plagued by gang warfare, poverty, drugs and other social problems. Its students were accustomed to people in positions of authority treating them -- and sometimes explicitly telling them -- that they would never amount to anything. So a group of Puerto Rican high school students decided to become their own authorities, and founded the \u003ca href=\"http://www.pedroalbizucamposhs.org\">Doctor Pedro Albizu Campos Puerto Rican High School\u003c/a>.\u003c/p>\n\u003cp>“We’re trying to help people to take control of their lives, and live their lives with dignity,” said Marvin Garcia, the school’s principal at the time of Gribble’s visit.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=spmvbkL8WLQ\u003c/p>\n\u003cp>The school fostered a supportive atmosphere that emphasized egalitarianism and mutual trust among faculty and students -- even gang animosities were set aside while on the premises. The school was thus able to blossom into a focal point of the community, with which it was tightly integrated.\u003c/p>\n\u003cp>The students themselves drove the curriculum but shared overall control of the school with teachers and community leaders. Everyone had a genuine voice: Two school meetings per week were open to all, and anyone could propose agenda items (one of the meetings was chaired by a student). The classroom work varied from highly structured lessons to free-ranging discussions and independent projects, but even the structured sessions offered considerable freedom, and teachers played more of a facilitator role.\u003c/p>\n\u003cp>The staff also didn’t shy away from engaging with students on a deeper level -- “the students’ own personal difficulties are acknowledged and the staff do all they can to help,” Gribble wrote. The school shared its premises with the Puerto Rican Cultural Center, whose social programs included child care for parents attending classes. Many of the youth told him that the school felt more like a family than an institution.\u003c/p>\n\u003cp>In turn, the students were encouraged to turn that support outward, by engaging in the public sphere and applying their learning to improve society. They participated in community actions to raise awareness of important issues such as HIV/AIDS, for example, and actively lobbied Congress to release Puerto Rican political prisoners. “They’ve become agents of change,” as Garcia put it.\u003c/p>\n\u003cp>All of this helped to give the students two much-needed elements: a sense of purpose and self-confidence. The effects then spilled over into their learning -- one teacher recalled children arriving with a reading age of 10 and “learning fast as soon as they understand that they can.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Part two of this two-part conversation with David Gribble is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/01/what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia/\">available here\u003c/a>. \u003c/em>\u003c/p>\n\u003cdiv id=\"ctx-sl-subscribe\" class=\"ctx-clearfix\">\u003c/div>\n\u003cdiv class=\"row\">\u003c/div>\n\n","blocks":[],"excerpt":"Student-centered learning has largely been the domain of middle class families. David Gribble found that less privileged children can thrive in these environments as well. ","status":"publish","parent":0,"modified":1430482803,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1472},"headData":{"title":"Can Self-Directed Learning Work for Underprivileged Children? | KQED","description":"Student-centered learning has largely been the domain of middle class families. David Gribble found that less privileged children can thrive in these environments as well. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Self-Directed Learning Work for Underprivileged Children?","datePublished":"2015-04-24T12:47:33.000Z","dateModified":"2015-05-01T12:20:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40184 http://ww2.kqed.org/mindshift/?p=40184","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/24/can-self-directed-learning-work-for-underprivileged-children/","disqusTitle":"Can Self-Directed Learning Work for Underprivileged Children?","path":"/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is the first in a two-part conversation 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 spent the majority of his teaching career at schools that offered students \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/10/students-lead-the-learning-experience-at-democratic-schools/\">a great deal of freedom, coupled with responsibility\u003c/a> for governing themselves. Over the years, he watched many children, with a range of personalities and talents, flourish in such settings. But the students at his schools were predominantly middle class and enjoyed considerable freedom at home, too. Could less privileged children (especially those accustomed to strict hierarchies at home or in society) also learn to make sensible decisions and govern their lives wisely if given the chance to direct their own learning? He decided to find out.\u003c/p>\n\u003cp>He first visited a couple of schools that turned the reins over to students who had previously been written off as unmanageable, and came away impressed (they are among the case studies in his first book, “\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\">Real Education: Varieties of Freedom\u003c/a>”). Then in the early 2000s, he studied four more schools that had developed organically in response to specific social problems affecting highly marginalized populations.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He paid extensive visits to three of the schools, and relied on personal recollections, film footage and various documents for the fourth, which had existed as a wartime emergency in the 1940s. All four catered to low-income children; many had been abused or neglected, and some were living on the streets. They had all, in some form or another, received consistent messages that they were inadequate. Some accepted this verdict passively; others rebelled, sometimes violently.\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 conventional wisdom is that such children require strictly controlled learning environments. But Gribble’s investigations led him to a very different conclusion: If the goal is to uplift children and help them develop their capacity to lead happy and fulfilling lives, he says, then non-authoritarian education is not only helpful in such cases — it is often essential.\u003c/p>\n\u003cp>What follows are some of his main takeaways from the two schools he researched in the United Kingdom and the United States. Part Two will focus on what he observed at schools in India and Thailand, as well as what he concluded from all of these places.\u003c/p>\n\u003cp>\u003cstrong>Learning to Govern Themselves\u003c/strong>\u003c/p>\n\u003cp>The Barns Hostel, in rural Scotland, was presided over by a Scotsman named David Wills. He had begun his teaching career as a harsh authoritarian, but had a revelation while working at a colony for delinquent boys. He noticed that students behaved much better around staffers with whom they had developed an affectionate bond, and concluded that affection created a desire to please and made coercion unnecessary.\u003c/p>\n\u003cp>He decided to make unfaltering affection the cornerstone of his approach at his next posting as the head of the Barns Hostel, a residence and school that served 50 otherwise unwanted boys, ages nine to 14, who had been evacuated from Edinburgh during World War II. Many had been deemed “unmanageable,” and half had police court records.\u003c/p>\n\u003cp>In lieu of punishment, Barns operated on a system of “shared responsibility,” designed to minimize both misunderstandings and resentments. Although lessons were mandatory, the rest of the rules were made by the students themselves, and transgressions were handled by peers imposing what they considered a reasonable and appropriate consequence -- for example, a disruptive student might have been asked to remain in another room until the desire to be disruptive faded.\u003c/p>\n\u003cfigure id=\"attachment_40238\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003ca href=\"https://www.flickr.com/photos/22326055@N06/11409417854/in/photostream/\">\u003cimg class=\"wp-image-40238 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/Barns-Hostel-theirhistory.jpg\" alt=\"Barns-Hostel-theirhistory\" width=\"1920\" height=\"1081\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-1440x811.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/Barns-Hostel-theirhistory-960x541.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\"Boys from Barns school going on an outing, possibly the seaside, or large area of water.\" \u003ccite>(\u003ca href=\"https://www.flickr.com/photos/22326055@N06/11409417854/in/photostream/\">theirstory/Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In areas where the students had authority, it was absolute. “It is better to limit the children’s responsibility to something very small, if that authority is absolute,” Wills wrote, “than to get them a wide but vague sphere of control with the danger that you might step in one day and veto a decision which they have made.”\u003c/p>\n\u003cp>The first arrivals, accustomed to being at the bottom of their classes and having to endure regular beatings, took advantage of the lack of punishment and behaved wildly for several months before settling down. Because self-government was a new concept to these children, it was introduced gradually at first, so they could first learn what was necessary “to ensure a contented and smooth-running community,” as Gribble puts it. (Once the student culture was established, it was absorbed more quickly by later arrivals.)\u003c/p>\n\u003cp>By the second year, there was no longer any need for adults to get involved with disciplinary issues, Gribble says. Eventually, the children even managed to run the hostel capably for several months when Wills was called away.\u003c/p>\n\u003cp>Wills and his teaching colleague tracked the boys’ progress, which was sometimes striking: For example, one 11-year-old was noted to be truculent and “offensive and aggressive in the extreme” a month after his arrival; a year later, he was described as “a very happy, attractive, cheerful little boy.” The boys also thrived academically -- the average increase in reading age was 1.6 years per 12 months, and in math it was two years per 12 months.\u003c/p>\n\u003cp>Given the magnitude of the boys’ problems, it was inevitable that there were still “outbreaks of rage or distress,” Gribble notes. Wills believed that children needed to remain in a supportive environment long enough for their gains to be consolidated and stabilized. A follow-up study showed that, of the three-quarters of the students who were removed against the advice of the staff and went to live and/or study in unsupportive environments, many relapsed and had enduring difficulties. But the students who left when they appeared ready continued to thrive, with just a few temporary setbacks.\u003c/p>\n\u003cp>\u003cstrong>Marginalized Students Start Their Own School\u003c/strong>\u003c/p>\n\u003cp>In the early 1970s, Chicago’s Puerto Rican community was plagued by gang warfare, poverty, drugs and other social problems. Its students were accustomed to people in positions of authority treating them -- and sometimes explicitly telling them -- that they would never amount to anything. So a group of Puerto Rican high school students decided to become their own authorities, and founded the \u003ca href=\"http://www.pedroalbizucamposhs.org\">Doctor Pedro Albizu Campos Puerto Rican High School\u003c/a>.\u003c/p>\n\u003cp>“We’re trying to help people to take control of their lives, and live their lives with dignity,” said Marvin Garcia, the school’s principal at the time of Gribble’s visit.\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/spmvbkL8WLQ'\n title='//www.youtube.com/embed/spmvbkL8WLQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The school fostered a supportive atmosphere that emphasized egalitarianism and mutual trust among faculty and students -- even gang animosities were set aside while on the premises. The school was thus able to blossom into a focal point of the community, with which it was tightly integrated.\u003c/p>\n\u003cp>The students themselves drove the curriculum but shared overall control of the school with teachers and community leaders. Everyone had a genuine voice: Two school meetings per week were open to all, and anyone could propose agenda items (one of the meetings was chaired by a student). The classroom work varied from highly structured lessons to free-ranging discussions and independent projects, but even the structured sessions offered considerable freedom, and teachers played more of a facilitator role.\u003c/p>\n\u003cp>The staff also didn’t shy away from engaging with students on a deeper level -- “the students’ own personal difficulties are acknowledged and the staff do all they can to help,” Gribble wrote. The school shared its premises with the Puerto Rican Cultural Center, whose social programs included child care for parents attending classes. Many of the youth told him that the school felt more like a family than an institution.\u003c/p>\n\u003cp>In turn, the students were encouraged to turn that support outward, by engaging in the public sphere and applying their learning to improve society. They participated in community actions to raise awareness of important issues such as HIV/AIDS, for example, and actively lobbied Congress to release Puerto Rican political prisoners. “They’ve become agents of change,” as Garcia put it.\u003c/p>\n\u003cp>All of this helped to give the students two much-needed elements: a sense of purpose and self-confidence. The effects then spilled over into their learning -- one teacher recalled children arriving with a reading age of 10 and “learning fast as soon as they understand that they can.”\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 two of this two-part conversation with David Gribble is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/01/what-self-directed-learning-can-look-like-for-underprivileged-children-in-asia/\">available here\u003c/a>. \u003c/em>\u003c/p>\n\u003cdiv id=\"ctx-sl-subscribe\" class=\"ctx-clearfix\">\u003c/div>\n\u003cdiv class=\"row\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40184/can-self-directed-learning-work-for-underprivileged-children","authors":["4537"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20852"],"featImg":"mindshift_40241","label":"mindshift"},"mindshift_39612":{"type":"posts","id":"mindshift_39612","meta":{"index":"posts_1591205157","site":"mindshift","id":"39612","score":null,"sort":[1425906571000]},"guestAuthors":[],"slug":"standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","publishDate":1425906571,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"xurMSIFAZOvVuhZbOVOIUROoqFhVcA9j\"]\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","status":"publish","parent":0,"modified":1430481036,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1671},"headData":{"title":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach | KQED","description":"Yong Zhao takes a critical eye to standards and the purposes they serve. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","datePublished":"2015-03-09T13:09:31.000Z","dateModified":"2015-05-01T11:50:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39612 http://blogs.kqed.org/mindshift/?p=39612","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/09/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/","disqusTitle":"Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach","path":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39625\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach/school-kids/\" rel=\"attachment wp-att-39625\">\u003cimg class=\"size-full wp-image-39625\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/School-kids.jpg\" alt=\"Spyros Papaspyropoulos/Flickr\" width=\"640\" height=\"960\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/spyrospapaspyropoulos/10887384263\">Spyros Papaspyropoulos/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>This is the first of a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/how-should-learning-be-assessed/\">two-part conversation\u003c/a> with Yong Zhao about standards, testing and other core elements of the modern system of education, and the assumptions that may be standing in the way of meeting the real learning needs of all children. He is a professor in the college of education at the University of Oregon and author of \u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133\">Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World\u003c/a> and \u003ca href=\"http://zhaolearning.com/world-class-learners-my-new-book/\">World Class Learners: Educating Creative and Entrepreneurial Students\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Education is not “omnipotent,” says Yong Zhao, education professor at the University of Oregon, but it can change the trajectory of people’s lives. Most recent education policies, such as No Child Left Behind and Common Core, have sought to better realize this potential by aiming for parity in outcomes, as indicated by standardized test scores. Proponents, including \u003ca href=\"http://www.civilrights.org/press/2015/esea-reauthorization-principles.html\">many civil rights groups\u003c/a>, see such initiatives as a way to shine a light on inequality in education and pressure schools to help disadvantaged students graduate with the same knowledge and skills as their more advantaged peers, with the goal of better preparing them for colleges and careers.\u003c/p>\n\u003cp>Zhao says he embraces the underlying goal—to even the playing field for all children—but notes that inequities have been apparent for a long time. Furthermore, he believes that serving the best interest of all students requires a very different approach that starts with a paradigm shift in how we view education. Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>After researching different educational approaches over the years (his findings are \u003ca href=\"http://www.amazon.com/Yong-Zhao/e/B001K1BSE0/ref=dp_byline_cont_book_1\">summarized in several books\u003c/a>) Zhao has concluded that the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">in a stimulating and supportive environment\u003c/a>. Unfortunately, low-income students are least likely to have any of these elements in their schools. It’s this “opportunity gap,” rather than any “achievement gap,” that characterizes unequal education and is fully within the power of schools (and their funders) to remedy, Zhao 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>In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths. Standards, curricula and tests would play a very minor role, as tools to be deployed only when they can help a particular student to progress. Learning would be organized around individuals, instead of classes and grades. And rather than looking to schools and teachers to manage students’ learning, we should “give children autonomy, trust that they want to learn, and let them become owners of their learning enterprise.”\u003c/p>\n\u003cp>This also means redefining excellence to focus on how well educators support individual pursuits. “Look at what children are interested in or can do, and plan education with that in mind, rather than trying to fix them,” Zhao writes in his book, “Who's Afraid of the Big Bad Dragon: Why China Has the Best (and Worst) Education System in the World.” “Expect everyone to be great, and start educating from that angle, and things can be very different.”\u003c/p>\n\u003cp>\u003cstrong>Whose Standards, and to What End?\u003c/strong>\u003c/p>\n\u003cp>Academic standards—whether part of Common Core or not—are subjective, Zhao says, and don’t account for the fact that children naturally develop at different rates, or that learning is more haphazard than linear. He also doesn’t buy the argument that they benefit disadvantaged children by setting a high bar. “Being able to pass a prescribed test is not a high expectation,” Zhao says. “To become exceptional in an area that you want to pursue—that is a high expectation, and it is about having dreams. By imposing standards, we are not elevating expectations, but perhaps driving down expectations, especially for poor communities. … We are depriving them of the chance to dream.”\u003c/p>\n\u003cp>Even worse, standards can “cause psychological damage to those not judged as good,” Zhao says. This can set off a vicious cycle, creating feelings of low self-efficacy and disengagement that undermine further learning, because “few people want to stick to a place where they are constantly told that they are not good.” A system based on punitive consequences for not meeting expectations can also backfire: If it gets children decoding letters or adding numbers sooner rather than later, but diminishes their interest in reading and leads them to hate math, Zhao asks, “is it worth it?”\u003c/p>\n\u003cp>Last but not least, “standards describe the past, not the future,” and reflect the notion that children must “fit into the world as it is,” he says. “We forget that our children are the creators and owners of the future.”\u003c/p>\n\u003cp>That said, certain types of standards (used with caveats) can be helpful in two ways, Zhao says. They can guide learners, by suggesting a sequence to follow, and describing the knowledge and skills needed in a given field. Such information is dynamic, subjective and personal—those interested in becoming mathematicians might benefit from different math standards than their otherwise inclined peers, for instance. Each individual should therefore be free to decide which standard he or she wants to pursue, whether that means using an established math program such as Singapore math, or the Common Core standards, or developing their own set of standards, Zhao says.\u003c/p>\n\u003cp>The other useful application of standards is broader, but it is for schools rather than learners, Zhao says: Standards can be developed to define the educational opportunities schools should provide to all students.\u003c/p>\n\u003cp>\u003cstrong>Does a Mandated Curriculum Help or Hinder Learning?\u003c/strong>\u003c/p>\n\u003cp>Standards (and their associated tests) often drive the design of a curriculum. Placing a lot of weight on test scores in a few subjects has led to “curriculum narrowing,” especially in schools that are under pressure to boost their aggregate scores or else lose funding or face closure. These are usually schools serving low-income students, meaning that “disadvantaged children experience a much less rich education than their advantaged counterparts,” Zhao says, and are therefore less likely to feel a connection to what they’re learning or to view it as relevant to their lives.\u003c/p>\n\u003cp>But there’s an even deeper problem, he adds: Any set curriculum is counterproductive and also discriminatory, along a dimension that affects people of all incomes and races.\u003c/p>\n\u003cp>It is counterproductive because the notion that following a set curriculum will make students “college and career ready” is misguided, he says. Not only is college acceptance “an artificial goal, as if life ends at college,” but there are many types of colleges and majors, requiring different sets of knowledge and skills. That is even more true of careers, especially in a rapidly changing world in which \u003ca href=\"http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited\">many professions will soon become obsolete and others have yet to be invented\u003c/a>. “It is very difficult, if not impossible, to predict which course of study will give one a better chance of employment,” Zhao says. “If you want to be ready for a career, you’d better be the one to create that career yourself.” The best preparation for that, he adds, is for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">develop an entrepreneurial mindset\u003c/a> and chart their own educational paths.\u003c/p>\n\u003cp>The second issue is that schools that are only oriented toward strengthening students in certain academic areas are imposing subjective and narrow definitions of success on all students and effectively discriminating against those whose interests and strengths lie in other areas, such as music, art, sports and crafts, Zhao says.\u003c/p>\n\u003cp>Even the basics—the knowledge that everyone needs in order to function in our society—don’t justify a mandated curriculum, he contends. A broad, flexible curriculum that supports children's individual interests and strengths is more likely to engage them and promote learning, so that truly essential knowledge becomes “difficult to escape—when individuals want to pursue anything, they must learn the basics, so the basics are sought after, instead of imposed.”\u003c/p>\n\u003cp>\u003cstrong>A Different Mindset\u003c/strong>\u003c/p>\n\u003cp>What all this adds up to is a need to “re-imagine education,” Zhao says. His ideal educational environment (detailed \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/can-schools-cultivate-a-students-ability-to-think-differently/\">here\u003c/a>) would combine the essential elements of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic schools\u003c/a> and certain types of project-based learning programs. This can be accomplished even on modest budgets, he notes; what matters more is mindset.\u003c/p>\n\u003cp>He recommends questioning all basic assumptions. For example: “Is the teacher the only instructor, or can students help? How about using resources beyond the school, like the community or parents?” (A \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/how-neighbors-can-grow-a-community-centered-school-to-teach-kids-and-adults/\">recent article\u003c/a> shows how one school is leveraging such resources.) Technology can also expand access to resources within the wider community.\u003c/p>\n\u003cp>Another thing to bear in mind, Zhao says, is that schools that provide a learning environment that supports individual needs benefit greatly from \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">harnessing their students’ intrinsic motivation\u003c/a>, because they don’t have to work hard to try to overcome resistance to learning. All human beings are born with the capacity and desire to learn, he says, but their environment can either suppress or encourage that drive. “If people are driven by their own goals, that are meaningful to them, and feel a sense of accomplishment and self efficacy, then they really want to learn.”\u003c/p>\n\u003cp>\u003cem>The second part of this conversation with Yong Zhao about standards is \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/16/how-should-learning-be-assessed/\">available here\u003c/a>.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39612/standards-why-realizing-the-full-promise-of-education-requires-a-fresh-approach","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1004","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_91"],"featImg":"mindshift_39625","label":"mindshift"},"mindshift_38881":{"type":"posts","id":"mindshift_38881","meta":{"index":"posts_1591205157","site":"mindshift","id":"38881","score":null,"sort":[1420639699000]},"guestAuthors":[],"slug":"can-schools-cultivate-a-students-ability-to-think-differently","title":"Can Schools Cultivate a Student’s Ability to Think Differently? ","publishDate":1420639699,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38893\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\" alt=\"Flickr/Marko\" width=\"640\" height=\"960\" class=\"size-full wp-image-38893\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/_pixelmaniac_/433322236\">Flickr/Marko\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Entrepreneurship is often associated with people who assume the risk of starting a business venture for financial gain. However, entrepreneurs exist in many forms: They may be writers, carpenters, computer programmers, school principals or fundraisers, to name just a few examples.\u003c/p>\n\u003cp>What they have in common is an “entrepreneurial mindset” that enables them to see opportunities for improvement, take initiative and collaborate with others to turn their ideas into action. Everyone is born with some propensity for entrepreneurship, which at its core is about solving problems creatively, according to Yong Zhao, a professor at the University of Oregon’s College of Education. He is the author of several books, including, most recently, “\u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133/ref=sr_1_1?ie=UTF8&qid=1419282301&sr=8-1&keywords=who%27s+afraid+of+the+big+bad+dragon\">Who’s Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World\u003c/a>.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/aside>\n\u003cp>Unfortunately, the current education system doesn’t support the development of an entrepreneurial mindset, Zhao says, because of its reliance on standards, tests and a prescribed curriculum, which are all fundamentally \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">incompatible with entrepreneurial thinking\u003c/a>. Studies have shown an \u003ca href=\"http://blogs.cfr.org/renewing-america/2013/02/01/education-do-international-test-scores-matter/\">inverse relationship\u003c/a> between countries’ academic test scores and entrepreneurship levels, and between years of schooling and entrepreneurship levels.\u003c/p>\n\u003cp>“Students are treated like employees of a big company, who don’t bear the risk if the company fails,” he says. “They are paid with grades and are not treated as being responsible for their learning.”\u003c/p>\n\u003cp>Instead of building on existing education reform plans, such as Common Core, Zhao supports an altogether different education paradigm to prepare children to thrive in our rapidly changing world, which will put a premium on entrepreneurship in all fields of endeavor.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic \u003ca href=\"http://www.summerhillschool.co.uk\">Summerhill School\u003c/a>); enhanced project-based learning opportunities (such as those offered at \u003ca href=\"http://newtechhigh.org\">New Technology High\u003c/a> in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).\u003c/p>\n\u003cp>[contextly_sidebar id=\"V29EijhuYbSh7Bx1grQuXE3TYNJzGNP1\"]\u003c/p>\n\u003cp>A democratic school such as Summerhill shifts the responsibility to the learner and honors the natural variety that exists among individuals. As long as the students follow the general rules of behavior (which they themselves have developed on an equal footing with the staff), they are free to spend their time as they choose, taking only the classes that interest them. Nurturing what interests and excites each child benefits both society and the individual, Zhao says — the world needs all kinds of talents and skills, and this method effectively harnesses each child’s intrinsic motivation to learn what makes sense for him or her.\u003c/p>\n\u003cp>This extends to whatever is needed to achieve their goals: “When a child has a reason to learn, the basics will be sought after, rather than imposed,” Zhao wrote in his previous book, “World Class Learners: Educating Creative and Entrepreneurial Students.” “If they are true basics, they are hard to avoid.”\u003c/p>\n\u003cp>This also allows children to build on their strengths, which is what successful entrepreneurs do, he says, instead of wasting their efforts to try and become like everyone else. “We should give all children confidence, and an alternative space to find something to be good at,” he says. “We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/p>\n\u003cp>But freedom in learning is not sufficient, Zhao says. The underlying environment must be characterized by flexibility, diversity (with access to a variety of adults and learning opportunities both inside and outside the school), and agency (so that students are “citizens of a democratic society who help to shape the society,” Zhao writes, instead of “subjects of a kingdom built by adults”). And then on top of that, “for learning how to be a disciplined, creative entrepreneur, you need a product, and you need practice,” he says.\u003c/p>\n\u003cp>So to the foundation of a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a>, he would add the offerings of a New Technology High School, which takes project-based learning to another level. Most project-based learning environments use projects to teach prescribed content and skills, and the teacher retains most (if not all) of the control. Much more valuable is what Zhao calls the “entrepreneurial model” of project-based learning, which places the emphasis on the product rather than the project— students create products or services that meet authentic needs, and build knowledge and skills in the process. The teachers facilitate the process, but the students decide what products to make.\u003c/p>\n\u003cp>The third and final layer involves establishing a global consciousness, which can be done in numerous ways. It can include learning foreign languages, collaborating with students on the other side of the world (for example, the Cherwell School and Gcato School students jointly established a chicken business), or teaching foreign students about things in your area and vice versa.\u003c/p>\n\u003cp>\u003cstrong>The Path From Here to There\u003c/strong>\u003c/p>\n\u003cp>These changes will require giving up entrenched beliefs and the sense of comfort offered by a system that emphasizes order, control and immediate tangible results in the form of test scores, Zhao says. But the high unemployment rate among recent college graduates is causing people to rethink their assumptions and question whether the current model of education is serving children’s best interests.\u003c/p>\n\u003cp>Zhao has observed some elements of the changes for which he’s advocating appearing in more innovative public schools, primarily in suburban areas with smaller school districts and more local control. And in many ways, he says, he’s advocating for the United States to return to its roots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“America thrived on democracy and trying to celebrate diversity, and allowing individuals to flourish. … It can look very messy,” he says, but the payoff is worth it.\u003c/p>\n\n","blocks":[],"excerpt":"In order to develop creative individuals, children need environments that nurture their interests. Between standards and testing, how much of that are they getting at school?","status":"publish","parent":0,"modified":1420639948,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1081},"headData":{"title":"Can Schools Cultivate a Student’s Ability to Think Differently? | KQED","description":"In order to develop creative individuals, children need environments that nurture their interests. Between standards and testing, how much of that are they getting at school?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Schools Cultivate a Student’s Ability to Think Differently? ","datePublished":"2015-01-07T14:08:19.000Z","dateModified":"2015-01-07T14:12:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38881 http://blogs.kqed.org/mindshift/?p=38881","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/07/can-schools-cultivate-a-students-ability-to-think-differently/","disqusTitle":"Can Schools Cultivate a Student’s Ability to Think Differently? ","path":"/mindshift/38881/can-schools-cultivate-a-students-ability-to-think-differently","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38893\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\" alt=\"Flickr/Marko\" width=\"640\" height=\"960\" class=\"size-full wp-image-38893\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/_pixelmaniac_/433322236\">Flickr/Marko\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Entrepreneurship is often associated with people who assume the risk of starting a business venture for financial gain. However, entrepreneurs exist in many forms: They may be writers, carpenters, computer programmers, school principals or fundraisers, to name just a few examples.\u003c/p>\n\u003cp>What they have in common is an “entrepreneurial mindset” that enables them to see opportunities for improvement, take initiative and collaborate with others to turn their ideas into action. Everyone is born with some propensity for entrepreneurship, which at its core is about solving problems creatively, according to Yong Zhao, a professor at the University of Oregon’s College of Education. He is the author of several books, including, most recently, “\u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133/ref=sr_1_1?ie=UTF8&qid=1419282301&sr=8-1&keywords=who%27s+afraid+of+the+big+bad+dragon\">Who’s Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World\u003c/a>.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/aside>\n\u003cp>Unfortunately, the current education system doesn’t support the development of an entrepreneurial mindset, Zhao says, because of its reliance on standards, tests and a prescribed curriculum, which are all fundamentally \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">incompatible with entrepreneurial thinking\u003c/a>. Studies have shown an \u003ca href=\"http://blogs.cfr.org/renewing-america/2013/02/01/education-do-international-test-scores-matter/\">inverse relationship\u003c/a> between countries’ academic test scores and entrepreneurship levels, and between years of schooling and entrepreneurship levels.\u003c/p>\n\u003cp>“Students are treated like employees of a big company, who don’t bear the risk if the company fails,” he says. “They are paid with grades and are not treated as being responsible for their learning.”\u003c/p>\n\u003cp>Instead of building on existing education reform plans, such as Common Core, Zhao supports an altogether different education paradigm to prepare children to thrive in our rapidly changing world, which will put a premium on entrepreneurship in all fields of endeavor.\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 mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic \u003ca href=\"http://www.summerhillschool.co.uk\">Summerhill School\u003c/a>); enhanced project-based learning opportunities (such as those offered at \u003ca href=\"http://newtechhigh.org\">New Technology High\u003c/a> in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A democratic school such as Summerhill shifts the responsibility to the learner and honors the natural variety that exists among individuals. As long as the students follow the general rules of behavior (which they themselves have developed on an equal footing with the staff), they are free to spend their time as they choose, taking only the classes that interest them. Nurturing what interests and excites each child benefits both society and the individual, Zhao says — the world needs all kinds of talents and skills, and this method effectively harnesses each child’s intrinsic motivation to learn what makes sense for him or her.\u003c/p>\n\u003cp>This extends to whatever is needed to achieve their goals: “When a child has a reason to learn, the basics will be sought after, rather than imposed,” Zhao wrote in his previous book, “World Class Learners: Educating Creative and Entrepreneurial Students.” “If they are true basics, they are hard to avoid.”\u003c/p>\n\u003cp>This also allows children to build on their strengths, which is what successful entrepreneurs do, he says, instead of wasting their efforts to try and become like everyone else. “We should give all children confidence, and an alternative space to find something to be good at,” he says. “We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/p>\n\u003cp>But freedom in learning is not sufficient, Zhao says. The underlying environment must be characterized by flexibility, diversity (with access to a variety of adults and learning opportunities both inside and outside the school), and agency (so that students are “citizens of a democratic society who help to shape the society,” Zhao writes, instead of “subjects of a kingdom built by adults”). And then on top of that, “for learning how to be a disciplined, creative entrepreneur, you need a product, and you need practice,” he says.\u003c/p>\n\u003cp>So to the foundation of a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a>, he would add the offerings of a New Technology High School, which takes project-based learning to another level. Most project-based learning environments use projects to teach prescribed content and skills, and the teacher retains most (if not all) of the control. Much more valuable is what Zhao calls the “entrepreneurial model” of project-based learning, which places the emphasis on the product rather than the project— students create products or services that meet authentic needs, and build knowledge and skills in the process. The teachers facilitate the process, but the students decide what products to make.\u003c/p>\n\u003cp>The third and final layer involves establishing a global consciousness, which can be done in numerous ways. It can include learning foreign languages, collaborating with students on the other side of the world (for example, the Cherwell School and Gcato School students jointly established a chicken business), or teaching foreign students about things in your area and vice versa.\u003c/p>\n\u003cp>\u003cstrong>The Path From Here to There\u003c/strong>\u003c/p>\n\u003cp>These changes will require giving up entrenched beliefs and the sense of comfort offered by a system that emphasizes order, control and immediate tangible results in the form of test scores, Zhao says. But the high unemployment rate among recent college graduates is causing people to rethink their assumptions and question whether the current model of education is serving children’s best interests.\u003c/p>\n\u003cp>Zhao has observed some elements of the changes for which he’s advocating appearing in more innovative public schools, primarily in suburban areas with smaller school districts and more local control. And in many ways, he says, he’s advocating for the United States to return to its roots.\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>“America thrived on democracy and trying to celebrate diversity, and allowing individuals to flourish. … It can look very messy,” he says, but the payoff is worth it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38881/can-schools-cultivate-a-students-ability-to-think-differently","authors":["4537"],"categories":["mindshift_20579","mindshift_194"],"tags":["mindshift_20763","mindshift_369","mindshift_20784","mindshift_1040","mindshift_883"],"featImg":"mindshift_38893","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. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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