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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d6c6d9d0687b7e9bfa4ff9c69325b58b\"]\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n",
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"excerpt": "Setting aside the two predominant narratives of education, there's a third vision taking shape that's yet to be defined. What would a reimagined education system value and teach?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\">\u003cimg class=\"aligncenter size-full wp-image-34173\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/new-ideas.jpg\" alt=\"new-ideas\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/new-ideas-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">There’s no shortage of different opinions about how the education system should adapt to a shifting world and a future with unknown demands, but for the most part, only two dominant narratives of education reform have emerged.\u003c/p>\n\u003cp>“The predominant narrative is that schools are broken,” said veteran educator and author \u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\" target=\"_blank\">Will Richardson\u003c/a> recently at a gathering of teachers at \u003ca href=\"http://educonphilly.org/\" target=\"_blank\">Educon\u003c/a>. “Our test scores aren’t great and kids aren’t learning what they need to be successful.” This narrative is dominated by those who believe schools need to be organized and funded differently, but Richardson claims that the essential outcomes of improved test scores and other measurable results are the same as the current system. “Different isn’t really different,” Richardson said. “It’s the same outcome, but maybe different paths to get there.”\u003c/p>\n\u003cp>The other dominant narrative holds that schools aren’t broken -- they just need to do what they’re already doing, but better. To improve education, this faction argues society needs to support teachers more and limit standardized testing. “It’s this idea of preservation and improvement rather than doing it in any way fundamentally different,” Richardson said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But neither of these narratives frames the core goals and elements of a successful education differently. Richardson believes there are many educators that don’t completely agree with either of the narratives dominating the debate about education and wants to define a third narrative for those who think education needs to radically shift away from current models. That third narrative would help articulate what goes into creating powerful learning experiences and holds that technology will be a crucial factor in future learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We need to begin to think about schools in a fundamentally different way,” Richardson said. In his vision of this third narrative, reformers would focus on creating an education system that supports\u003ca href=\"http://ww2.kqed.org/mindshift/tag/inquiry-learning/\" target=\"_blank\"> inquiry-based\u003c/a>, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/connected-learning-tying-to-student-passions-to-school-subjects/\" target=\"_blank\">meaningful to them\u003c/a>. Technology is an integral part of Richardson’s vision because it allows students to create and demonstrate their knowledge. “That piece of it really allows kids to create things and connect with other people, arguably more important than much of the traditional curriculum that schools are built around,” Richardson said.\u003c/p>\n\u003cp>A group of progressive educators at the Educon conference discussed other qualities that successful future citizens will need and that a good education should offer. A successful student should be able to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">manage massive amounts of information\u003c/a>, a crucial skill as life becomes more digital. Students should learn in ways that disregard traditional disciplines like English and math, instead focusing on real world problems that allow for crossover and interplay. The focus should be on providing student-centered experiences that bring out qualities in students that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\" target=\"_blank\">aren’t necessarily measurable\u003c/a>. Students should learn to build and manipulate computers, not just use them. Perhaps most importantly students should be taught\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\" target=\"_blank\">\u003cem> how\u003c/em> to learn\u003c/a>, especially since the content or specific skills needed in the future are as yet unknown.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to find a narrative that has at its core a very different valuable thing.”\u003c/aside>\n\u003cp>These qualities are different than what one might find in an average public school, but they aren’t impossible to achieve. In isolated pockets around the country schools and teachers are already teaching using many of these principles, but they haven’t coalesced into a movement.\u003c/p>\n\u003cp>“We need to find a narrative that has at its core a very different valuable thing,” said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy (SLA)\u003c/a>. “It may not be the most efficient thing, but it could be the most quality thing to do.” It’s hard to convince people that a new narrative can work until they see a physical manifestation of it. “What we have become is a place that people can see and hold onto,” said Diana Laufenberg, lead teacher at SLA, which has based its foundation on inquiry-based, student-led learning. “We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.\u003c/p>\n\u003cp>“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,” Richardson said. But as educators discussed the issue more in depth, it became clear there was more than one definition of what a third education narrative would look like. “I’m not sure if we all wrote down our definition of modern learning right now that we’d all be near each other,” Richardson said.\u003c/p>\n\u003cp>And yet there was a clear hunger for something other than charter schools or a defense of the status quo. “The underlying problem for any new kind of education is putting out there that level of uncertainty, that level of messiness that exists in the world, the ugly problems that are going to need to be solved by people, not by corporations,” said one teacher. An ambiguous vision of education is hard to sell to politicians, parents, and students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most teachers didn’t sign up for this moment that we’re in, this shifty moment,” said Richardson. As ideas about what makes a useful education morph, some educators are feeling left behind, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">reeling from all the changes\u003c/a>. Others are fighting to hold onto the accountability tools that were used to measure them. But assessing this as-yet amorphous concept of the future of learning would necessarily be varied. More than anything, educators would guide students on a learning journey through the lens of their interests and help them discover who they are as learners.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Opening Up Classroom Doors Can Push Education Forward",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34073\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg\" alt=\"8041488609_f825c1a3ac_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Transparency is not a word often associated with education. For many parents, the time between 8 a.m. and 3 p.m. can feel like a mysterious part of their child’s life. Questioning students about their school day often results in an unsatisfying answer and not every parent has the time to be in constant communication with their student’s teacher.\u003c/p>\n\u003cp>For teachers, transparency can have a distinctly negative connotation. In the political debate, the word is often used in connection to hot button issues like posting teacher salaries and benefits publicly or publishing test scores. And within the school walls, transparency can feel like judgement. Teachers can see principal visits as inspections, not respectful check-ins to offer encouragement and suggestions. No school is the same and dynamics between teaching staff and the administration are different everywhere, but for many teachers the classroom is a sacrosanct, personal space.\u003c/p>\n\u003caside class=\"pullquote alignright\"> “I try to become a bridge between the quantifiable and the qualifiable.”\u003c/aside>\n\u003cp>But what if teachers embraced the idea of transparency as a form of activism, a way of shining light on what works in the classroom? “The minute we say, 'Come look and talk to the students,' we can show what we’re all about,” said \u003ca href=\"http://thejosevilson.com/#sthash.F79qxJ5U.dpbs\" target=\"_blank\">Jose Vilson\u003c/a>, an educator and panelist at \u003ca href=\"http://educonphilly.org/schedule/Openness-Creating_More_Transparent_Schools\" target=\"_blank\">EduCon in Philadelphia\u003c/a>. “If we can do that with a sense of trust and expertise, with respect for ourselves and others, then we can have a pro something instead of an anti-something.”\u003c/p>\n\u003cp>Opening one's classroom to public scrutiny isn’t an easy thing to do. “In order for us to get more people involved, some of us are going to have to be twice as involved, go twice as deep and explain what we are doing in the classroom,” Vilson said. That means being vulnerable and willing to defend teaching practices to anyone who asks. But by welcoming a variety of voices into a discussion about what drives powerful learning experiences, and why certain teaching practices work and others don’t, the process becomes participatory. Everyone shares the responsibility for changing a system that matters to the future of the country.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At \u003ca href=\"http://www.missionhillschool.org/\" target=\"_blank\">Mission Hill School\u003c/a> in Boston every structure in the school is based on transparency. “Openness is the willingness to be disturbed,” said Ayla Gavins, principal of Mission Hill. At her school, teachers lead the effort to be transparent with one another and families and everyone else in the building tries to support that work. The school also has structures in place to support that kind of openness such as weekly meetings, short meetings before or after school and retreat time. There’s an understanding on her staff about what times of the day suit different kinds of meetings.\u003c/p>\n\u003cp>As the leader of the school, Gavins believes that commitment to openness extends to school decisions. When Mission Hill had its budget reduced by the district, a group of teachers came together to figure out how to hire a new teacher with less money, and do it with the culture and integrity of the school in mind. Operating out in the open comes with a different level of accountability. Decision makers have to be prepared to explain and defend tough choices. Still, Gavins found this process less destructive to school morale and mission when done democratically than if she had made the decision herself.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e432d96817d0962503e864b526f133a6\"]\u003c/p>\n\u003cp>Being transparent is a decisive action and can be used as a tool.“Take advantage of your captive audiences,” Gavins said. She encourages her teachers to share their vision for the classroom in letters home to parents. That letter can be an important communication tool teachers have at their disposal to help parents understand why they are doing what they are doing.\u003c/p>\n\u003cp>Social media is another way for teachers to be transparent about what’s happening in the classroom. Teachers can even feed parents informed questions to ask their children at home, to continue and share learning that happens at school. With a little more knowledge about what happened that day, parents won’t be stuck asking the generic, “What did you do in school today?”\u003c/p>\n\u003cp>Test scores continue to dominate the public conversation about how well a school or teacher is performing. But a teacher willing to be open about what goes on in the classroom can help provide a different narrative. “I try to become a bridge between the quantifiable and the 'qualifiable,'” Vilson said. He wants to give the story behind the numbers, the narrative that makes those numbers matter.\u003c/p>\n\u003cp>“We can find a way to create a balance between, ‘Here’s the story and here’s some reflective and introspective evidence,’ put it all together and see what’s going on,” Vilson said. “Right now, I feel like our narrative is being controlled by one side.”\u003c/p>\n\u003cp>Educators who want to see change in the way classrooms are run and how priorities are set have the difficult job of meeting today’s needs while keeping an eye on the future. “You can’t forget what your kids need right now,” said Gavins. “And as you are preparing for the future you need to put some things in place to make a change.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One way to promote change is to allow the outside world to see inside innovative classrooms, hold up positive narratives and be sure everyone knows the consequences of seemingly distant policy decisions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-34073\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg\" alt=\"8041488609_f825c1a3ac_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/8041488609_f825c1a3ac_z-e1392314088653-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Transparency is not a word often associated with education. For many parents, the time between 8 a.m. and 3 p.m. can feel like a mysterious part of their child’s life. Questioning students about their school day often results in an unsatisfying answer and not every parent has the time to be in constant communication with their student’s teacher.\u003c/p>\n\u003cp>For teachers, transparency can have a distinctly negative connotation. In the political debate, the word is often used in connection to hot button issues like posting teacher salaries and benefits publicly or publishing test scores. And within the school walls, transparency can feel like judgement. Teachers can see principal visits as inspections, not respectful check-ins to offer encouragement and suggestions. No school is the same and dynamics between teaching staff and the administration are different everywhere, but for many teachers the classroom is a sacrosanct, personal space.\u003c/p>\n\u003caside class=\"pullquote alignright\"> “I try to become a bridge between the quantifiable and the qualifiable.”\u003c/aside>\n\u003cp>But what if teachers embraced the idea of transparency as a form of activism, a way of shining light on what works in the classroom? “The minute we say, 'Come look and talk to the students,' we can show what we’re all about,” said \u003ca href=\"http://thejosevilson.com/#sthash.F79qxJ5U.dpbs\" target=\"_blank\">Jose Vilson\u003c/a>, an educator and panelist at \u003ca href=\"http://educonphilly.org/schedule/Openness-Creating_More_Transparent_Schools\" target=\"_blank\">EduCon in Philadelphia\u003c/a>. “If we can do that with a sense of trust and expertise, with respect for ourselves and others, then we can have a pro something instead of an anti-something.”\u003c/p>\n\u003cp>Opening one's classroom to public scrutiny isn’t an easy thing to do. “In order for us to get more people involved, some of us are going to have to be twice as involved, go twice as deep and explain what we are doing in the classroom,” Vilson said. That means being vulnerable and willing to defend teaching practices to anyone who asks. But by welcoming a variety of voices into a discussion about what drives powerful learning experiences, and why certain teaching practices work and others don’t, the process becomes participatory. Everyone shares the responsibility for changing a system that matters to the future of the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At \u003ca href=\"http://www.missionhillschool.org/\" target=\"_blank\">Mission Hill School\u003c/a> in Boston every structure in the school is based on transparency. “Openness is the willingness to be disturbed,” said Ayla Gavins, principal of Mission Hill. At her school, teachers lead the effort to be transparent with one another and families and everyone else in the building tries to support that work. The school also has structures in place to support that kind of openness such as weekly meetings, short meetings before or after school and retreat time. There’s an understanding on her staff about what times of the day suit different kinds of meetings.\u003c/p>\n\u003cp>As the leader of the school, Gavins believes that commitment to openness extends to school decisions. When Mission Hill had its budget reduced by the district, a group of teachers came together to figure out how to hire a new teacher with less money, and do it with the culture and integrity of the school in mind. Operating out in the open comes with a different level of accountability. Decision makers have to be prepared to explain and defend tough choices. Still, Gavins found this process less destructive to school morale and mission when done democratically than if she had made the decision herself.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Being transparent is a decisive action and can be used as a tool.“Take advantage of your captive audiences,” Gavins said. She encourages her teachers to share their vision for the classroom in letters home to parents. That letter can be an important communication tool teachers have at their disposal to help parents understand why they are doing what they are doing.\u003c/p>\n\u003cp>Social media is another way for teachers to be transparent about what’s happening in the classroom. Teachers can even feed parents informed questions to ask their children at home, to continue and share learning that happens at school. With a little more knowledge about what happened that day, parents won’t be stuck asking the generic, “What did you do in school today?”\u003c/p>\n\u003cp>Test scores continue to dominate the public conversation about how well a school or teacher is performing. But a teacher willing to be open about what goes on in the classroom can help provide a different narrative. “I try to become a bridge between the quantifiable and the 'qualifiable,'” Vilson said. He wants to give the story behind the numbers, the narrative that makes those numbers matter.\u003c/p>\n\u003cp>“We can find a way to create a balance between, ‘Here’s the story and here’s some reflective and introspective evidence,’ put it all together and see what’s going on,” Vilson said. “Right now, I feel like our narrative is being controlled by one side.”\u003c/p>\n\u003cp>Educators who want to see change in the way classrooms are run and how priorities are set have the difficult job of meeting today’s needs while keeping an eye on the future. “You can’t forget what your kids need right now,” said Gavins. “And as you are preparing for the future you need to put some things in place to make a change.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One way to promote change is to allow the outside world to see inside innovative classrooms, hold up positive narratives and be sure everyone knows the consequences of seemingly distant policy decisions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/pkdouyk/242231027/sizes/m/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/242231027_6761ad3da3-300x300.jpg\" alt=\"242231027_6761ad3da3\" title=\"\" width=\"300\" height=\"300\" class=\"size-medium wp-image-26959\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">While the \u003ca href=\"http://en.wikipedia.org/wiki/Open_content\">open content\u003c/a> movement in education continues to gain steam, more teachers are starting to learn about free content they can use and adapt to their own needs for their classrooms.\u003c/p>\n\u003cp>But educators are focusing too heavily on acquiring content, rather than contributing and improving to it, according to a company that helps teachers and students access open education resources.\u003c/p>\n\u003cp>“People often hear the content piece rather than the open piece,” said Bill Fitzgerald, the founder of \u003ca href=\"http://funnymonkey.com/\">FunnyMonkey\u003c/a>, a Portland, Ore.-based open educational resources company, during a presentation at \u003ca href=\"http://educonphilly.org/\">Educon 2.5\u003c/a>. “And it shifts [an understanding] about what open content is.”\u003c/p>\n\u003cp>That shift is understandable. In education, open content refers to any textbooks, lesson plans, supplemental educational resources, or other educational artifacts that can be freely modified to suit educators’ individual needs. Access to open content is often free or more affordable than proprietary alternatives, so for cash-strapped schools and resourceful teachers who want to go beyond what traditional textbooks offer, this movement, which is \u003ca href=\"http://www.openeducationweek.org/\">being celebrated next month\u003c/a>, can be a game-changer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To keep the focus on the two-way direction of open content -- both contribution and use -- Fitzgerald and his team offered a framework of nine tips, based on \u003ca href=\"http://www.catb.org/esr/writings/homesteading/\">“The Cathedral and the Bazaar,”\u003c/a> an essay about open source software engineering.\u003c/p>\n\u003cp>\u003cstrong>GOOD CONTENT COMES FROM PERSONAL PASSION.\u003c/strong>\u003c/p>\n\u003cp>Maybe a particular unit gets you enthused. Or maybe a lesson plan irks you because it falls short of your expectations. Either way, that enthusiasm should be the catalyst for creating, editing, or \u003c!--more-->expanding upon the material, and then republishing it. Good teachers are already doing this, Fitzgerald says -- except for the final step.\u003c/p>\n\u003cp>“The change is what actually happens when it’s done,” he says. “Instead of hitting 'save' and putting it on your hard drive, you’re hitting 'publish' and putting it on the Web.”\u003c/p>\n\u003cp>\u003cstrong>GREAT TEACHERS SHARE THEIR GEMS.\u003c/strong>\u003c/p>\n\u003cp>You probably have a lesson or two in your holster that you know is always a hit with your students. Don't hoard them. Share them with colleagues, and acquire their go-tos as well. Be willing to alter them into a format that jives better with a different teaching style.\u003c/p>\n\u003cp>\u003cstrong>LICENSING IS IMPORTANT.\u003c/strong>\u003c/p>\n\u003cp>Open content published through open licenses like those offered by Creative Commons allow for varying degrees of modification. If you’re going to edit or combine useful items, be sure you understand their respective licenses, so you don't find yourself in a spot where others can't add on to your work.\u003c/p>\n\u003cp>\u003cstrong>HAND OFF THE LESSONS YOU’VE TIRED OF.\u003c/strong>\u003c/p>\n\u003cp>Just like you should seize upon enthusiasm, so you should acknowledge fatigue. And in the open content world, there's usually a competent successor willing to put a fresh spin on your material. Also, when the time comes for you and your content to part ways, be sure to publish it in text form to make it more visible in Web searches, rather than as a PDF or Word document.\u003c/p>\n\u003cp>“This is kind of how it works in the software world too,” said Jeff Graham, FunnyMonkey’s lead developer. “The successful projects are the ones where people are using them, but also where people are talking about them.”\u003c/p>\n\u003cp>\u003cstrong>SHARE YOUR PROBLEMS; SOMEONE WILL SEE AN ANSWER.\u003c/strong>\u003c/p>\n\u003cp>Every teacher, administrator, parent, and student has a different skill set. Confessing your biggest challenges to the open world—and just as importantly, making sure people know it’s out there—is a strength that shows willingness to improve and may result in advice from those who can help.\u003c/p>\n\u003cp>\u003cstrong>COLLABORATE WITH STUDENTS AS WELL AS COLLEAGUES.\u003c/strong>\u003c/p>\n\u003cp>Open content isn't only about peer-to-peer teacher-to-teacher collaboration. It should also allow you a new way to build students' conceptual understanding by revising old items or creating new ones.\u003c/p>\n\u003cp>“If you have a set of resources that needs to be cleaned up, that’s a good opportunity for students,” Fitzgerald said. “And by giving your students the autonomy with the support to do this and do this right, you can create an environment where students are sharing this work. People are talking about digital literacy; that’s it.”\u003c/p>\n\u003cp>\u003cstrong>VALUE YOUR STUDENTS AS AN EDUCATIONAL RESOURCE.\u003c/strong>\u003c/p>\n\u003cp>Not only can open content allow your students to tackle concepts from a new perspective, it can also pave a way for them to impart their own knowledge. Who else is closer to the challenges of learning new material for the first time than students who tackle that challenge on a daily basis? Hearing that voice can help you rethink the content you give them, and in an open content world, allow you to edit it to make it better.\u003c/p>\n\u003cp>\u003cstrong>DON’T BE AFRAID OF FAILURE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Remember telling your students that you learn the most when you fall short? Time to practice what you preach. And sharing when, why and how you fall short in an open content community can often lead to input that results in the most innovative solutions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Teaching Math, What's the Right Mix of Content and Context?",
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"content": "\u003cdiv id=\"attachment_26895\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-26895\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139698456-620x413.jpg\" alt=\"139698456\" width=\"620\" height=\"413\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“Polynomial functions!”\u003c/p>\n\u003cp>“Trig identities!”\u003c/p>\n\u003cp>“How about the properties? Commutative, associative, distributive.”\u003c/p>\n\u003cp>So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum.\u003c/p>\n\u003cp>The laments, aired at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a> in Philadelphia at Science Leadership Academy last weekend, were part of a discussion around how to rebuild math instruction under the radically different—and admittedly unlikely—parameters posed by moderator \u003ca href=\"http://www.linkedin.com/pub/mike-thayer/43/254/289\">Mike Thayer\u003c/a>, a math teacher at Summit Public Schools in New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. His vision—which hinges on what he concedes is a large assumption that students would enter high school \u003c!--more-->competent in basic computational thinking—is for a course that would both streamline a high school student’s general math experience, and empower and encourage them to learn additional math skills to solve real-world problems of their own interest.\u003c/p>\n\u003cp>As one teacher at the discussion put it: “I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/p>\n\u003cp>Thayer asked the teachers to consider four questions as they imagined the hypothetical course:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>WHAT STAYS AND WHAT GOES?\u003c/strong> Consider both what concepts would get more or less emphasis, as well as what method of learning (lectures, work sheets, group work, collaborative projects, etc.) would work best.\u003c/li>\n\u003cli>\u003cstrong>NEXT STEP FOR STUDENTS?\u003c/strong> Options could include more advanced mathematics courses, independent mathematics projects, courses in other subjects that included applicable advanced math concepts, or some combination.\u003c/li>\n\u003cli>\u003cstrong>HOW WOULD TEACHING CHANGE?\u003c/strong> Choose which lessons you'd save and which lessons you'd skip. Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. And a couple of teachers even asked whether geometry would fit within the parameters of such a course.\u003c/p>\n\u003cp>The group also questioned whether a focus on real-world math applications would be the most likely way to spur students into independent investigation, and whether that focus could create an unintended bias in the kind of material covered. As an example, teachers noted that using tools like \u003ca href=\"http://www.101qs.com/\">101 Questions\u003c/a>, a website that asks users to think of a question related to a displayed image, could result in an excessive focus on proportionality.\u003c/p>\n\u003cp>Thayer encouraged such discourse, suggesting it would be essential in his new model.\u003c/p>\n\u003cp>“I think the first thing for us, in order to be masters in context as well as content, is to recognize our strengths and weaknesses,” he said. “I would love for somebody else to be able to come into my classroom and explain why [a concept] is important.”\u003c/p>\n\u003cp>In a speech at EduCon earlier that morning, Philadelphia public schools \u003ca href=\"http://www.phila.k12.pa.us/leadership/#ceo\">Superintendent William Hite\u003c/a> stressed the need for teachers to move from content to context expertise. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">in a later discussion\u003c/a>, Science Leadership Academy founding Principal Chris Lehmann conceded such an approach could be more difficult in a math classroom, but not impossible.\u003c/p>\n\u003cp>Thayer, meanwhile, warned that if math teachers didn’t find a way to make that difficult shift, they could be marginalized.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most of the stuff we teach” in traditional courses, he said, “the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> does it for free.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26895\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-26895\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139698456-620x413.jpg\" alt=\"139698456\" width=\"620\" height=\"413\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“Polynomial functions!”\u003c/p>\n\u003cp>“Trig identities!”\u003c/p>\n\u003cp>“How about the properties? Commutative, associative, distributive.”\u003c/p>\n\u003cp>So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum.\u003c/p>\n\u003cp>The laments, aired at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a> in Philadelphia at Science Leadership Academy last weekend, were part of a discussion around how to rebuild math instruction under the radically different—and admittedly unlikely—parameters posed by moderator \u003ca href=\"http://www.linkedin.com/pub/mike-thayer/43/254/289\">Mike Thayer\u003c/a>, a math teacher at Summit Public Schools in New Jersey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. His vision—which hinges on what he concedes is a large assumption that students would enter high school \u003c!--more-->competent in basic computational thinking—is for a course that would both streamline a high school student’s general math experience, and empower and encourage them to learn additional math skills to solve real-world problems of their own interest.\u003c/p>\n\u003cp>As one teacher at the discussion put it: “I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/p>\n\u003cp>Thayer asked the teachers to consider four questions as they imagined the hypothetical course:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>WHAT STAYS AND WHAT GOES?\u003c/strong> Consider both what concepts would get more or less emphasis, as well as what method of learning (lectures, work sheets, group work, collaborative projects, etc.) would work best.\u003c/li>\n\u003cli>\u003cstrong>NEXT STEP FOR STUDENTS?\u003c/strong> Options could include more advanced mathematics courses, independent mathematics projects, courses in other subjects that included applicable advanced math concepts, or some combination.\u003c/li>\n\u003cli>\u003cstrong>HOW WOULD TEACHING CHANGE?\u003c/strong> Choose which lessons you'd save and which lessons you'd skip. Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. And a couple of teachers even asked whether geometry would fit within the parameters of such a course.\u003c/p>\n\u003cp>The group also questioned whether a focus on real-world math applications would be the most likely way to spur students into independent investigation, and whether that focus could create an unintended bias in the kind of material covered. As an example, teachers noted that using tools like \u003ca href=\"http://www.101qs.com/\">101 Questions\u003c/a>, a website that asks users to think of a question related to a displayed image, could result in an excessive focus on proportionality.\u003c/p>\n\u003cp>Thayer encouraged such discourse, suggesting it would be essential in his new model.\u003c/p>\n\u003cp>“I think the first thing for us, in order to be masters in context as well as content, is to recognize our strengths and weaknesses,” he said. “I would love for somebody else to be able to come into my classroom and explain why [a concept] is important.”\u003c/p>\n\u003cp>In a speech at EduCon earlier that morning, Philadelphia public schools \u003ca href=\"http://www.phila.k12.pa.us/leadership/#ceo\">Superintendent William Hite\u003c/a> stressed the need for teachers to move from content to context expertise. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">in a later discussion\u003c/a>, Science Leadership Academy founding Principal Chris Lehmann conceded such an approach could be more difficult in a math classroom, but not impossible.\u003c/p>\n\u003cp>Thayer, meanwhile, warned that if math teachers didn’t find a way to make that difficult shift, they could be marginalized.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most of the stuff we teach” in traditional courses, he said, “the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> does it for free.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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