The Essential Underpinnings Of Shifting to 'Modern Learning'
How Can Schools Prioritize For The Best Ways Kids Learn?
What Would Be a Radically Different Vision of School?
Breaking the Mold: School Fosters Design and Discovery
How We Can Connect School Life to Real Life
Three Things to Unlearn About Learning
How to Address "Yeah, But" Objections From Resisters
"The Biggest Shift of All"
After the Media Moves on, What Next?
Sponsored
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"}},"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_47730":{"type":"posts","id":"mindshift_47730","meta":{"index":"posts_1591205157","site":"mindshift","id":"47730","score":null,"sort":[1493210680000]},"guestAuthors":[],"slug":"the-essential-underpinnings-of-shifting-to-modern-learning","title":"The Essential Underpinnings Of Shifting to 'Modern Learning'","publishDate":1493210680,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. After many conversations they believe education as a system is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">ripe for a radical shift\u003c/a> away from reform efforts that tinker at the edges and towards learning that puts students at the center with agency over what and how they learn.\u003c/p>\n\u003cp>“The conversation is shifting a little bit, but the ‘how’ part is still really hard,” Will Richardson said. Through his work as a consultant he has worked with several districts he thinks are moving in the right direction. In an effort to understand why these districts have been able to push against the status quo, he and Dixon have catalogued the ingredients they believe are necessary to make the kind of change they hope all districts will embrace in a \u003ca href=\"https://modernlearners.com/10Principles\" target=\"_blank\">white paper\u003c/a>. He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This was a real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>[vimeo 193438263 w=640 h=360]\u003c/p>\n\u003cp>Like all institutions CCSD59 has old habits to break and deeply ingrained notions of what a “good education” is to overcome. “What I’ve learned is that people hear things based on their experiences,” Fessler said. “What I say and what is heard is interpreted so differently by different people.” He tries to remember that as he talks to parents and teachers about his vision.\u003c/p>\n\u003cp>To help tell the district’s story and celebrate ongoing creative work, Fessler hired a professional videographer who tells the stories of all the learners in the system from the human resources coordinator, to the assistant principal, to the orchestra teacher.\u003c/p>\n\u003cp>“We wanted to share important things about our staff in terms of what their vision is for learning,” Fessler said. “The primary rationale is to share the things we’re proud of and to allow people in our community and across our district to get to know our staff.”\u003c/p>\n\u003cp>The district has also developed branding guidelines for all communications, which might seem like an odd focus for a school district. But Fessler said he wants the community to have a positive experience when interacting with the district’s website and communications. He wants communiques to send the message that “we’re very serious about what we do in teaching and learning. In every communication we want that reflected.”\u003c/p>\n\u003cp>[vimeo 205103798 w=640 h=360]\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A white paper by Will Richardson and Bruce Dixon identify key ingredients to successfully implement needed change in schools, such as leadership, culture, communication and technology. ","status":"publish","parent":0,"modified":1493312122,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2099},"headData":{"title":"The Essential Underpinnings Of Shifting to 'Modern Learning' | KQED","description":"A white paper by Will Richardson and Bruce Dixon identify key ingredients to successfully implement needed change in schools, such as leadership, culture, communication and technology. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Essential Underpinnings Of Shifting to 'Modern Learning'","datePublished":"2017-04-26T12:44:40.000Z","dateModified":"2017-04-27T16:55:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47730 https://ww2.kqed.org/mindshift/?p=47730","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/26/the-essential-underpinnings-of-shifting-to-modern-learning/","disqusTitle":"The Essential Underpinnings Of Shifting to 'Modern Learning'","path":"/mindshift/47730/the-essential-underpinnings-of-shifting-to-modern-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. After many conversations they believe education as a system is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">ripe for a radical shift\u003c/a> away from reform efforts that tinker at the edges and towards learning that puts students at the center with agency over what and how they learn.\u003c/p>\n\u003cp>“The conversation is shifting a little bit, but the ‘how’ part is still really hard,” Will Richardson said. Through his work as a consultant he has worked with several districts he thinks are moving in the right direction. In an effort to understand why these districts have been able to push against the status quo, he and Dixon have catalogued the ingredients they believe are necessary to make the kind of change they hope all districts will embrace in a \u003ca href=\"https://modernlearners.com/10Principles\" target=\"_blank\">white paper\u003c/a>. He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\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>“This was a real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"193438263"},"numeric":["193438263"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like all institutions CCSD59 has old habits to break and deeply ingrained notions of what a “good education” is to overcome. “What I’ve learned is that people hear things based on their experiences,” Fessler said. “What I say and what is heard is interpreted so differently by different people.” He tries to remember that as he talks to parents and teachers about his vision.\u003c/p>\n\u003cp>To help tell the district’s story and celebrate ongoing creative work, Fessler hired a professional videographer who tells the stories of all the learners in the system from the human resources coordinator, to the assistant principal, to the orchestra teacher.\u003c/p>\n\u003cp>“We wanted to share important things about our staff in terms of what their vision is for learning,” Fessler said. “The primary rationale is to share the things we’re proud of and to allow people in our community and across our district to get to know our staff.”\u003c/p>\n\u003cp>The district has also developed branding guidelines for all communications, which might seem like an odd focus for a school district. But Fessler said he wants the community to have a positive experience when interacting with the district’s website and communications. He wants communiques to send the message that “we’re very serious about what we do in teaching and learning. In every communication we want that reflected.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"205103798"},"numeric":["205103798"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\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>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47730/the-essential-underpinnings-of-shifting-to-modern-learning","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20678","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_109"],"featImg":"mindshift_48128","label":"mindshift"},"mindshift_45798":{"type":"posts","id":"mindshift_45798","meta":{"index":"posts_1591205157","site":"mindshift","id":"45798","score":null,"sort":[1468827986000]},"guestAuthors":[],"slug":"how-can-schools-prioritize-for-the-best-ways-kids-learn","title":"How Can Schools Prioritize For The Best Ways Kids Learn?","publishDate":1468827986,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The education world is full of incremental change -- the slow process of individuals learning about new strategies and approaches, trying them out, improving on their skills, and hopefully sharing their learning with colleagues to continue growth. While that process is necessary and good, if the changes to education are all in the service of doing the same thing better, they may be missing the point. The world has changed since education became compulsory and the current moment necessitates an education system that isn’t just better, but different.\u003c/p>\n\u003cp>“We are at a point in schools when we have to change our internal reality,” said \u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">Will Richardson\u003c/a>, a former English teacher turned speaker and school consultant, at the 2016 \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference, during a session. He was frustrated by the focus on using new technologies to educate children the way it has been done for years, without recognizing that the current context demands a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">radically different vision of learning\u003c/a>.\u003c/p>\n\u003cp>The internet has made learning more accessible than ever, and often outside of school, making school activities feel increasingly restrictive and irrelevant to students. In the current context, kids are finding teachers and mentors through their passions and are able to connect with them more easily than ever before. There are powerful search engines that spit back answers to questions that used to only be found in books. And kids know which apps will solve their math equations for them.\u003c/p>\n\u003cp>Educators know the world has changed and are increasingly acknowledging that it’s time to be asking different questions about what it means to improve education. Richardson travels around the world for his work and can point to examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.\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/sxyKNMrhEvY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n","blocks":[],"excerpt":"Educator and consultant Will Richardson says it's time to change our internal working models about what education should be and focus around the question: \"How do kids learn best?\"","status":"publish","parent":0,"modified":1468827986,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/sxyKNMrhEvY"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1119},"headData":{"title":"How Can Schools Prioritize For The Best Ways Kids Learn? | KQED","description":"Educator and consultant Will Richardson says it's time to change our internal working models about what education should be and focus around the question: "How do kids learn best?"","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Can Schools Prioritize For The Best Ways Kids Learn?","datePublished":"2016-07-18T07:46:26.000Z","dateModified":"2016-07-18T07:46:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45798 http://ww2.kqed.org/mindshift/?p=45798","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/","disqusTitle":"How Can Schools Prioritize For The Best Ways Kids Learn?","path":"/mindshift/45798/how-can-schools-prioritize-for-the-best-ways-kids-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The education world is full of incremental change -- the slow process of individuals learning about new strategies and approaches, trying them out, improving on their skills, and hopefully sharing their learning with colleagues to continue growth. While that process is necessary and good, if the changes to education are all in the service of doing the same thing better, they may be missing the point. The world has changed since education became compulsory and the current moment necessitates an education system that isn’t just better, but different.\u003c/p>\n\u003cp>“We are at a point in schools when we have to change our internal reality,” said \u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">Will Richardson\u003c/a>, a former English teacher turned speaker and school consultant, at the 2016 \u003ca href=\"https://conference.iste.org/2016/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference, during a session. He was frustrated by the focus on using new technologies to educate children the way it has been done for years, without recognizing that the current context demands a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">radically different vision of learning\u003c/a>.\u003c/p>\n\u003cp>The internet has made learning more accessible than ever, and often outside of school, making school activities feel increasingly restrictive and irrelevant to students. In the current context, kids are finding teachers and mentors through their passions and are able to connect with them more easily than ever before. There are powerful search engines that spit back answers to questions that used to only be found in books. And kids know which apps will solve their math equations for them.\u003c/p>\n\u003cp>Educators know the world has changed and are increasingly acknowledging that it’s time to be asking different questions about what it means to improve education. Richardson travels around the world for his work and can point to examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.\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/sxyKNMrhEvY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>He pointed to the Canadian province of \u003ca href=\"https://curriculum.gov.bc.ca/curriculum-info\" target=\"_blank\">British Columbia\u003c/a> and its stated goal to offer education that is student-initiated, interdisciplinary and co-planned by students and teachers together. Ontario, Canada’s Ministry of Education is \u003ca href=\"http://www.cmec.ca/Publications/lists/publications/attachments/282/play-based-learning_statement_EN.pdf\" target=\"_blank\">embracing collaborative inquiry through play\u003c/a>. And \u003ca href=\"https://www2.k12albemarle.org/Pages/default.aspx\" target=\"_blank\">Albemarle County Public Schools\u003c/a> in Virginia are thriving under the visionary leadership of \u003ca href=\"https://twitter.com/pammoran?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\">Pam Moran\u003c/a>. “If you go through and look at things they are valuing, it is based on a core set of beliefs and the world around them,” Richardson said.\u003c/p>\n\u003cfigure id=\"attachment_45799\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"size-medium wp-image-45799\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichchart-800x605.png\" alt=\"On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools.\" width=\"800\" height=\"605\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-800x605.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-768x581.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart-960x726.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichchart.png 1055w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">On the left are qualities many people list when describing meaningful learning experiences. On the right is a list of things done in schools. \u003ccite>(Will Richardson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools need to have a clear vision, rooted in today’s context and a set of practices that reflect those two things. When he consults with schools, Richardson said he most commonly sees a lack of vision based in how students learn. In his many talks he shares a list of things educators know intuitively about how kids learn best alongside a list of things schools do because it’s easier for adults. He says if educators want to shift education to the modern context, they need to prioritize things that help students learn best.\u003c/p>\n\u003cp>“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/watch?v=sxyKNMrhEvY&feature=youtu.be\">\u003cimg class=\"aligncenter size-medium wp-image-45800\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/willrichvenn-800x603.png\" alt=\"willrichvenn\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-800x603.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-400x301.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-768x579.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn-960x724.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/willrichvenn.png 1068w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>“Kids deserve consistency that is grounded in a belief system,” Richardson said. He has talked with students who hate that they have to adapt to completely different expectations, structures, and rules in every class. When a school isn’t \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">unified around a vision\u003c/a> the experience for students can be very disorienting.\u003c/p>\n\u003cp>To begin moving towards what Richardson calls a “modern education” system, he says educators need to learn, educate, articulate, and then do it.\u003c/p>\n\u003cp>\u003cstrong>LEARN\u003c/strong>\u003c/p>\n\u003cp>It’s no longer enough for teachers to get a credential and then sit back and teach the same content year after year. Richardson says to be part of modern learning, teachers need to actively educate themselves about the context students live in and how they can improve as educators.\u003c/p>\n\u003cp>“There’s never been a more amazing time to be a learner,” Richardson said. “How are we in education not running towards that in our own personal lives and embracing that?”\u003c/p>\n\u003cp>It’s not just about connecting on Twitter with other educators or asking for professional development about technology. If teachers are waiting for a planned PD about something they are probably already stuck. “You have to have the disposition of an eight-year old to find your own learning,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>EDUCATE\u003c/strong>\u003c/p>\n\u003cp>“You probably aren’t going to be able to do this by yourself, so go out and build capacity,” Richardson said. Parents, community members, students and school board members can be allies for making the shift. Richardson points to \u003ca href=\"http://www.ccsd59.org/\">CCSD59\u003c/a> as an example of a district that reaches out to all parent populations, communicates about vision and practice through \u003ca href=\"http://www.ccsd59.org/news/\" target=\"_blank\">a blog \u003c/a>and educates with its \u003ca href=\"https://www.facebook.com/ccsd59/\" target=\"_blank\">Facebook page\u003c/a>. “They are constantly putting practice in front of people to build their capacity to engage,” Richardson said.\u003c/p>\n\u003cp>\u003cstrong>ARTICULATE\u003c/strong>\u003c/p>\n\u003cp>Articulating a mission statement about where students should be when they graduate and actualizing it with a vision that lays out how to get there, is a key step in slowly making the shift Richardson describes. It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.\u003c/p>\n\u003cp>\u003cstrong>DO IT\u003c/strong>\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>“This is really hard, but I think it’s worth it,” Richardson said. Teachers can start by picking one area of the curriculum and letting students own it. Then advocate for that practice, and connect with other educators who are doing it. There comes a point when talking about the need to change is no longer enough; educators who resonate with Richardson’s message, have to jump in and try it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45798/how-can-schools-prioritize-for-the-best-ways-kids-learn","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20892","mindshift_20784","mindshift_1040","mindshift_21012","mindshift_109"],"featImg":"mindshift_45814","label":"mindshift"},"mindshift_34171":{"type":"posts","id":"mindshift_34171","meta":{"index":"posts_1591205157","site":"mindshift","id":"34171","score":null,"sort":[1392994809000]},"guestAuthors":[],"slug":"what-would-be-a-radically-different-vision-of-school","title":"What Would Be a Radically Different Vision of School? ","publishDate":1392994809,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"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?","status":"publish","parent":0,"modified":1392961097,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1009},"headData":{"title":"What Would Be a Radically Different Vision of School? | KQED","description":"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?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Would Be a Radically Different Vision of School? ","datePublished":"2014-02-21T15:00:09.000Z","dateModified":"2014-02-21T05:38:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34171 http://blogs.kqed.org/mindshift/?p=34171","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/","disqusTitle":"What Would Be a Radically Different Vision of School? ","path":"/mindshift/34171/what-would-be-a-radically-different-vision-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","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>“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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34171/what-would-be-a-radically-different-vision-of-school","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20598","mindshift_997","mindshift_1040","mindshift_797","mindshift_109"],"label":"mindshift"},"mindshift_29797":{"type":"posts","id":"mindshift_29797","meta":{"index":"posts_1591205157","site":"mindshift","id":"29797","score":null,"sort":[1373472893000]},"guestAuthors":[],"slug":"breaking-the-mold-school-fosters-design-and-discovery","title":"Breaking the Mold: School Fosters Design and Discovery ","publishDate":1373472893,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure.\u003c/p>\n\u003cp>\u003cstrong>2. Design Thinking:\u003c/strong> This idea isn’t new, but Richardson says it’s one of the most productive ways to think about learning in the future. In design thinking students solve real problems, think for themselves, discover knowledge and continually revise and change their models and prototypes, just like they might if working on a project at work. With design thinking, students can learn how to interpret information they've learned, and continue to iterate and experiment different solutions and ideas. In the process, students gain the confidence that everyone can be part of designing a better future.\u003c/p>\n\u003cp>\u003cstrong>3. The Maker Movement:\u003c/strong> While not confined to school, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a> offers a fun avenue for kids to make real products. “It’s easier now to have an idea and make it come to fruition,” Richardson said. New technology like 3D printers and laser cutters are more available and enable students to produce what they’ve imagined. “How cool is it that a kid can make stuff, solve problems and gain a reputation as an innovator as an eight, nine or ten-year-old solving real problems,” Richardson said.\u003c/p>\n\u003cp>These ideas all put students in the driver seat, allowing them to learn the self-confidence, research skills, inter-personal facility and hands-on aptitude that will serve them beyond school walls. The individual bits of knowledge that they’ll need to complete these projects and to gain perspective on how an idea fits in with others already designed can be acquired when the time is right. And teachers are key role players throughout the process, as guides that point out holes in the thinking and prod continued innovation.\u003c/p>\n\u003cp>If many of Richardson's ideas don’t look like they’d be possible in today’s classrooms, that’s the point. For Richardson, today’s classrooms are outdated, full of kids waiting to be told what to do, asking what will be on a test. While the ideas are big, Richardson maintains there are ways to approach this type of learning slowly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can do it in small ways; just pick your spots,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"Modern learning is more about discovery. It’s not so much waiting as doing, says Will Richardson. Learners should be empowered to continue learning and to use their interests to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.","status":"publish","parent":0,"modified":1373572254,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":777},"headData":{"title":"Breaking the Mold: School Fosters Design and Discovery | KQED","description":"Modern learning is more about discovery. It’s not so much waiting as doing, says Will Richardson. Learners should be empowered to continue learning and to use their interests to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Breaking the Mold: School Fosters Design and Discovery ","datePublished":"2013-07-10T16:14:53.000Z","dateModified":"2013-07-11T19:50:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29797 http://blogs.kqed.org/mindshift/?p=29797","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/10/breaking-the-mold-school-fosters-design-and-discovery/","disqusTitle":"Breaking the Mold: School Fosters Design and Discovery ","path":"/mindshift/29797/breaking-the-mold-school-fosters-design-and-discovery","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\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 modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure.\u003c/p>\n\u003cp>\u003cstrong>2. Design Thinking:\u003c/strong> This idea isn’t new, but Richardson says it’s one of the most productive ways to think about learning in the future. In design thinking students solve real problems, think for themselves, discover knowledge and continually revise and change their models and prototypes, just like they might if working on a project at work. With design thinking, students can learn how to interpret information they've learned, and continue to iterate and experiment different solutions and ideas. In the process, students gain the confidence that everyone can be part of designing a better future.\u003c/p>\n\u003cp>\u003cstrong>3. The Maker Movement:\u003c/strong> While not confined to school, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a> offers a fun avenue for kids to make real products. “It’s easier now to have an idea and make it come to fruition,” Richardson said. New technology like 3D printers and laser cutters are more available and enable students to produce what they’ve imagined. “How cool is it that a kid can make stuff, solve problems and gain a reputation as an innovator as an eight, nine or ten-year-old solving real problems,” Richardson said.\u003c/p>\n\u003cp>These ideas all put students in the driver seat, allowing them to learn the self-confidence, research skills, inter-personal facility and hands-on aptitude that will serve them beyond school walls. The individual bits of knowledge that they’ll need to complete these projects and to gain perspective on how an idea fits in with others already designed can be acquired when the time is right. And teachers are key role players throughout the process, as guides that point out holes in the thinking and prod continued innovation.\u003c/p>\n\u003cp>If many of Richardson's ideas don’t look like they’d be possible in today’s classrooms, that’s the point. For Richardson, today’s classrooms are outdated, full of kids waiting to be told what to do, asking what will be on a test. While the ideas are big, Richardson maintains there are ways to approach this type of learning slowly.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“You can do it in small ways; just pick your spots,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29797/breaking-the-mold-school-fosters-design-and-discovery","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_167","mindshift_1040","mindshift_980","mindshift_109"],"featImg":"mindshift_29804","label":"mindshift"},"mindshift_24095":{"type":"posts","id":"mindshift_24095","meta":{"index":"posts_1591205157","site":"mindshift","id":"24095","score":null,"sort":[1349442059000]},"guestAuthors":[],"slug":"should-kids-schoolwork-impact-the-real-world","title":"How We Can Connect School Life to Real Life","publishDate":1349442059,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/attachment/78329346/\" rel=\"attachment wp-att-24217\">\u003cimg class=\"alignright size-large wp-image-24217\" title=\"78329346\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78329346-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Excerpted from Will Richardson's new TED Book \u003ca href=\"http://www.amazon.com/gp/product/B00998J5YQ/ref=as_li_qf_sp_asin_tl?ie=UTF8&camp=211189&creative=373489&creativeASIN=B00998J5YQ&link_code=as3&tag=weblogged-20\">Why School\u003c/a>: \u003ca href=\"http://www.amazon.com/gp/product/B00998J5YQ/ref=as_li_qf_sp_asin_tl?ie=UTF8&camp=211189&creative=373489&creativeASIN=B00998J5YQ&link_code=as3&tag=weblogged-20\">How Education Must Change When Learning and Information Are Everywhere\u003c/a>. Richardson offers provocative alternatives to the existing education system, questioning everything from standardized assessments to the role of the teacher. In this chapter, \"Real Work for Real Audiences,\" Richardson envisions students creating work that is relevant and useful in the world outside school.\u003c/em>\u003c/p>\n\u003ch5>By Will Richardson\u003c/h5>\n\u003cp class=\"dropcap-serif\">So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn’t just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>I’m not even necessarily talking about doing something with technology. (Let’s face it, though: Paper is a 20th-century staple that has severely limited potential, compared to digital spaces.) There’s lots of creating our kids can do with traditional tools that can serve a real audience. Publishing books, putting on plays, and doing community service are just a few examples.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Our students are capable of doing authentic work that adds to the abundance in ways that can make the world a better, richer place.\u003c/p>\n\u003c/aside>\n\u003cp>But what if we got a little crazy and added some technology into the mix? We could tell our kids, “You know, in addition to taking that test on the Vietnam War, we want you to go and interview some veterans, then collect those stories into a series of podcasts that people all over the world could listen to and learn from.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or, rather than having our students do that science lab write-up on the tadpoles in the pond behind their school, what if we rounded up a bunch of schools with ponds and tadpoles from all over the world, and then we all shared our data and observations with each other, analyzing how the differences in climate and geography affected native habitats? What if then published this global analysis online?\u003c/p>\n\u003cp>Or, instead of reading scenes from \u003cem>Romeo and Juliet\u003c/em> to one another in the classroom, students could put on an interpretive performance, one we then broadcast through a password-protected live stream to parents and aunts and uncles and friends online, posting it also as a video on \u003c!--more-->YouTube. Maybe we could even run a competition with other schools to see who could come up with the most profound or creative way of bringing the themes of Shakespeare into the modern world.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20120913-kryp81nx5bs9h8jik8ng6u1smr.jpg\">\u003cimg class=\"alignleft size-full wp-image-24100\" title=\"20120913-kryp81nx5bs9h8jik8ng6u1smr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20120913-kryp81nx5bs9h8jik8ng6u1smr.jpg\" alt=\"\" width=\"150\" height=\"231\">\u003c/a>I don’t know about you, but as a parent, I’d much rather see this kind of work than the paper that comes home in the Friday Folder (or the Friday backpack). I’d rather know that my kids were creating something of meaning, value, and I hope, beauty for people other than just their teachers, and that those creations had the opportunity to live in the world. That they were thinking hard about audience. That they were learning how to network and collaborate with others. That they were developing “proficiency with the tools of technology,” learning to “design and share information for global communities to meet a variety of purposes,” and becoming literate in the process.\u003c/p>\n\u003cp>Real work for real audiences is, of course, hard to find in the current standardized testing regime. How do you evaluate the \u003ca href=\"http://www.whatkidscando.org/specialcollections/student_research_action/makingaguide/index.html\">San Diego Bay book project\u003c/a> using a short-answer test? To assess this kind of work, teachers could co-create rubrics with students that identify what their work should address and what quality looks like. In this chapter’s examples, assessment might mean collecting targeted feedback from whatever audience might be watching that Romeo and Juliet performance or listening to those Vietnam veteran podcasts.\u003c/p>\n\u003cp>And, importantly, it might mean having students engage in some deep self-assessment on their process and product, an experience that would certainly prepare them to be better learners when they leave us. Our students are capable of doing authentic work that adds to the abundance in ways that can make the world a better, richer place.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Why wouldn’t we want to know they could do that?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1355165634,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":751},"headData":{"title":"How We Can Connect School Life to Real Life | KQED","description":"Excerpted from Will Richardson's new TED Book Why School: How Education Must Change When Learning and Information Are Everywhere. Richardson offers provocative alternatives to the existing education system, questioning everything from standardized assessments to the role of the teacher. In this chapter, "Real Work for Real Audiences," Richardson envisions students creating work that is relevant","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How We Can Connect School Life to Real Life","datePublished":"2012-10-05T13:00:59.000Z","dateModified":"2012-12-10T18:53:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24095 http://blogs.kqed.org/mindshift/?p=24095","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/05/should-kids-schoolwork-impact-the-real-world/","disqusTitle":"How We Can Connect School Life to Real Life","path":"/mindshift/24095/should-kids-schoolwork-impact-the-real-world","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/attachment/78329346/\" rel=\"attachment wp-att-24217\">\u003cimg class=\"alignright size-large wp-image-24217\" title=\"78329346\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/78329346-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Excerpted from Will Richardson's new TED Book \u003ca href=\"http://www.amazon.com/gp/product/B00998J5YQ/ref=as_li_qf_sp_asin_tl?ie=UTF8&camp=211189&creative=373489&creativeASIN=B00998J5YQ&link_code=as3&tag=weblogged-20\">Why School\u003c/a>: \u003ca href=\"http://www.amazon.com/gp/product/B00998J5YQ/ref=as_li_qf_sp_asin_tl?ie=UTF8&camp=211189&creative=373489&creativeASIN=B00998J5YQ&link_code=as3&tag=weblogged-20\">How Education Must Change When Learning and Information Are Everywhere\u003c/a>. Richardson offers provocative alternatives to the existing education system, questioning everything from standardized assessments to the role of the teacher. In this chapter, \"Real Work for Real Audiences,\" Richardson envisions students creating work that is relevant and useful in the world outside school.\u003c/em>\u003c/p>\n\u003ch5>By Will Richardson\u003c/h5>\n\u003cp class=\"dropcap-serif\">So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn’t just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>I’m not even necessarily talking about doing something with technology. (Let’s face it, though: Paper is a 20th-century staple that has severely limited potential, compared to digital spaces.) There’s lots of creating our kids can do with traditional tools that can serve a real audience. Publishing books, putting on plays, and doing community service are just a few examples.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Our students are capable of doing authentic work that adds to the abundance in ways that can make the world a better, richer place.\u003c/p>\n\u003c/aside>\n\u003cp>But what if we got a little crazy and added some technology into the mix? We could tell our kids, “You know, in addition to taking that test on the Vietnam War, we want you to go and interview some veterans, then collect those stories into a series of podcasts that people all over the world could listen to and learn from.”\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>Or, rather than having our students do that science lab write-up on the tadpoles in the pond behind their school, what if we rounded up a bunch of schools with ponds and tadpoles from all over the world, and then we all shared our data and observations with each other, analyzing how the differences in climate and geography affected native habitats? What if then published this global analysis online?\u003c/p>\n\u003cp>Or, instead of reading scenes from \u003cem>Romeo and Juliet\u003c/em> to one another in the classroom, students could put on an interpretive performance, one we then broadcast through a password-protected live stream to parents and aunts and uncles and friends online, posting it also as a video on \u003c!--more-->YouTube. Maybe we could even run a competition with other schools to see who could come up with the most profound or creative way of bringing the themes of Shakespeare into the modern world.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20120913-kryp81nx5bs9h8jik8ng6u1smr.jpg\">\u003cimg class=\"alignleft size-full wp-image-24100\" title=\"20120913-kryp81nx5bs9h8jik8ng6u1smr\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20120913-kryp81nx5bs9h8jik8ng6u1smr.jpg\" alt=\"\" width=\"150\" height=\"231\">\u003c/a>I don’t know about you, but as a parent, I’d much rather see this kind of work than the paper that comes home in the Friday Folder (or the Friday backpack). I’d rather know that my kids were creating something of meaning, value, and I hope, beauty for people other than just their teachers, and that those creations had the opportunity to live in the world. That they were thinking hard about audience. That they were learning how to network and collaborate with others. That they were developing “proficiency with the tools of technology,” learning to “design and share information for global communities to meet a variety of purposes,” and becoming literate in the process.\u003c/p>\n\u003cp>Real work for real audiences is, of course, hard to find in the current standardized testing regime. How do you evaluate the \u003ca href=\"http://www.whatkidscando.org/specialcollections/student_research_action/makingaguide/index.html\">San Diego Bay book project\u003c/a> using a short-answer test? To assess this kind of work, teachers could co-create rubrics with students that identify what their work should address and what quality looks like. In this chapter’s examples, assessment might mean collecting targeted feedback from whatever audience might be watching that Romeo and Juliet performance or listening to those Vietnam veteran podcasts.\u003c/p>\n\u003cp>And, importantly, it might mean having students engage in some deep self-assessment on their process and product, an experience that would certainly prepare them to be better learners when they leave us. Our students are capable of doing authentic work that adds to the abundance in ways that can make the world a better, richer place.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Why wouldn’t we want to know they could do that?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24095/should-kids-schoolwork-impact-the-real-world","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_109"],"featImg":"mindshift_24217","label":"mindshift"},"mindshift_22649":{"type":"posts","id":"mindshift_22649","meta":{"index":"posts_1591205157","site":"mindshift","id":"22649","score":null,"sort":[1341846049000]},"guestAuthors":[],"slug":"three-things-to-unlearn-about-learning","title":"Three Things to Unlearn About Learning","publishDate":1341846049,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1372302858,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":713},"headData":{"title":"Three Things to Unlearn About Learning | KQED","description":"flickr:CDsessums "If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology," said Will Richardson, a veteran educator author and consultant, at a talk at ISTE 2012. "We need to acknowledge that this is a very interesting moment, and even though in","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Things to Unlearn About Learning","datePublished":"2012-07-09T15:00:49.000Z","dateModified":"2013-06-27T03:14:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22649 http://blogs.kqed.org/mindshift/?p=22649","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/09/three-things-to-unlearn-about-learning/","disqusTitle":"Three Things to Unlearn About Learning","path":"/mindshift/22649/three-things-to-unlearn-about-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_22662\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/csessums/4389889668/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-22662\" title=\"4389889668_9faffec7bd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/4389889668_9faffec7bd_z1-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">flickr:CDsessums\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">\"If you're not feeling uncomfortable about the state of education right now, then you're not paying attention to the pressures and challenges of technology,\" said \u003ca href=\"http://www.willrichardson.com\">Will Richardson\u003c/a>, a veteran educator author and consultant, at a talk at\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2012\u003c/a>. \"We need to acknowledge that this is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003cp>Seeing the balance move from a place of scarcity of information to over-abundance on the web -- and the ability to \"carry around the sum of human knowledge on our phones\" -- Richardson said educators must start thinking of schooling differently. \"This abundance has the potential to be amazing, but it's not amazing if we don't do anything with it,\" he said. \"What is access to all this stuff if you don't know what to do with it?\"\u003c/p>\n\u003cp>To that end, Richardson proposed a challenge to educators to \u003cem>unlearn \u003c/em>three important things that have been taken for granted as immovable, unchangeable ideas.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. DELIVERY\u003c/strong>: The notion of delivering knowledge and information from teacher to student has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">already been upended\u003c/a>. \"Kids will not put up with delivery too much longer. They'll expect something much different,\" Richardson said. Rather, educators must hand over control of learning to kids, and understand that there are lots of ways to learn what they need to and want to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"This is a very interesting moment, and even though in a lot of ways this isn't what we signed up for when we went into teaching... as educators, it's \u003cem>our\u003c/em> job to figure it out.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"We have to stop being in charge of the curriculum and allow kids to create their own education,\" he said. Educators should ask themselves: how am I helping kids develop important skills, dispositions, and literacies they need to create their own curriculum, to find their own teachers, to create their own artifacts that will more closely align with ways they'll work when they leave school? \"The delivery method we use in most schools, what we own and deliver to kids, that will have to change,\" he said. \"We have to relearn in a way that allows kids to own and drive it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. COMPETITION:\u003c/strong> Rather than comparing test scores and grades of schools and of teachers, we should drive education forward on the basis of cooperation. We should use the best ideas of what \u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\">Movement Against Standardized Testing Grows\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\">Are We Wringing the Creativity Out of Kids?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>others are doing, other classrooms and other schools. \"Do we fear someone else is going to take what we're doing? But isn't that a good thing, if it's good practice?\" Richardson asked. There's a larger gain by being transparent. \"We can't fight the greater world problems as well through competition as we will through cooperation.\u003c/p>\n\u003cp>\u003cstrong>3. ASSESSMENT. \u003c/strong> Richardson, \u003ca href=\"http://willrichardson.com/post/17206477778/the-sorry-state-of-standardized-writing\">an outspoken critic\u003c/a> of standardized testing, pressed the point that current assessments measure fact memorization, not students' skills. And with automated essay scoring being used, the range of knowledge is becoming more and more narrow, he said. \"If we don't assess what we value, we will end up valuing what we assess,\" he said. \"As a system, we're not assessing what we value.\" Richardson does not even favor \"open book\" or \"open Internet\" testing, asking the simple but unsettling question: \"Why are we asking them questions they can easily find?\"\u003c/p>\n\u003cp>As educators grapple with the shift -- in their roles within the classroom, and in the larger context of what's changing in education -- Richardson said they may experience a series of feelings. \"You might feel anger, grief, or excitement that kids will learn in a lot of different ways,\" he said. \"But you have to look at your own learning practice and innovate.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Try assessing one thing differently, he suggested. Ask students to tap into all the sources they have, then bring other teachers into the classroom and let them influence the discussions. And, of course, engage others in these discussions.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22649/three-things-to-unlearn-about-learning","authors":["180"],"categories":["mindshift_20524","mindshift_193"],"tags":["mindshift_108","mindshift_797","mindshift_897","mindshift_109"],"featImg":"mindshift_22662","label":"mindshift"},"mindshift_13303":{"type":"posts","id":"mindshift_13303","meta":{"index":"posts_1591205157","site":"mindshift","id":"13303","score":null,"sort":[1309459481000]},"guestAuthors":[],"slug":"how-to-address-yeah-but-objections-from-resisters","title":"How to Address \"Yeah, But\" Objections From Resisters","publishDate":1309459481,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-13316\" href=\"http://ww2.kqed.org/mindshift/2011/06/how-to-address-yeah-but-objections-from-resisters/sb10069451r-001/\">\u003cimg class=\"size-medium wp-image-13316\" title=\"sb10069451r-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What's stopping you or your peers from making a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">meaningful change\u003c/a> in your teaching practice? What are the \"yeah, but\" arguments you hear when you propose a new idea, a way to do something differently?\u003c/p>\n\u003cp>Rob Mancabelli and Will Richardson, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">Personal Learning Networks\u003c/a>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">: Using the Power of Connections to Transform Education\u003c/a>\u003c/em>, asked a few hundred teachers to list the \"yeah-buts\" they hear from other teachers, administrators, and parents.\u003c/p>\n\u003cp>The audience attending the packed\u003ca href=\"http://www.iste2011.org/\"> ISTE Conference \u003c/a>yesterday had a long list of complaints and objections they've heard along the way.\u003c/p>\n\u003cp>Here are just a few:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yeah, but:\u003c/p>\n\u003cul>\n\u003cli>It's not safe to let kids experiment on the Internet.\u003c/li>\n\u003cli>We need to block and filter sites.\u003c/li>\n\u003cli>It's always been this way.\u003c/li>\n\u003cli>Is it standards-based?\u003c/li>\n\u003cli>We don't have this technology in our school.\u003c/li>\n\u003cli>We don't know how to use this technology\u003c/li>\n\u003cli>It's disruptive to the classroom.\u003c/li>\n\u003cli>Will it help our assessment scores?\u003c/li>\n\u003cli>It's not rigorous enough.\u003cbr>\n\u003c!--more-->\n\u003c/li>\n\u003cli>We don't have enough bandwidth or infrastructure.\u003c/li>\n\u003cli>We don't have enough money.\u003c/li>\n\u003cli>There's no room for this in our curriculum.\u003c/li>\n\u003cli>Teachers can't be trusted.\u003c/li>\n\u003cli>It has a negative effect on the brain.\u003c/li>\n\u003cli>Does everyone have to do it? Why isn't something that you do, if you're so interested.\u003c/li>\n\u003cli>Students are cheating when they look stuff up.\u003c/li>\n\u003cli>It's too fun.\u003c/li>\n\u003c/ul>\n\u003cp>Richardson and Mancabelli have some advice for frustrated educators who run into the proverbial wall when they propose new ideas: appeal to the nay-sayers' emotions, rather than their intellect.\u003c/p>\n\u003cp>\"Often our response to a 'yeah-but' is one of defensiveness and this can sometimes derail the conversation,\" wrote Trevor Shaw in a \u003ca href=\"http://todaysmeet.com/wriste11a\">simultaneous chat during the session\u003c/a>.\u003c/p>\n\u003cp>In addition to listing all the rational reasons why the idea might work (introducing critical thinking, introducing autonomy, showing trust, engaging thought), ask them: \"What’s at the root of this for you? Why don’t you think you can’t make this change?\"\u003c/p>\n\u003cp>Chances are you'll hear some interesting answer, which can then be rationally addressed.\u003c/p>\n\u003cp>For example, if you're proposing a new way of using cell phones in the classroom, and you hear objections about how it'll take too much time to figure out how that might work, your \u003cem>\u003cstrong>rational\u003c/strong>\u003c/em> tactic, Mancabelli says, could be:\u003c/p>\n\u003cul>\n\u003cli>Explaining that investing time up front will pay dividends later. The learning curve always gets easier after the first try.\u003c/li>\n\u003cli>Offering ways of reallocating time, such as using a faculty meeting or departmental meeting for professional development.\u003c/li>\n\u003cli>Suggesting a couple of half days for students so that teachers can work together on professional development.\u003c/li>\n\u003cli> Teaching people to use social networks so they can learn on their own time.\u003c/li>\n\u003c/ul>\n\u003cp>But that will only go so far, Mancabelli says. You have to also dig into the \u003cem>\u003cstrong>emotional\u003c/strong>\u003c/em> objections. Ask them, \"What’s your feeling behind it\"? You might here one or more of the following:\u003c/p>\n\u003cul>\n\u003cli>I'm already overwhelmed with all the work I have to do.\u003c/li>\n\u003cli>If I don't succeed at this, I'm afraid I'll make a fool of myself in front of not just other teachers but also the students.\u003c/li>\n\u003cli>It isn't fair that I have to learn about one more thing.\u003c/li>\n\u003c/ul>\n\u003cp>Now that you've gotten to the bottom of the issue, you can address the emotional concerns. These are some of Mancabelli's suggestions:\u003c/p>\n\u003cul>\n\u003cli>How long do you think it'll take to learn this? What's an appropriate amount of time to set aside?\u003c/li>\n\u003cli>Invite them into a conversation about how long this change is going to take.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Ask them what they need to succeed.\u003c/li>\n\u003cli>Tell them that there is no bar to get over.\u003c/li>\n\u003cli>Give them permission to fail.\u003c/li>\n\u003cli>Provide support if they run into roadblocks by reallocating funds, if you need to.\u003c/li>\n\u003c/ul>\n\u003cp>When it comes to allowing access to blocked sites at schools (read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Department of Education's list of rational reasons\u003c/a>, those in favor can appeal to the emotional side of the argument. Ask students to share about their online lives, and how they keep safe. Tell educators that it's part of their job to prepare kids from pitfalls of social media sites. Ask them: \"Wouldn't you be more scared about kids accessing sites without proper training and guidance?\" And of course, lead by example: share your own work online on open,collaborative sites and bring in others who do, too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>See the entire presentation \u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\">here\u003c/a>. And how appropriate: as with most everything Richardson does, it's on a collaborative site:\u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\"> a Google Doc\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1309709807,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":771},"headData":{"title":"How to Address \"Yeah, But\" Objections From Resisters | KQED","description":"What's stopping you or your peers from making a meaningful change in your teaching practice? What are the "yeah, but" arguments you hear when you propose a new idea, a way to do something differently? Rob Mancabelli and Will Richardson, authors of Personal Learning Networks: Using the Power of Connections to Transform Education, asked a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Address \"Yeah, But\" Objections From Resisters","datePublished":"2011-06-30T18:44:41.000Z","dateModified":"2011-07-03T16:16:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13303 http://blogs.kqed.org/mindshift/?p=13303","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/30/how-to-address-yeah-but-objections-from-resisters/","disqusTitle":"How to Address \"Yeah, But\" Objections From Resisters","path":"/mindshift/13303/how-to-address-yeah-but-objections-from-resisters","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13316\" href=\"http://ww2.kqed.org/mindshift/2011/06/how-to-address-yeah-but-objections-from-resisters/sb10069451r-001/\">\u003cimg class=\"size-medium wp-image-13316\" title=\"sb10069451r-001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>What's stopping you or your peers from making a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">meaningful change\u003c/a> in your teaching practice? What are the \"yeah, but\" arguments you hear when you propose a new idea, a way to do something differently?\u003c/p>\n\u003cp>Rob Mancabelli and Will Richardson, authors of \u003cem>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">Personal Learning Networks\u003c/a>\u003ca href=\"http://www.amazon.com/Personal-Learning-Networks-Connections-Transform/dp/193554327X/ref=sr_1_3?s=books&ie=UTF8&qid=1309456024&sr=1-3\">: Using the Power of Connections to Transform Education\u003c/a>\u003c/em>, asked a few hundred teachers to list the \"yeah-buts\" they hear from other teachers, administrators, and parents.\u003c/p>\n\u003cp>The audience attending the packed\u003ca href=\"http://www.iste2011.org/\"> ISTE Conference \u003c/a>yesterday had a long list of complaints and objections they've heard along the way.\u003c/p>\n\u003cp>Here are just a few:\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>Yeah, but:\u003c/p>\n\u003cul>\n\u003cli>It's not safe to let kids experiment on the Internet.\u003c/li>\n\u003cli>We need to block and filter sites.\u003c/li>\n\u003cli>It's always been this way.\u003c/li>\n\u003cli>Is it standards-based?\u003c/li>\n\u003cli>We don't have this technology in our school.\u003c/li>\n\u003cli>We don't know how to use this technology\u003c/li>\n\u003cli>It's disruptive to the classroom.\u003c/li>\n\u003cli>Will it help our assessment scores?\u003c/li>\n\u003cli>It's not rigorous enough.\u003cbr>\n\u003c!--more-->\n\u003c/li>\n\u003cli>We don't have enough bandwidth or infrastructure.\u003c/li>\n\u003cli>We don't have enough money.\u003c/li>\n\u003cli>There's no room for this in our curriculum.\u003c/li>\n\u003cli>Teachers can't be trusted.\u003c/li>\n\u003cli>It has a negative effect on the brain.\u003c/li>\n\u003cli>Does everyone have to do it? Why isn't something that you do, if you're so interested.\u003c/li>\n\u003cli>Students are cheating when they look stuff up.\u003c/li>\n\u003cli>It's too fun.\u003c/li>\n\u003c/ul>\n\u003cp>Richardson and Mancabelli have some advice for frustrated educators who run into the proverbial wall when they propose new ideas: appeal to the nay-sayers' emotions, rather than their intellect.\u003c/p>\n\u003cp>\"Often our response to a 'yeah-but' is one of defensiveness and this can sometimes derail the conversation,\" wrote Trevor Shaw in a \u003ca href=\"http://todaysmeet.com/wriste11a\">simultaneous chat during the session\u003c/a>.\u003c/p>\n\u003cp>In addition to listing all the rational reasons why the idea might work (introducing critical thinking, introducing autonomy, showing trust, engaging thought), ask them: \"What’s at the root of this for you? Why don’t you think you can’t make this change?\"\u003c/p>\n\u003cp>Chances are you'll hear some interesting answer, which can then be rationally addressed.\u003c/p>\n\u003cp>For example, if you're proposing a new way of using cell phones in the classroom, and you hear objections about how it'll take too much time to figure out how that might work, your \u003cem>\u003cstrong>rational\u003c/strong>\u003c/em> tactic, Mancabelli says, could be:\u003c/p>\n\u003cul>\n\u003cli>Explaining that investing time up front will pay dividends later. The learning curve always gets easier after the first try.\u003c/li>\n\u003cli>Offering ways of reallocating time, such as using a faculty meeting or departmental meeting for professional development.\u003c/li>\n\u003cli>Suggesting a couple of half days for students so that teachers can work together on professional development.\u003c/li>\n\u003cli> Teaching people to use social networks so they can learn on their own time.\u003c/li>\n\u003c/ul>\n\u003cp>But that will only go so far, Mancabelli says. You have to also dig into the \u003cem>\u003cstrong>emotional\u003c/strong>\u003c/em> objections. Ask them, \"What’s your feeling behind it\"? You might here one or more of the following:\u003c/p>\n\u003cul>\n\u003cli>I'm already overwhelmed with all the work I have to do.\u003c/li>\n\u003cli>If I don't succeed at this, I'm afraid I'll make a fool of myself in front of not just other teachers but also the students.\u003c/li>\n\u003cli>It isn't fair that I have to learn about one more thing.\u003c/li>\n\u003c/ul>\n\u003cp>Now that you've gotten to the bottom of the issue, you can address the emotional concerns. These are some of Mancabelli's suggestions:\u003c/p>\n\u003cul>\n\u003cli>How long do you think it'll take to learn this? What's an appropriate amount of time to set aside?\u003c/li>\n\u003cli>Invite them into a conversation about how long this change is going to take.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Ask them what they need to succeed.\u003c/li>\n\u003cli>Tell them that there is no bar to get over.\u003c/li>\n\u003cli>Give them permission to fail.\u003c/li>\n\u003cli>Provide support if they run into roadblocks by reallocating funds, if you need to.\u003c/li>\n\u003c/ul>\n\u003cp>When it comes to allowing access to blocked sites at schools (read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Department of Education's list of rational reasons\u003c/a>, those in favor can appeal to the emotional side of the argument. Ask students to share about their online lives, and how they keep safe. Tell educators that it's part of their job to prepare kids from pitfalls of social media sites. Ask them: \"Wouldn't you be more scared about kids accessing sites without proper training and guidance?\" And of course, lead by example: share your own work online on open,collaborative sites and bring in others who do, too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>See the entire presentation \u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\">here\u003c/a>. And how appropriate: as with most everything Richardson does, it's on a collaborative site:\u003ca href=\"https://docs.google.com/present/view?id=dg832hc9_1p4q6ksg5\"> a Google Doc\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13303/how-to-address-yeah-but-objections-from-resisters","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_605","mindshift_606","mindshift_109"],"featImg":"mindshift_13316","label":"mindshift"},"mindshift_6460":{"type":"posts","id":"mindshift_6460","meta":{"index":"posts_1591205157","site":"mindshift","id":"6460","score":null,"sort":[1294880174000]},"guestAuthors":[],"slug":"the-biggest-shift-of-all","title":"\"The Biggest Shift of All\"","publishDate":1294880174,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>From veteran educator \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>'s column \"\u003ca href=\"http://www.districtadministration.com/viewarticle.aspx?articleid=2673#\">The Biggest Shift of All\"\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>Stephen Downes, a researcher for Canada’s National Research Council, recently wrote, “We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for us.” Amen. My kids are growing tired of the one-size-fits-all education that we’re providing for them, and so am I, especially now that there’s an increasingly relevant alternative. I’m not saying we just switch on YouTube and let them have at it—not at all. But what I am saying, and what I think Downes is saying, is that the role of schools and our roles as individual leaders and teachers need to change right now.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1294880174,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":145},"headData":{"title":"\"The Biggest Shift of All\" | KQED","description":"From veteran educator Will Richardson's column "The Biggest Shift of All": Stephen Downes, a researcher for Canada’s National Research Council, recently wrote, “We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for us.” Amen. My","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"\"The Biggest Shift of All\"","datePublished":"2011-01-13T00:56:14.000Z","dateModified":"2011-01-13T00:56:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"6460 http://blogs.kqed.org/mindshift/?p=6460","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/12/the-biggest-shift-of-all/","disqusTitle":"\"The Biggest Shift of All\"","path":"/mindshift/6460/the-biggest-shift-of-all","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>From veteran educator \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>'s column \"\u003ca href=\"http://www.districtadministration.com/viewarticle.aspx?articleid=2673#\">The Biggest Shift of All\"\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>Stephen Downes, a researcher for Canada’s National Research Council, recently wrote, “We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for us.” Amen. My kids are growing tired of the one-size-fits-all education that we’re providing for them, and so am I, especially now that there’s an increasingly relevant alternative. I’m not saying we just switch on YouTube and let them have at it—not at all. But what I am saying, and what I think Downes is saying, is that the role of schools and our roles as individual leaders and teachers need to change right now.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6460/the-biggest-shift-of-all","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_266","mindshift_109"],"label":"mindshift"},"mindshift_2639":{"type":"posts","id":"mindshift_2639","meta":{"index":"posts_1591205157","site":"mindshift","id":"2639","score":null,"sort":[1286488138000]},"guestAuthors":[],"slug":"after-the-media-moves-on-what-next","title":"After the Media Moves on, What Next?","publishDate":1286488138,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-2653\" href=\"http://ww2.kqed.org/mindshift/2010/10/after-the-media-moves-on-what-next/corey-leopold-3/\">\u003cimg class=\"size-medium wp-image-2653\" title=\"Corey Leopold\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Corey-Leopold-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>A week after the intense media spotlight of \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>, NBC's foray into the education reform movement, conversations in the robust online community are going full force. Though there's broad criticism of the event -- of teacher-bashing, of political duals trumping important issues, of grandstanding and finger-pointing, of media's fickle attention span -- the topic of education has inarguably bubbled up to the top spot of public dialogue.\u003c/p>\n\u003cp>That's the good news. But as the parent of a public-school student, I wonder how all this talk is going to shape the classroom, and by extension, how my daughter learns.\u003c/p>\n\u003cp>Will Richardson eloquently addresses this topic in his post \u003ca href=\"http://weblogg-ed.com/2010/the-wrong-conversations/\">\"The Wrong Conversation.\"\u003c/a> His main point is, without intending to oversimplify it, that educators should invest their finite time and energy in innovating and pushing boundaries on a day-to-day basis in their classrooms, rather than trying to hash through the loudest and most controversial fight \u003cem>du jour. \u003c/em>That fight, he says, is not clearly defined, changes moment-by-moment depending on who's holding the bullhorn, and above all, distracting to the public and those who are doing the heavy lifting in classrooms.\u003cem>\u003c!--more-->\u003c/em>\u003c/p>\n\u003cp>Will also points out that the public at large may not be ready for the true education revolution -- the start-from-scratch theory that supplants our current understanding of what education is: a school, a classroom, a teacher speaking to students, and students absorbing and regurgitating information.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>The mainstream is not yet open to the opportunities for learning our students now have, due in large measure to these technologies, and it’s nowhere near open to the idea that because of these innovations, the best outcome for our kids may be “schools” that look very little like what they look like today.\u003c/p>\u003c/blockquote>\n\u003cp>Admittedly, the idea that schools will fundamentally change -- from the very structure that defines the space to the actual instruction and learning part of the equation -- can be alarming to the general public. Isn't it anarchy? The idea that the teacher's role may be changing from instructor to guide, that the community may be involved in developing curriculum and becoming a part of the \"school\" day, that learning just for learning's sake may not be the main objective of education, all these ideas can be destabilizing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents might ask: if there's no school setting, where will my kids go all day? If they're not tested on what they learned, how will I know they're learning? If the teacher isn't the expert on the taught subject, who is?\u003c/p>\n\u003cp>I don't know the answer to those questions, either, but I'm heartened to know that these conversations are taking place and that there are smart people on the case. Here's more from Will's column:\u003c/p>\n\u003cblockquote>\u003cp>We should all be innovating, testing new models, failing, reflecting, trying anew, sharing the learning with others who are working on the edges in their own classrooms and projects. I know that’s hard because it’s not valued and supported in most places, and I know most teachers simply can’t or won’t. It’s too hard. There’s no time. Too many barriers. But those that can, must right now. Because the reality is we simply don’t have the media, the money or the muscle to compete with the current narrative about schools, and to fret over that fact I think cuts deeply into what energy we do have to think clearly about what’s best for our kids. And because in the long run, this conversation can’t be about schools first. It has to be about learning. And through that lens, we need to be advocates for whatever is best for our kids, whether at times that might be a technology over a teacher, an online community over a school, a passion based project over a one-size fits all curriculum, a chance to create with strangers of all ages over a classroom of same-age kids working hard to game the system. Those types of innovations will at some point get the notice of the mainstream.\u003c/p>\u003c/blockquote>\n\u003cp>His readers respond in different ways. A couple of teachers agree it's time to focus on teaching -- the task at hand:\u003c/p>\n\u003cblockquote>\u003cp>WM Chamberlain:\u003c/p>\n\u003cp>\u003cem> I don’t know how much emotional energy I have wasted on these topics lately, but I can say it has been too much.\u003c/em>\u003cem> It is time to refocus, spend much more time on the things I can control in my classroom, and as my students say, “Do work.”\u003c/em>\u003c/p>\n\u003cp>Debbie Sisco:\u003c/p>\n\u003cp>\u003cem>There is much work to be done and I refuse to waste what precious time I have getting caught up in what they have to say. I know they have big microphones… but we sre blessed with the gems. We are, every day, given opportunity to stand in the halls of our schools and talk face to face with the future as it pours from the doors of our school busses.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>One reader begs to differ, convinced that participating in the media attention is critical at this time:\u003c/p>\n\u003cblockquote>\u003cp>Tom Hoffman:\u003c/p>\n\u003cp>\u003cem>What you’re missing is that if we lose this larger policy battle, which we might, all conversations end. \u003c/em>\u003cem>[To get the attention of the Department of Education,] there needs to be some negative energy.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>A valid question about logistics.\u003c/p>\n\u003cblockquote>\u003cp>John Patten:\u003c/p>\n\u003cp>How do you involve communities in the development of curriculum when the community is not confident in their ability to do so and their greatest concern is just the ability of their children to get to school in one piece.\u003c/p>\u003c/blockquote>\n\u003cp>Apprehension on the part of educators:\u003c/p>\n\u003cblockquote>\u003cp>Brian Crosby:\u003c/p>\n\u003cp>\u003cem>I have been talking to teachers both at my school and elsewhere, and maybe 1% even have a clue anything is happening and they are mostly thrilled not to know. I’m not saying that is good - but they are so scared, they don’t want to know. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Giving up on the feds:\u003c/p>\n\u003cblockquote>\u003cp>Kevin:\u003c/p>\n\u003cp>\u003cem>Perhaps a better strategy would be to burn the current model to the ground and start over. The private market is your BEST hope for building what you want. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>An argument for staying vocal in the fight:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>Stephen Lazar:\u003c/em>\u003c/p>\n\u003cp>\u003cem>In NYC, the biggest school district in the country, we are about to go the negotiating table to determine a new teacher evaluation system. If those of us who want to push students to be good, critical 21st century citizens are not at the table, an evaluation system will be created that places perverse incentives for teachers and administrators to fight against the kind of learning we know our students need.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A glimpse of the future:\u003c/p>\n\u003cblockquote>\u003cp>MWeisburgh:\u003c/p>\n\u003cp>\u003cem>Until I find a better way, I am telling people that the goal of education for the first few years should be to teach kids how to learn on their own. Once they have the knowledge and skills to know how to learn, the goal of education should be to give them engaging assignments so that they can learn on their own and with their peers, to get some feedback on how they are doing, and to intervene where there are problems.\u003c/em>\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1286492112,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1225},"headData":{"title":"After the Media Moves on, What Next? | KQED","description":"A week after the intense media spotlight of Education Nation, NBC's foray into the education reform movement, conversations in the robust online community are going full force. Though there's broad criticism of the event -- of teacher-bashing, of political duals trumping important issues, of grandstanding and finger-pointing, of media's fickle attention span -- the topic","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"After the Media Moves on, What Next?","datePublished":"2010-10-07T21:48:58.000Z","dateModified":"2010-10-07T22:55:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2639 http://blogs.kqed.org/mindshift/?p=2639","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/07/after-the-media-moves-on-what-next/","disqusTitle":"After the Media Moves on, What Next?","path":"/mindshift/2639/after-the-media-moves-on-what-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-2653\" href=\"http://ww2.kqed.org/mindshift/2010/10/after-the-media-moves-on-what-next/corey-leopold-3/\">\u003cimg class=\"size-medium wp-image-2653\" title=\"Corey Leopold\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Corey-Leopold-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>A week after the intense media spotlight of \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>, NBC's foray into the education reform movement, conversations in the robust online community are going full force. Though there's broad criticism of the event -- of teacher-bashing, of political duals trumping important issues, of grandstanding and finger-pointing, of media's fickle attention span -- the topic of education has inarguably bubbled up to the top spot of public dialogue.\u003c/p>\n\u003cp>That's the good news. But as the parent of a public-school student, I wonder how all this talk is going to shape the classroom, and by extension, how my daughter learns.\u003c/p>\n\u003cp>Will Richardson eloquently addresses this topic in his post \u003ca href=\"http://weblogg-ed.com/2010/the-wrong-conversations/\">\"The Wrong Conversation.\"\u003c/a> His main point is, without intending to oversimplify it, that educators should invest their finite time and energy in innovating and pushing boundaries on a day-to-day basis in their classrooms, rather than trying to hash through the loudest and most controversial fight \u003cem>du jour. \u003c/em>That fight, he says, is not clearly defined, changes moment-by-moment depending on who's holding the bullhorn, and above all, distracting to the public and those who are doing the heavy lifting in classrooms.\u003cem>\u003c!--more-->\u003c/em>\u003c/p>\n\u003cp>Will also points out that the public at large may not be ready for the true education revolution -- the start-from-scratch theory that supplants our current understanding of what education is: a school, a classroom, a teacher speaking to students, and students absorbing and regurgitating information.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>The mainstream is not yet open to the opportunities for learning our students now have, due in large measure to these technologies, and it’s nowhere near open to the idea that because of these innovations, the best outcome for our kids may be “schools” that look very little like what they look like today.\u003c/p>\u003c/blockquote>\n\u003cp>Admittedly, the idea that schools will fundamentally change -- from the very structure that defines the space to the actual instruction and learning part of the equation -- can be alarming to the general public. Isn't it anarchy? The idea that the teacher's role may be changing from instructor to guide, that the community may be involved in developing curriculum and becoming a part of the \"school\" day, that learning just for learning's sake may not be the main objective of education, all these ideas can be destabilizing.\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>Parents might ask: if there's no school setting, where will my kids go all day? If they're not tested on what they learned, how will I know they're learning? If the teacher isn't the expert on the taught subject, who is?\u003c/p>\n\u003cp>I don't know the answer to those questions, either, but I'm heartened to know that these conversations are taking place and that there are smart people on the case. Here's more from Will's column:\u003c/p>\n\u003cblockquote>\u003cp>We should all be innovating, testing new models, failing, reflecting, trying anew, sharing the learning with others who are working on the edges in their own classrooms and projects. I know that’s hard because it’s not valued and supported in most places, and I know most teachers simply can’t or won’t. It’s too hard. There’s no time. Too many barriers. But those that can, must right now. Because the reality is we simply don’t have the media, the money or the muscle to compete with the current narrative about schools, and to fret over that fact I think cuts deeply into what energy we do have to think clearly about what’s best for our kids. And because in the long run, this conversation can’t be about schools first. It has to be about learning. And through that lens, we need to be advocates for whatever is best for our kids, whether at times that might be a technology over a teacher, an online community over a school, a passion based project over a one-size fits all curriculum, a chance to create with strangers of all ages over a classroom of same-age kids working hard to game the system. Those types of innovations will at some point get the notice of the mainstream.\u003c/p>\u003c/blockquote>\n\u003cp>His readers respond in different ways. A couple of teachers agree it's time to focus on teaching -- the task at hand:\u003c/p>\n\u003cblockquote>\u003cp>WM Chamberlain:\u003c/p>\n\u003cp>\u003cem> I don’t know how much emotional energy I have wasted on these topics lately, but I can say it has been too much.\u003c/em>\u003cem> It is time to refocus, spend much more time on the things I can control in my classroom, and as my students say, “Do work.”\u003c/em>\u003c/p>\n\u003cp>Debbie Sisco:\u003c/p>\n\u003cp>\u003cem>There is much work to be done and I refuse to waste what precious time I have getting caught up in what they have to say. I know they have big microphones… but we sre blessed with the gems. We are, every day, given opportunity to stand in the halls of our schools and talk face to face with the future as it pours from the doors of our school busses.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>One reader begs to differ, convinced that participating in the media attention is critical at this time:\u003c/p>\n\u003cblockquote>\u003cp>Tom Hoffman:\u003c/p>\n\u003cp>\u003cem>What you’re missing is that if we lose this larger policy battle, which we might, all conversations end. \u003c/em>\u003cem>[To get the attention of the Department of Education,] there needs to be some negative energy.\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>A valid question about logistics.\u003c/p>\n\u003cblockquote>\u003cp>John Patten:\u003c/p>\n\u003cp>How do you involve communities in the development of curriculum when the community is not confident in their ability to do so and their greatest concern is just the ability of their children to get to school in one piece.\u003c/p>\u003c/blockquote>\n\u003cp>Apprehension on the part of educators:\u003c/p>\n\u003cblockquote>\u003cp>Brian Crosby:\u003c/p>\n\u003cp>\u003cem>I have been talking to teachers both at my school and elsewhere, and maybe 1% even have a clue anything is happening and they are mostly thrilled not to know. I’m not saying that is good - but they are so scared, they don’t want to know. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Giving up on the feds:\u003c/p>\n\u003cblockquote>\u003cp>Kevin:\u003c/p>\n\u003cp>\u003cem>Perhaps a better strategy would be to burn the current model to the ground and start over. The private market is your BEST hope for building what you want. \u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>An argument for staying vocal in the fight:\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>Stephen Lazar:\u003c/em>\u003c/p>\n\u003cp>\u003cem>In NYC, the biggest school district in the country, we are about to go the negotiating table to determine a new teacher evaluation system. If those of us who want to push students to be good, critical 21st century citizens are not at the table, an evaluation system will be created that places perverse incentives for teachers and administrators to fight against the kind of learning we know our students need.\u003c/em>\u003c/p>\u003c/blockquote>\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>A glimpse of the future:\u003c/p>\n\u003cblockquote>\u003cp>MWeisburgh:\u003c/p>\n\u003cp>\u003cem>Until I find a better way, I am telling people that the goal of education for the first few years should be to teach kids how to learn on their own. Once they have the knowledge and skills to know how to learn, the goal of education should be to give them engaging assignments so that they can learn on their own and with their peers, to get some feedback on how they are doing, and to intervene where there are problems.\u003c/em>\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2639/after-the-media-moves-on-what-next","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_98","mindshift_65","mindshift_109"],"featImg":"mindshift_2653","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? 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