Curriculum

Learning Alive: Trusting Students to be Learners

As educators, we are profoundly connected to the stories of our students. We know which students had breakfast, who fought with their brother on the way in, who feels anxious in social settings, who is celebrating a big flag football win, who is mourning the anniversary of losing a parent, who believes they are stupid, we know the one that feels isolated in their classroom. We know that every child comes with a unique story, a history that none other shares. It is our business to honor the humanity in our classrooms. It is our sacred duty to honor the identity of each student in our care.

Boxed curriculum falls short of honoring the identity of your students. It wasn’t created with them in mind. It was created for a number. It was created for an outcome. Created for an average.

This isn’t to say that curriculum companies aren’t trying. They work to offer differentiation strategies, they work to “personalize” pacing. But in the end, one problem remains: they don’t know the Students-with-Names in your classroom. They don’t know the stories that walk into your classroom each morning. Can’t possibly know the dynamics of your classrooms when all those unique stories collide and create a community of learners. I’ve been involved in education since 2003, and I’ve never had a duplicate story. Never had a community of learners that interacted in exactly the same way. As educators, we have to be agile.  Each day. Each hour. Each minute.

Boxed curriculum is far too static for the dynamic stories that fill a classroom. Unfortunately, it is boxed curriculum that dictates the learning in most schools. Walk into any classroom and you will see purchased curriculum. Schools even go so far as to brand themselves by the type of curriculum they’ve purchased. In the end it’s all the same. Static. Even the differentiation found in boxed curriculum is written as something that we do on behalf of students. “We will do something to our instruction so that the student can be more successful at meeting the requirements and goals set by norms.” This type of differentiation believes that by tweaking the way teachers  teach, it will make students better fit the system.

At Anastasis, we don’t purchase any boxed curriculum. At all. We are identity honoring, and we have yet to find a curriculum that takes into account the many stories that fill our building. The boxed curriculum packed full of differentiation strategies can’t hold a candle to what we’ve chosen to be guided by: Inquiry. Inquiry is a natural differentiator, but it isn’t something done on a student’s behalf; rather, inquiry empowers students as their own differentiators. Inquiry opens up the world of learning. It’s connective and has depth. It’s limitless. It honors identity by putting students in the driver seat.

Boxed curriculum gives students a map of a city. It details the exact destination, the route that must be taken, the transportation that must be used, and even the time that a student should arrive at the destination. Boxed curriculum’s goal is to get students to a destination as quickly as possible. Often students don’t even see why the destination is important or how it connects to the pre-determined stops along the way.

Inquiry opens limitless possibilities and puts students in charge of charting their own course. Instead of a map of the city, they are given a globe. They get to choose the route, destination, the transportation they will use. They get to decide where they will slow down to spend extra time exploring. They get to experience the joy in the journey. With inquiry, we offer provocations that set them off, but the journey, that’s for the student. The things they will see and experience, the connections they will make, the growth they’ll experience, the collision of ideas with classmates, it will be theirs.

The beauty of inquiry is that it honors the individual. It sends the subliminal message that we trust students to be learners, that they are capable, that they can do meaningful things without outside scripting. It demonstrates the deep belief that we are all learning beings. It reveals to kids that their interests/gifts/passions ARE learning. Suddenly they recognize that all learning is connected and living. That learning isn’t about school, it’s LIFE.

To reduce learning down to a scripted curriculum is wrong. It’s insulting. It puts learning in a box, limits it. It insinuates that learning has a beginning (Chapter 1) and an end (the test). It tells kids when they hit road blocks that their is something wrong with them (“I guess I’m just not good at math/reading/science/writing/history), instead of something wrong with the route chosen for them.

Inquiry is about a growth mind-set. Students see when they hit a hard spot in learning that there are ways to push in. They realize that they can chart a completely new path of discovery. They begin to see that maybe learning isn’t even contained to the continents and traditional modes of travel. They explore the possibility of choosing the moon, rockets as a mode of transportation. When this is possible why would we only give students a map of a city and try to tell them that it is learning?

Inquiry is identity honoring. It’s learning alive. A living curriculum.

 

 

School is so much more than learning all the right things

The first question that I get asked when people find out that I’ve started a school: what makes Anastasis Academy different? And this is a tricky one to answer, because the truth is EVERYTHING makes us different. It’s hard to describe something that no one has seen before, so you begin to relate it with ideas and concepts that people are familiar with. The more I’ve talked about Anastasis, the more I’ve begun to really recognize what it is at the heart that makes us so different. It is our starting point and driving force: students-with-names.

That may seem like a strange comment to make, “students-with-names,” because, of course they have names! But in education, we make a lot of decisions without these specific students-with-names in mind. We make decisions for students as if they are a homogeneous group, or worse, a number.

As if they don’t have special interests/passions/gifts.

As if they don’t have something unique that the world needs.

At Anastasis Academy, we see the potential of students-with-names and help them believe that they are capable of realizing that potential. That it is worth the risk of being fully alive. That they can be vulnerable in community.

When we talk about education, too often the focus is on learning all the right things, equipping kids with the right content and answers. But the truth is, a great school is about so much more than learning all the right things. A great school is about connecting humanity. It is about finding the educators who can draw students out, who can foster humanity and connection. Who see potential and help others see it, too. Who help kids embrace their worth and value.

Because we start from this place, from students-with-names, every other decision we make has to honor that.

So we can’t think about curriculum as a one-size-fits all.

Because, students-with-names.

We can’t assess in a way that minimizes the individual and the learning journey that is happening.

Because, students-with-names.

We can’t have large class sizes that prohibit us from getting to know the stories of students.

Because, students-with-names.

We can’t pretend that worksheets, tests, and grades are what learning is about.

Because, students-with-names.

We can’t let technology be the teacher.

Because, students-with-names.

We can’t have restrictive classroom space.

Because, students-with-names.

We can’t rely on typical professional development to prepare teachers.

Because, students (and teachers)-with-names.

When your goal is honoring the humanity, EVERYTHING else must shift to help meet that goal. Everything must be adjusted outside of the assumptions we make as adults about what education “should” look like.

Last week, I asked every Anastasis teacher to come to school on Tuesday with sub plans with one caveat- don’t “dumb it down” for the sub! Just continue on with whatever you were doing. That was all of the information I shared. On Tuesday morning, we all met in the office. I had slips of paper with every class name on it. Each teacher chose a name. This was to be their class for the morning.

Teacher Swap!

My goal was a simple one, build community and empathy among the staff. If you’ve met the staff at Anastasis, you may have wondered at this goal (these are the most amazing people who have incredible empathy and we have a pretty tight community). Something different happens when you are in a classroom that isn’t yours, teaching students you don’t normally teach. You begin to see things through new lenses, different perspectives. You begin to problem solve differently. We had a Jr. High teacher with our 2nd-3rd grade, our 4th-6th teacher with our kindergarten. Teachers who normally teach young students, teaching some of the oldest. It was outstanding!

During our Wednesday staff meeting, we talked about the successes and challenges that were faced. We remembered what it is like to be a “new” teacher again, the fish-out-of-water feeling that comes from having a loose inquiry plan with a different age group. It revealed the way that each class ladders up and prepares these students-with-names for the next part of their learning journey. It reminded us not to set boundaries and expectations too low; these kids are capable of greatness! It revealed to the teachers of the older students why the teachers of the younger students are ready for recess at 10:00am on the button. :)

In a few weeks, teachers will begin to go into each other’s classrooms as an observer. My hope is, that the time spent teaching in each other’s classes will provide them with greater insight and more thoughtful observation.

In February, we invite you to come visit us. Join us to see first hand how a focus on students-with-names impacts everything that we do (including our approach to conference PD!)  The 5Sigma Education Conference is an opportunity for you to see first hand what makes Anastasis such a different learning environment. On February 19th, our students will tour you through our building, they’ll walk you through classes and talk to you about their learning experiences. We have two incredible keynotes by equally incredible people. Angela Maiers is our opening keynote. If you aren’t familiar with Angela’s work, I encourage you to take a look at her here, and learn why she is the perfect person to kick off our “students-with-names” focused conference. Bodo Hoenen is our closing keynote. Bodo has a passion for making individualized learning possible for children who have been largely forgotten.  In between those keynotes, will be sessions, panels, featured speakers, conversations, and plenty of inspiration. On February 21st we’ll take a field trip together.

This is our second 5Sigma Education Conference, if you were at the first, you know what a powerful weekend this is. If you weren’t with us last year, you will not want to miss out this year! Check out what last year’s attendees had to say about the weekend here.

Register today and take advantage of early-bird pricing!

Have something that needs to be added to our conversations? The call for proposals is still open! Click on the link above and head over to the “Propose a Session” tab.

Learning is vulnerable, community needed #edreform

Community is important. I would argue the MOST important.

And yet, when reformers talk about how to make education better, community never even enters the conversation. Standards (to make us equitable), testing (to make sure we are hitting the mark), technology (will solve all of our problems!), rigor (because, don’t we all want to describe learning as rigid and unmoving?!).

We are just beginning year 5 at Anastasis Academy. Magic. Lightening in a bottle. I wish everyone could see what happens here (incidentally you can come to our February conference for a peek). It is difficult to put into words the incredible moments that have become our “normal.” As I reflect on what it is that makes our school so different, I’m increasingly convinced that it isn’t the place, it’s not the technology we have access to, it isn’t that we’ve ditched tests/grades/curriculum. No, what makes this place incredible is the community. It is Who We Are (our first inquiry block every year). It is detox week. It is the way that we intentionally focus on building community first. It is the way we work so hard to help our students (and teachers) understand who they are.

Each of our students (and yours, too) is unique. They have unique gifts and talents. Strengths and weaknesses. Fears. When we talk about education, we must start here.

Learning is vulnerable. It puts us in a place of true vulnerability, we don’t know, we are explorers. We may look foolish at times. Because learning is such a state of vulnerability, we must have strong community in order for learning to thrive.

Too often, education has been focused on what a student isn’t.

They aren’t a strong reader.

They aren’t good at math.

They struggle with writing.

They don’t measure up.

When we start with Who We Are, we invite students to change that focus. We invite students to see all that they offer. The things that make them AWESOME!

This week I’ve again been reminded about how incredible Anastasis teachers are at building community. In one of our intermediate classes, students were “speed friending.” This is an exercise where students pair up and have 2 minutes to talk with each other. The only rule: no small talk. They aren’t allowed to talk about things like favorite color, food, where they live, etc. I had the privilege of walking in on the middle of this Speed Friending exercise. Boys and girls matched up for 2 minutes before they move on to the next student. Every single group was having really awesome conversations. Kids were animated. Smiling. Learning about each other. There was a lot of laughter and exclamations of “me too!” Their teacher joined in as well.

In the class next door, a jr. high class, community was being built by sharing ‘war’ stories. “Everyone has to tell a story about how they got a scar…or when there was a LOT of blood. Who wants to go first?” Students sit in a circle and hands instantly shoot up. Stories that begin, “this one time…” get shared. It’s like being around a campfire at happy hour (minus the fire and drinks). Everyone participates, they all ooh and aww over each other’s stories. Each new story reminds the others of another “this one time…”. The caveat: they are only allowed to share one story. “We don’t have time! Guess you’ll have to tell that story during lunch!” Instant camaraderie. Community built.

Today, day 2, I stopped by the Jr. High classroom. They’ve just started into A Wrinkle in Time. Soon, they hit the word “tesseract.” None of them knew what it was or had a good guess about what it could be. Their teacher stopped and said, “all right, we are going to the prototype lab. You’re going to get in teams and build a tesseract, you can do some research, but then your goal is to build a model that you can use to explain it to the rest of the class. You’ll also come up with a hypothesis about what is going to happen in the book. When you’re finished, you’ll share with the class.”

The kids researched and got to work building. Working together to solve a problem. Looking through materials and options and coming up with BRILLIANCE! They had a limited amount of time, limited resources, and still weren’t quite sure how it related to the book they were reading.

Learning is Vulnerable  Learning is Vulnerable  IMG_3007  Learning is Vulnerable

The results were dynamite. I mean, really quite well thought out and well designed. The kids gathered back in a Genius Lab to share their final product. Each group shared their understanding of tesseract. It’s a 4th dimension that might exist…but we can’t really understand even what it is or what it means because we can’t see it. The last group was composed of 3 boys. One new student, one student who has been with us from the beginning, and one student who is dyslexic and struggles greatly with reading. Our long time student began the presentation by describing his understanding of the second, third, and fourth dimension. He did a great job of helping describe that which he didn’t really understand. Next, our “struggling student”:

“Well actually, I believe that tesseract, this 4th dimension, could be related to black holes. When I was in Mrs. Weissman’s class (2 years ago) I studied black holes. Light collapses and if our bodies went in a black hole, they would be crushed. Everything gets crushed in a black hole, including time. Some people think that if we went in a black hole, we could go really quickly from one place to another, like I could move from far away to here in, like, a second. Teleportation. It’s like time stops existing.” He then picks up the book and points to the cover, “I think that this picture here is depicting this.”

It is at this point in his presentation that exclamations get yelled out, hands thrown up in the air and squeals rise. “Oh my gosh!!! That is what is happening in the book, he figured it out!” “That is why it is called a Wrinkle in Time!!” “Oh my gosh! We have to keep reading…”  All kinds of inferences and predictions and excitement ensued. This “struggling” student is THE hero. Even better, his teacher from 2 years ago gets to witness the whole thing, she has stopped by while her students are at recess. It’s like all learning is connected. It’s like we planned this brilliant moment…only we didn’t, not really. This is the beauty of community and inquiry.

Our new student adds additional brilliance and insight about how this new vocabulary could be connected to the story they are reading.

Day 2. Chapter 1.

Tell me where in your curriculum that moment happens. What test reveals the absolute brilliance of the “struggling” student that is now the hero that classmates look up to? What standard would have connected learning about black holes with this moment in a Wrinkle in Time? What technology leads to this moment? What ‘rigorous’ program allows for a new hero?

The truth is, that moment happened today because yesterday (and every day) we took the time to build community. We had fun together so that today, the second day of school, everyone felt comfortable presenting, getting excited together, and cheering each other on. All of that takes the kind of vulnerability that is only possible when camaraderie is fostered.

How do we build community? In all kinds of way. We start every year with detox week. Identity day. Ice blocking. Experiential learning/camping trips. Dance parties. Daily walks to start our day. Mentorship. Daily whole-school Metanoia. We do life together Every. Single. Day.

What should reformers be focusing on? Community. Who We Are.

As my friend Wes often says, “we can’t begin with what we are, we have to know who we are.”

Could not agree more!

Meaning in the Journey

|Kelly Tenkely|

I always enjoy reading Seth’s Blog.  His posts push me into new thinking and often have me making connections to what we do within education.  His “Tool vs Insight” post was no different, below is an excerpt:

How is your vocabulary? It’s a vital tool, certainly. Do you know these words?

a, after, and, as, die, eternal, first, gets, gun, have, in, is, job, life, me, mouth, my, pushing, saying, step, that, the, to, Tyler, waiter, you.

How about these?

a, am, and, anywhere, are, be, boat, box, car, could, dark, do, eat, eggs, fox, goat, good, green, ham, here, house, I, if, in, let, like, may, me, mouse, not, on, or, rain, Sam, say, see, so, thank, that, the, them, there, they, train, tree, try, will, with, would, you.

The first list contains every word in the opening lines from Fight Club, the second is the entire word list from Green Eggs and Ham.

Knowing something (vocabulary) is not the same thing as engaging art and meaning.  You can know each of the words listed above.  You can even identify each of their definitions on a multiple choice test.  Then what?  Without adding meaning to these words, they are pretty uninspiring, meaningless even.  But use some imagination and creativity, and suddenly those words tell a story.  They take us on a journey and suddenly the words matter.  Knowing isn’t enough.  A store house full of facts is pretty useless if students are never asked to actually engage them.

Inquiry is beautiful because it is in the journey of learning that meaning is created.  It is about curiosity, helping kids discover what they are interested in. Not only does inquiry act to engage, it’s actually been proven to be a better entry point into learning.  A Stanford research study into learning as a process revealed the following:

“We are showing that exploration, inquiry and problem solving are not just ‘nice to have’ things in classrooms,” said Blikstein. “They are powerful learning mechanisms that increase performance by every measure we have.”  Pea explained that these results indicate the value for learning of first engaging one’s prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.”

Inquiry doesn’t make the facts (vocabulary) the focus, but rather gives meaning through the journey, the story, and the art. This can seem a rather obvious conclusion but it is fascinating how many schools strip away the journey to focus on the facts.  This is largely driven by policy and testing that requires the focus to be on the sound bites (facts) of learning at the expense of engaging the journey.  While this approach may result in some great data points that make us feel like we are improving our schools and doing the best for kids, at the end of the day it is an enormous disservice to children. Knowing vocabulary is not the same as experiencing meaning, and story, and art within words. I want children who can engage the world. Who are passionately curious about the world around them and want to dig deeper and add meaning.

Is this photo interesting?  Is it worth engaging?

Dreams of Education

 

 

 

 

 

How about this one?

 

Dreams of Education

 

 

 

 

 

 

 

 

Photo by: http:/flickr.com/photos/alicepopkorn

The first picture is a small portion of the second picture.  When we view something narrowly, we can miss the point entirely.

Too often curriculum narrows down a student’s view of a topic so much that there is nothing left worthy of engagement.  What they end up learning is very specific and doesn’t offer them any context.  Inquiry does the opposite, it gives students something interesting and worthy of engagement.  It shows them a fuller picture that urges them into a place of curiosity.

During our professional development time this week, I asked Anastasis teachers to engage the idea of inquiry.  To consider the role of the teacher, the role of the student, and the role of content within inquiry.

Role of the teacher within inquiry…

  • To be a learner- within inquiry, one of the most essential roles of a teacher is to first be a learner and to be transparent with that learning.
  • Within inquiry, teachers don’t limit learning by beginning with the end in mind.  Sometimes when the teacher has a very specific goal in mind, the rich learning experiences that could occur get sidelined because it isn’t the goal the teacher had for the learning.  For example, our students are learning about agriculture in kindergarten-first grade.  Typical standards for this age group would limit students to identifying parts of a plant and understanding that plants share similar characteristics.  While these are worthy learning goals, it limits the students by only expecting a minimum.  Our students were interested in germination, photosynthesis, and fascinated by the embryo within a seed.  Why limit?
  • To model curiosity and good questioning- students don’t always know how to indulge in their curiosities.  Many times they are so used to being asked closed questions (questions with only one answer), that they don’t know how to be curious by asking open questions (questions with multiple answers, or no concrete answer).  This has to be modeled for kids.
  • To be guides of learning- within the inquiry classroom, teachers are not directors of learning the way they are in a traditional setting.  The role of the teacher here is to be a guide for the learning.  It is being aware of when, and how, students may need direction and guidance.
  • To allow for students to own their learning- sometimes this means getting out-of-the-way of the learner.
  • To be aware- teachers must constantly be aware of and recognize student needs in the learning process.
  • To provide opportunities and help make connections- students don’t know what they don’t know.  It is a teacher’s job to orchestrate opportunities and offer materials that will provide the circumstances where students can explore and discover.
  • To come alongside students to help them learn how to think, NOT what to think.
  • To offer exposure to experts and experiences- as amazing as our teachers are, they can’t be all things to all children.
  • To facilitate students with understanding context and help them with discernment.
  • To offer opportunities for collaboration (both within the school and outside of the school).
  • To value a culture of thinking and curiosity.
  • To value student voice.

Role of learner…

  • To be open to questioning, exploring, experimenting and problem solving.
  • To be willing to fail, and work through the failure (failing forward).
  • To make connections between previous and new understanding.
  • To collaborate with others.
  • To be a risk taker.
  • To be constantly reflecting and re-evaluating.
  • To actively think, not just fact find.
  • To be open to other perspectives and ideas.
  • To be contributing citizens now.
  • To be learners in order to achieve rather than just achieving learning.

Role of content…

  • Content must be evolving, not rigid or stationary. (Boxed curricula is stationary, it doesn’t allow for evolution as students interact with it.)
  • To be applicable, valuable, and transdisciplinary.
  • To allow for student ownership over learning (not predetermined outcomes).
  • To meet social, academic, and personal needs of each student.
  • To be limitless in the learning it allows.
  • To provide the necessary conditions for students to question and experience their learning.
  • To be flexible and transient.
  • “Well, first thing you have to do is to give up the idea of curriculum. Curriculum meaning you have to learn this on a given day. Replace it by a system where you learn this where you need it. So that means we’re going to put kids in a position where they’re going to use the knowledge that they’re getting. So what I try to do is to develop kinds of activities that are rich in scientific, mathematical, and other contents like managerial skills and project skills, and which mesh with interests that particular kids might have.”- Seymore Paperet

Educational psychologist Vygotsky said that, “children grow into the intellectual life around them.” (Vygotsky, 1978, p.88) It is important for educators and parents alike to consider what kind of intellectual life we are providing for children to grow into.  Is it a life full of factual soundbites?  Or is it a life full of experiences, problems to solve, curiosities to indulge, and meaning to discover?  Learning must be approached much more like a journey and less like a finish line.

The vehicle for this journey: inquiry.

Students Have Names

This post is in response to a Newsweek article titled “What if You Could Learn Everything”

“Imagine every student has a tireless personal tutor, an artificially intelligent and inexhaustible companion that magically knows everything, knows the student, and helps her learn what she needs to know.”

 

Jose Ferreira, the CEO of Knewton, has made this artificially intelligent companion a reality for k-12 students.  He has partnered with three curriculum companies including Pearson, MacMillan, and Houghton Mifflin Harcourt as part of his vision for making Knewton the adaptive learning tool that will make textbooks obsolete.   This “adaptive learning will help each user find the exact right piece of content needed, in the exact right format, at the exact right time, based on previous patterns of use…  Knewton, at base, is a recommendation engine but for learning. Rather than the set of all Web pages or all movies, the learning data set is, more or less, the universe of all facts. For example, a single piece of data in the engine might be the math fact that a Pythagorean triangle has sides in the ratio 3-4-5, and you can multiply those numbers by any whole number to get a new set of side lengths for this type of triangle.”

Knewton works as you might suspect, it begins with a test to see what a student already knows.  Content is pulled in the form of reading and videos to teach the student the things that they do not know.  This is similar to what many other “personalized” adaptive learning systems are doing.  What makes Knewton stand apart is the way that the technology “reads” the student.  As the student is learning, the technology is recording timing, confidence, tabulating each keystroke, and whether the student is guessing or taking their time to answer questions.  So, the more that a student interacts with Knewton, the smarter it becomes and the better that the study recommendations get.

When I see technology like Knewton, it astounds me.  I am always excited about technology that has the potential to improve learning and that feels seamless for humans to interact with.  While the geek in me rejoices that someone is tackling a project this substantial to increase learning, the educator in me is disappointed.  Knewton is all about knowing things. It is about facts.  But, is it really worth all of the effort for technology to train humans to be computers?  I mean, that is essentially what this is doing, no?  We are creating a new factory model, this time the technology is programming us.  Ironically, this is exactly what Knewton’s CEO is working to overcome.

Don’t get me wrong, there are things that are worth knowing.  Important, foundational things that shape the rest of what we are able to do.  But, who gets to determine what is foundational and essential for a student to know?  As far as I’m concerned, most curriculum companies are already overreaching in what every single child MUST know.  So, with the vast amount of knowledge available in the world, how do we determine what is really critical for us as a society to know?  The rest of it, while interesting and important, is not necessarily worth forcing.  Even the title of the article, “What if You Could Learn Everything?” makes me cringe.  I don’t want to know everything.  I don’t want to be so crammed full of facts that I can rock a game of Trivial Pursuit, but I can’t actually DO anything useful.

My bigger problem is that once again, we are introducing a tool into education that intends to personalize the learning experience for the student, and in doing so, strips away their humanity.  You see that don’t you?  This is turning children into computers and fact recallers.

But students have names.  They have stories.  Teachers have a different kind of urgency to make things better because we begin and end with students who have names.  This goes beyond the altruistic, “wouldn’t it be great if education worked better” motivation of politicians and curriculum companies who have the ultimate goal of improving our  rank in math and science.  As a teacher, you deal in humanity.  You are concerned with the life that is being shaped.  You want kids to know that they are more than the collection of facts that they have memorized.  The are unique and have something important to offer the world.  That they matter.  Humanity.

So, while I find the concept behind Knewton fascinating, it isn’t what I want for education.  It may fill a need for a piece of the puzzle (namely the foundational knowledge piece), but it isn’t going to make education better if it becomes education.  Being educated is more than just knowing facts (and I’ll remind you again that we already have computers for that).  Being educated means that a child can make connections, synthesize, analyze, evaluate, apply, create something new.  It is learning that is applied.

Technology will play a critical role in the evolution of the classroom.  The role will be different from what Knewton offers.  Instead of assuming that all kids need is facts, the technology will recognize and embrace the humanity.  It will offer more than one way to learn, because while some kids will really enjoy sitting and reading, watching videos and taking an online multiple choice test, others will want to try out a concept through experimentation.  They will want to build something new with their knowledge, or launch further investigation into a concept, or take a field trip and see the learning for themselves.  Learning cannot be reduced to a computer.  This changes the recommendation engine and relies heavily on skilled educators.  This takes into account who a student really is and makes learning recommendations based on that.  The recommendations aren’t relegated to a computer, they can be field trips, videos, apps, projects, activities, experiments, books, and anything else that can be used to learn.  This is utilizing technology for personalization beyond pacing and content exposure to pass the next multiple choice test.  This is empowering teachers to truly shape the learning experience for each student.  This is recognizing that students should have a say in how and what they will learn.  This is why I created the Learning Genome Project.

The Learning Genome Project recognizes that learning is more than just a collection of facts.  It embraces humanity and rejects the idea that humans should be computers.  It will be transformative because it works to make each student the best that they, individually, can be.  It works to strengthen the WHOLE child, not just the fact reservoirs in the brain.  It goes beyond remembering content and challenges students to do something with their knowledge.  I can’t tell you how many students I have met that know their multiplication facts inside and out, but have no idea why finding area requires multiplication.  Knowledge is useful when it can be applied.  The Learning Genome Project urges students to go beyond knowing into the other, rich areas of learning.  Blooms Taxonomy is a useful for thinking through what it means to learn.  Knowledge and understanding are a portion of the learning, but so is the ability to analyze, evaluate, apply and create.  Learning is multifaceted and alive.  It can’t be so neatly all contained in this sort of adaptive learning technology.  Education should utilize technology (I tend to believe this will be the Learning Genome Project) in order to reach the individual.  It must reach outside of itself and meet that student with a name.  It must be able to recognize a student’s need without demanding that the need be met with a predetermined question/answer set.

This post took me some days to think through and write.  It spurred some new thinking for me.  It made me go back through the Learning Genome Project wireframes to dig out any hidden corners that may harbor something that would strip the humanity.  It caused me to think of a new Bloom’s Taxonomy image.  I welcome your thoughts and comments!

Hat tip to @alexbitz for sending me this article!

**If you know an investor who might be interested in the Learning Genome Project, I’d love an introduction!

40 Days to Personalized Education: A call to action

*** If you need the cliff notes version of this post, skip down to the Call to Action section!

Last year I had a “hunch” about learning…specifically about curriculum.  That hunch turned into a full-fledged idea and a mission to do better for kids.  Everywhere.  Along the line I met some truly incredible people who taught me things I didn’t know how to do before.  Like wire framing (thanks @ianchia), and pitching ideas (thanks @houseofgenius), and how to go about picking up programmers (thanks@toma_bedolla).  Now I’m ready to share the culmination of all this work with you.

This isn’t just a post to tell you about what I’m doing, it is a call to action for everyone (yes, even you).  It is a request for you to join me in this mission in whatever form that may take.

I have a vision: to make personalized learning a reality for EVERY child. 

I know, it is big.  It is also doable.

For those who are new to following me, here was my original “hunch” written here,Dreams of Education:

“The problem with curriculum and textbooks is that they complete thoughts.  Curriculum and textbooks give the impression that learning has an end.  That when you have made it from cover to cover, the job is done.  I know in my own schooling this was true, I thought that school was teaching me what was important and that anything outside of the curriculum wasn’t important or relevant to my life…wouldn’t they have included it otherwise?  How did curriculum get this way?  Well, people realized that there was no possible way to cover every facet of learning, so they stripped it down to what they thought was important.  The problem? What is important to you may not be what is important to me.  What’s more, something that is very important to me may have been cut all together so I don’t even get the chance to know that it is important to me.  Humans tend to like things that are definable, we like things that we can put into a neat, orderly box and carry out in a predictable way.  It feels safe and manageable.  This is what led me to the following hunch:

What if curriculum was more flexible?  What if curriculum/schools/learning looked more like Pandora.  If you aren’t familiar with Pandora, it is an online radio station that plays the music that it thinks you will like.  You type in an artist or song and it creates a customized radio station just for you.  It is remarkably accurate.  Pandora almost never gets it wrong for me.  It is like they have a direct line to my brain and can predict what song I would like to hear next.  When it is wrong, I can give the song a thumbs down and it apologizes profusely for the error and promises never to play that song again on my station.  The other thing I love about Pandora: I can have multiple radio stations.  Because sometimes I really couldn’t think of anything in the world better than Frank, Dean, and Sammy; but other times  I also want a little Timberlake, Whitestripes, or Bangles.  What if curriculum looked like that?  What if learning happened as a result of typing in one subject or topic that a student was enamored with and a completely personalize learning journey began playing out for them?  What if students were led through a journey that was completely customized?  What if they had several stations mapped out for them?”

I believe this is possible.  I believe it is within our reach to create a completely personalized learning experience to every unique child.  I believe that we can honor humanity instead of treating our kids like widgets in a factory.  I believe that teachers should be teachers, focused on the needs and development of the child instead of teaching the masses through scripted curriculum.

This is The Learning Genome Project.

The Learning Genome Project will empower teachers and parents to become engineers of learning by providing each individual student the exact content they need, at the exact moment they need it.  The Learning Genome will enable students to explore the process of inquiry, experimentation, discovery and problem solving.  Instead of learning how to pass the next test, we will enable students to construct meaning and learn how to transfer that meaning to new life context.  At the hub, the Learning Genome is a platform that aggregates resources and, using a series of algorithms, provide recommendations of the BEST resources to meet the individual learning needs of a specific child.  The Learning Genome creates those serendipitous moments of finding just the right learning tool to meet the needs of children at the right time.

Much like Pandora finds that perfect piece of music, the Learning Genome will find the perfect piece of learning material to aid the student in learning.  The key to the Learning Genome’s success is crowd sourcing.  I will be drawing on educators around the world (that’s you!) to help me tag curriculum, books, lessons, videos, apps, websites and other educational content.  This collection of tagged content lives in the centralized ”cloud” and wil allow users around the world to find and access materials that best suit student needs.  By gathering information about the individual student’s learning style preferences, multiple intelligence strengths, social/emotional levels, interests and passion, the Learning Genome can help teachers to create customized learning maps for each individual.  This portion will be free. Every child deserves a unique learning experience.

In addition to the Learning Genome Hub (the aggregate), the site will include a complete Student Information System, planning tools, e-portfolios, e-learning, individual learning plans, assessment and blogging tools.  All of these will work seamlessly together for you go-to for learning and planning.

Changing the world here.

Call to Action

So…how can you help?  I’m glad you asked!

1.  Learn more about the Learning Genome at indiegogo.

2. Please consider investing in this mission (see the awesome perks that includes below).

3.  Blog about the Learning Genome with a link back to the indiegogo campaign (be sure to link to those posts you write in the comments below!)

4. Tweet about this project…a lot.  Let’s completely take over the Internet with tweets about the Learning Genome and taking over education for kids! Please make sure to link back to the indiegogocampaign so that others can learn about it! Use the hashtag #standagain (because after all, we are helping children “stand again” in their learning)

5. Offer your time as a Learning Genome Content tagger or beta tester

6.  Mention us on Facebook and like us on Facebook!

7.  Did I mention spread the word? Seriously, that is SO helpful!  You never know who might see that tweet and drop a couple thousand (or more) to make this project go!

8.  Time is of the essence.  I have 40 days starting NOW to make this happen.  eeek!  I need your help!

So, what are the perks to helping with this project?  

$5  gets your name on the Learning Genome Change Makers page.  You are changing education. That makes you a big deal.  I want everyone to know what a big deal you are!  I know many of you don’t think that your $5 can do anything.  Wrong.  According to my cluster map, I have hundreds of thousands of visits to this blog.  If each of you pitches in…we all win fast!

$10 Remember all those cool Bloom’s Taxonomy posters I made?  This campaign is now the ONLY place you can get them.  These are 8.5″ x 11″ versions of the poster.

$30 Learning Genome beta tester. You get the inside scoop and ability to play before ANYONE else.  I know, pretty cool.

$60 EXCLUSIVE A full size large-format print of my Bloomin’ Peacock mailed to you.  That awesome little Peacock looks even better large.  Did I mention this is the ONLY place you will get a big version of this?

$500 Even more EXCLUSIVE  you get all of my Bloom’s re-imagine posters in the large format.  Perfect for your classroom, library or as a gift to your favorite teachers.

$1000  My Searching for daVinci webinar for your school.  What better way to spend your professional development dollars than learning how to create a daVinci like culture of learning at your school?  Worth it!

$5000 For my corporate friends who want to see their logo in lights as a company that supports education and changing the world.  If you have an education company, The Learning Genome Project will be the place to be seen.

 

We have $85,000 to raise.  It sounds like a big number.  We can do it together.  I figured if I am going to lean on crowdsourcing to transform education, the funding should be crowdsourced too.  How awesome will it be to join together as an education community to say, together we transformed the way learning is done.  We changed things for every child in the world.  Yeah, it’s big.

The ‘useless’ arts

“Amidst the attention given to the sciences as how they can lead to the cure of all diseases and daily problems of mankind, I believe that the biggest breakthrough will be the realization that the arts, which are conventionally considered ‘useless,’ will be recognized as the whole reason why we ever try to live longer or live more prosperously.”

– John Maeda

It is interesting to me that humans have ranked certain disciplines as more important than others.  We tend to do this a lot in school.  Mathematical linguistic is more important than art.  Science is more important than communication.  I think that we have forgotten that art, science, math, language…they are all of equal importance, they rely on each other. They are all inextricably woven together into a beautiful tapestry of this thing that we call life.  Schools should reflect this.