Notes on Student Self Determination

A recent Edutopia post by Beth Holland on Student Agency rekindled thoughts and inspired me….A quote from the post featuring JSB, a man I have learned so much from :
Since the Middle Ages, individuals looking to become masters of particular subjects engaged in apprenticeships. In this role, they not only gained procedural knowledge, but also became enculturated into the community of practice. John Seely-Brown, Allan Collins, and Paul Duguid suggested applying this concept to the classroom through cognitive apprenticeships in the 1980s. They argued that school removed context from learning, as classroom culture does not mirror real-world culture
The locus of the article was on the history of the future of what Beth calls student agency in the post. Invoking a wide range of scholar practitioners from Dewey to Cuban and an assortment of talented teachers, the article seems to tug at a topic I care so deeply about.  I hope you might read the article and add to the many current iterations of student self determination in schools. Motions are afoot to make the (re)catalyst praxis showing up today into the pathways of innovation that are so vital for humanity, citizenship, and problem solving for a time of opportunity and crisis that await today’s young people.
Below are some selected resources to further inspire and a post I wrote in 2013 for an experiential conference that gathered many titans in democratic education, student directed project based learning and field studies– it was an incredible experience spanning a coastal lake, kayaking on the coast of Maine and 14+ hours of learning, design and experience. May this serve as a near history extension of Beth’s article for your near future designs that hold students as self determined, and yes critical agents in their own learning in the real world.

Opening Remarks KWEC13

Student  driven education is a burgeoning field today in light of the social,  economic and environmental landscapes of a century facing rapid change.  Knowing that education is a social construct that must be built and  tended, schools and organizations are looking to designs, research and  practice that allow for systemic change in education toward more  personalized, potent and useful learning environments. Indeed, McKenzie (2013)  writes of a new more experiential education in independent schools  allowing students the chance to collaborate and take risks. He writes  “without question, experiential learning enhances scholastic  learning….this type of learning builds confidence, encourages risk  taking, reduces the fear of failure, gives oxygen to collaboration,  nurtures imagination, promotes problem solving, allows reverie, and  grows a taproot from which scholastic learning flowers”. These are bold  assertions and he is not alone in his view of education. Learning  scientists, teachers and administrators, parents and  students see the  possibilities of a learning landscape deeply changed and salient to the  future.
The Kieve-Wavus Educators’ Conference (KWEC)  is an active 4 day excursion into the theory, design and practice of  student driven learning.  The conference focuses three main strands of  student driven education: Curriculum Integration, Student Driven Project  Based Learning and Field Studies. Within each of these strands lay the rhizomatic  fields of 21st century education.  We will set a tone for the  possibilities in education through a close look at curriculum  integration as a way to orient learner toward to student and community  and away from the department or institution. In the common practice of  driving our own project we will practice the skills necessary to  scaffold deep learning in young people without the need to deliver and  control the environment.  Through moving into field studies, we will  explore our world as learners living education.  For each of these  experiences, a theory starts the conversation.  We offer the following  sections as a conference “theory” knowing that we are covering only a  small piece of the research behind each topic.  We hope it serves the  conference in starting a conversation and fuels the further research,  design and praxis of KWEC 13 and well beyond.
Conference Strands: A Theory, Design and Praxis
  • Curriculum integration
“young  people have a right to be intelligent, to be well informed, to search  for meaning in the world, to be engaged in significant issues, to do  authentic work, to learn the whole story, to think critically, to form  [and clarify] values, to make judgements, and to be respected….”
-Beane
At the root of student driven education is an exploration of meaning in an individuals personal and  social world. Knowledge can then be integrated in explanatory,  technical, personal and social ways through projects, field studies and  beyond.  Curriculum integration, researched and practiced first by  educational thinkers in the early 20th century (Dewey, Smith,  Kilpatrick), has remained a solid philosophy and praxis well into the  21st century.  Dewey (1905) writes of relating school to life as a natural path to integration,
“alI  studies grow out of relations in the one great common world. When the  child lives in varied but concrete and active relationship to this  common world, [their] studies are naturally unified. It will no longer  be a problem to correlate studies. The teacher will not have to resort  to all sorts of devices to weave a little arithmetic into the history  lesson, and the like. Relate the school to life, and all studies are of  necessity correlated.”
Conversely, in his book Curriculum Integration: Designing the Core of Democratic Learning,  Beane (1997) writes clearly that,
“….in  curriculum integration, knowledge from the disciplines is repositioned  into the context of the theme, questions, and activities at hand. Even when teaching and learning move into what looks like discipline-based  instruction, they are always done explicitly in the context of the theme  and for a reason driven by it. It is here that knowledge comes to life,  here where it has meaning, and here where it is more likely to be “learned.”
Dewey and Beane offer solutions in theory and  example to tremendous questions about education. Erudite questions,  posed by educators like Zhao (2012) , Wagner (2010)  (2012) Lichtman (2010) , Martinez and Stager (2013)  and others along with teams of dedicated educators and their  communities have a commonality. How do we address the needs of a rapidly  changing world through education that prepares young people for it.  In seeking ways to give students more control of learning they also recognize that tradition and culture are vital and different in communities everywhere. Curriculum integration allows for tradition and  community to be first and delivery methods of knowledge  secondary.
KWEC 13 is designed with curriculum  integration in mind. The personal and social concerns of educators are  foremost in our plans and actions, while the separate disciplines and  schedules for learning of the 20th century school are not given weight.   Curriculum integration at KWEC 13 will offer a glimpse into another way to experience education. Starting on the first full day of the  conference we will:
  • Review the core of curriculum integration
  • Collaboratively  plan the conference by engaging two essential conference related  questions with an overarching theme of Student Driven Education:
            -“What questions and concerns do you have about yourself as an educator?”
            -“What questions do you have about education and the world?”
            
  • Student Directed Project Based Learning
“A man who carries a cat by the tail learns something he can learn no other way”
 -Twain
                                                                                                               
Student driven project based learning is a proven practice for student driven education that presents  students with new situations in learning to carry out and explore the  personal and social concerns they have. The work done in project  learning of this kind, creates conditions for significant transfer of  knowledge, skills, and understanding. Student driven projects support  learning in real-world problem solving, and engaged understanding in  varied ways. Projects develop through a dialogue between the students,  faculty, administration and community members and reveal the underlying  questions, the genuine interest, and possible pathways to carry out  extensive knowledge building that is rigorous, relevant and connected.   There are many models of PBL in education and it is good to situate our  conference amidst them.  Yong Zhao (2012) curates an enormous research  profile on PBL in his World Class Learners: Educating Creative and  Entrepreneurial Students. He narrows the research into three general  descriptions of PBL as a starting points:
  • academic PBL that is primarily classroom based, content driven, single subject and teacher led
  • mixed  models where teacher and student collaboration through groups is key  and a product is sought within the constraint of academic disciplines  inside and outside of a school
  • entreprenurship  models that are completely student led, focused on a product with the  teacher serving as venture capitalist, consultant, and motivator and  focus group. Academic disciplines emerge out of need and feedback.
At KWEC the student driven PBL we will design together is based on The Bridge Year and Edvisions  designs for PBL (closest to Zhao’s entrepreneurship model.)  As we  create our own projects as a vital structure and component of the  conference, we will experience the practice, process and requirements  for effective student driven learning. Starting on the first full day of  the conference we will:
  • review student directed PBL and Project Foundry, the software that most easily scaffolds the process well.
  • write a summary of our project in less than a page, often a good paragraph
  • create guiding questions that focus the inquiry and research
  • assess prior knowledge and a clear delineation of knowledge, skills, and understanding needed to carry out the project
  • create a plan to address gaps in prior knowledge and gain needed capacity for completing project
  • define assessment Tools
  • list Resources needed (human, print, technology, personal experience)
  • create timelines, sequence tasks, protocol for assessment.
  • plan for a product to benefit the field of student driven learning
  • Field Studies
“Out beyond ideas of wrongdoing and rightdoing there is a field. I’ll meet you there.”
                                                                                                                        -Rumi
                                                                                                                        
Field Studies enable students to “ground truth” their thinking through research that is multi-sited or in  the field as opposed to a fixed location and explore the landscape  freely to learn. Field studies offer the student researcher a chance to  gather data off campus and in real world contexts. Field Studies also  support student research and progress toward project objectives by providing opportunities for students to access a broad array experiences  and experts while studying a variety of communities and ecosystems;  lending depth and variability to project research (collect, analyze and  reflect on data and reporting). Student field studies like those offered  at The Bridge Year will use geospacial mapping, ethnography, ecosystem sampling and other techniques to better understand individual or group  projects and the broader ecology society and economy of regions (local,  regional and global). Field Studies couple research and peer  collaboration with social and physical challenges ranging from extensive  canoe and kayak based travel, hiking and more. As Roberts (2012)  posits, these experiences provide a field of learning and “fields do not presume homogeneity or consensus, only a common space within which  questions are raised, answers are sought, and the overall inquiry is  engaged.” Our process for field studies at KWEC 13 will be active,  engage our personal and social questions about education and give ample  time for practice in the technology and methods considered.   As part of  the conference we will:
  • introduce and  review field studies concepts, and activities along with powerful yet  simple apps that allow for robust field study data collection, mapping  and sharing.  We will also look at ways to field studies can be deployed  without machines.
  • discuss learning and landscape from the perspective of student driven learning.
  • explore  the botany, geology, wildlife, history and culture, management of lands  and    ecological connections in Midcoast Maine by motor vessel, kayak  and on foot.
  • work individually or together to keep a field portfolio of our gathered data and reflections on the conference.
  • Welcome to KWEC 13
At  Kieve-Wavus Education, we launch the Bridge Year with the solid belief  that young people given a chance to live their learning will lead  informed and  active lives as  individuals in community around the  world. With this same sentiment, we convene and welcome you to the first  annual Kieve-Wavus Educators’ Conference at the Kennedy Learning Center  this week.  If you can not be with us, please follow the conference  from afar and allow the combined research curated in the KWEC Wiki to  inspire your learning environment and to inspire you to join us next  year.
 
Reprinted here from The Bridge Year Emergence Blogpost Kieve-Wavus Educators Conference 
2015-10-03_09-30-26

Toward Landscapes of Professional Learning

Building a Different Future

Successful pathways of innovation are created when an organization cultivates a landscape of professional learning (see Etiene-Wenger and Lave) inclusive of as many of the people who directly affect the success of that organization.  As Peter Theil, founder of Paypal, puts it in his book Zero to One — “once you have convinced a large group of people of a plan to build a different future, the most important strength of an organization is new thinking.”

GEMS World Academy-Chicago, the first North American school from the internationally recognized GEMS Education Group, is moving into its second year with a bold goal — to build a different future for education. One of the core reasons for GEMS’ success in sustaining and scaling educational innovation is its unique professional learning program. The schools is a learning organization and professional learning is embedded into all aspects  —  from the mission and vision to daily practice in learning environments. This “anytime, anywhere” professional learning takes many forms across the school, and it involves everyone. The results are stunning collaboration, creativity and an atmosphere filled with effective professionals serving the children and families who will change the future.

How does it work?

Summer is the time of professional learning for schools, and at GEMS World Academy, we leverage this time in unique and highly effective ways. New faculty are immersed into a world of systems thinking for innovative curriculum design, prototyping, and practice. Though the innovative curriculum is defined for new faculty, the emphasis is on experiencing first hand what GEMS faculty are expected to do.  New faculty learn through doing as they collaboratively plan inquiry-based curricula in the classroom, throughout the building and, perhaps most importantly, on Field Studies.

New faculty soon join veteran faculty, having experienced the world of GEMS education and having added their unique ideas and expertise to the school’s practice. What follows are weeks of participatory professional development led by people across the organization, specialists and thought leaders in the field. Sessions are hands on and strategic:

  • Mission and vision Workshops and other norming workshops. These were highly academic and deliberative sessions focusing the organization’s commitment to including everyone in the articulation of the mission and vision of the school.
  • Nationally recognized experts in mathematics, reading and writing joined expert faculty leaders to deliver professional learning.
  • Faculty collaboratively build their inquiry-based curriculum
  • The vast technology ecosystem at GEMS World Academy are illuminated and used to deliver much of the professional learning, thus providing new and innovative ways to collaborate and participate in professional learning while gaining important new skills, creating new contexts for learning, and asking probing questions about the future of education.
  • Faculty plan their Field Studies cycles in the city (the “field”) to understand the incredible opportunity and complexity of using the city as a learning laboratory for students.

Leveraging Technology for Ongoing Professional Learning

Sustaining innovation through professional learning is taken seriously at GEMS.  Whether in strategic planning or designing an interdisciplinary unit of inquiry, the need for ongoing collaboration, transparency and organization is essential for effective teams. In the spring of 2015, we successfully piloted Basecamp, an online project management software for professional learning and collaboration in interdisciplinary faculty projects.  Building on the pilot’s success, we have adopted and launched Basecamp across the school for professional learning, and collaborative planning in 2015-2016. Using Basecamp provides a powerful and intuitive way for our faculty to cultivate strong interdisciplinary teams, identify needs and think in new ways. From an organizational perspective, Basecamp has allowed us to see how we are learning and leading as an organization, the incredible work we are doing on a daily basis, and the arc of new possibilities to manage.

Looking ahead

The GEMS World Academy Faculty Seminar Series is a participatory professional learning endeavor cultivated by the Institute for Research and Innovation. The seminar series perpetuates ongoing growth in our faculty, administration, and school community while also providing an outlet for disseminating the thought leadership of GEMS World Academy to others.

Summer professional learning serves as the “entry event workshops” to the faculty seminar, giving an experiential root to ongoing professional learning. Entering the school year, the faculty seminar is a multi-month program of scholarly and experiential faculty development linking the GEMS World Academy curriculum and practice with theory and design in the field of education and beyond. The faculty seminar promotes the core mission and vision of the school by helping faculty members update their knowledge of developments in specific disciplines and then place that knowledge in the context of the innovative practices so essential to GEMS and beyond. Faculty seminars are intended to excite intense intellectual consideration of research, design and practice in the GEMS World Academy program, the field of education and beyond. Seminar topics are intended to encourage interdisciplinary discussion and inspire new avenues for practice, research, teaching, and collaboration. Collaborations among faculty, staff and outside professionals are vitally important. Each year, certain seminars will be dedicated to furthering thought leadership in the field of education. These public events bring sought-after experts and GEMS faculty together for public panels. GEMS families, community members and others gather for these exclusive events that highlight our globally recognized faculty as thought leaders. The first 2015-2016 faculty seminar is titled Field Studies: Building on A Foundation of Experience.

Thoughts

Building the future of education will take the collective work of everyone involved in a school’s organization. It is not enough to offer pieces of professional learning and support. Instead, we need to cultivate the dispositions of everyone to imagine, understand, use and create the sustained innovations necessary to do something truly different, prescient, and needed in our world. To this end, GEMS World Academy is exploring, experimenting, and cultivating innovation through ongoing professional learning. This post is the first in an ongoing series on professional learning and innovation in the 2015-2016 academic year at GEMS World Academy.

This post is an adapted version of a post I wrote for GEMS World Academy — Chicago. The post will be published at Explore: The GEMS World Academy Blog in the coming week.

2015-10-03_08-34-18

Learning in Landscapes: Research, Design, Praxis

One of my summer research strands is to extend the work and design I am doing around participatory and practice based learning.  I have found a few works exceptionally helpful and thought I would list them here in hopes others will too.

learninginlandscapesofpractice On my desk and causing an outpouring of thought and design is Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning.  

What I like about this work is that it builds on the previous works of Wenger and Lave on situational learning, perspective and identity specifically — Wenger (1998) Communities of Practice: Learning, Meaning, and Identity: Learning in Doing: Social, Cognitive and Computational Perspectives on CoP’s and the foundational work of Lave and Wenger on situational learning (1991)  Situated Learning: Legitimate Peripheral Participation: Learning in Doing: Social, Cognitive and Computational Perspectives .  I will also add to this list the book all in education should read on critical ethnography by Lave (2011) Apprenticeship in Critical Ethnographic Practice .

I find each of these works intriguing and valuable towards the design of new professional development, organizational, and ultimately educational ecologies. Learning in Landscapes of Practice…. resonates because the concept of knowledgeability is so salient to schools and educational ecologies.  In education, our silos for competency are legion and attempts to integrate professional development and participatory learning for the whole organization are very difficult. One of the main reasons for this, is our lack of robust frameworks to understand and critique the whole educational system that exists, quite often at this point, to perpetuate itself, as opposed to the needs of learners and communities.

This is tough work to tackle and the space of theory in schools often neglected. A common refrain in K-12 schools, “We do not have enough time for theory, we just need to….”, or, “we will leave that to the experts”. These views are at opposition with the reality that education is a social construct, that must be theorized, constructed/reconstructed through praxis, and care-taken by individuals in the community. No educator, parent or policymaker should leave the spaces of education, specifically praxis, unexamined. So where theory can open your eyes to a million valleys of thought and wonder, ultimately praxis allows for experience, knowledge building and networking towards both the boundaries and possibilities of education. These are critical conversations to have in education and society and I feel we need to take a much closer look at what we are doing.

If you have considered these works in the K-12, Higher Ed or informal learning space please do reach out, via comment here or by way of Twitter, email….

 

Liard-River-Nahanni_Ranges

Paths, Modes and Moments

ff12-brown

Still captivated by this slide from John Seely Brown. Carla’s adroit projections for the theory of knowledge are so prescient and useful.

5954123929_549f4481a6_o

Dragons, Imagination and Curriculum Integration

Imagining how events could be otherwise than they are is a hallmark freedom and power of human beings

D. Bob Gowin (1988)1

Many educational projects today are trying so very hard and nobly to mutate: to rescue, bypass, reconfigure and support–provide more than a catalyst, cool project or amazing school specific feat. The projects are seeking more, prototyping like mad and gaining grounds in certain spaces–I am wildly impressed by many.  My hopes for you, for us, is that we face our dragons. Take a look at Bruce Sterlings NEXT talk from minute 8:58-  With a brilliant critical voice, a pin drop hearing claim, and a passionate tenacity he implores a group of the best and the brightest (like you), to look up, look at the system, deeply question–yes keep questioning. Be forewarned, Bruce does not coddle, he offers critical deliberation for a complex world. But my point is not to posit yet another schools and sky’s falling argument. I want you to look up and ask yourself why the copier is still so important, why meetings are still so long, why that schedule is still not working, why the kids–even given control– are still only as good as the control given…. why they are still only engaging in “school”…. do the school and its processes exist for the students future? These, and so much more you see and feel as educators — are your dragons.

Before you undertake another school revision, plan, proposal, design or development please do the following.

In a safe and caring space spend a few hours minimum asking kids what their self and social concerns are. Have them write these concerns on a wall or in an online discussion. Their souls are churning; their adolescence, ever-present, but trust that the world they know, they may not show in school.  When the writable surfaces on walls, discussion forums online and all in between (and beyond) are filled with life, pull colleagues with domain knowledge in all of the core subjects together to read and discuss. Agree on how creating projects from the life on those walls/spaces might meet all of your teacher/school objectives.

As elders, guides and yes, teachers you can support young people as they are involved and engaged in an enormous range of knowledge, from information to values clarification, and including content and skills from all disciplines of knowledge–integrated in the context of themes and activities within them.  The topics you see written on the walls are organizing centers, significant problems or issues that connect the curriculum to the larger world. These centers serve as a context for unifying knowledge.  Knowledge in turn is developed as it is instrumentally applied to exploring the organizing centers; Personal Knowledge: Addressing self concerns and ways of knowing about self; Social Knowledge: addressing social and world issues, from peer to global relationships, and ways of critically examining these; Explanatory Knowledge: content that names, describes, explains, and interprets, including that involved in the disciplines of knowledge as well as commonsense or popular knowledge and Technical/Twenty First Century Knowledge: ways of investigating, communicating, analyzing, and expressing. Finding,Validating, Leveraging, and Synthesizing Information; Communicating, collaboration and problem solving in a technologically rich environment.2

I would love to hear about your experiments and findings.

1.Boulding, E. (1990) Building a Global Civic Culture: Education for an Interdependent World
2. For more in this current of thought see Beane (1997) ‘Curriculum Integration: Designing the Core of Democratic Education’ essential reading.

 

 

GENSLER PANEL: steelemaley4.001

Prototyping the Future

GENSLER Slides: PDF

2014-11-16_1204

Towards Knowing, Making and Playing

Seely Brown, J. (2012)

Worth another look. I suggest Min 8:50-on as points to consider closely:

 

IMG_5899

Experiential Education: The Future Revisited

A recent post by Jackie Gerstein Inspired me to reprint my opening remarks for The Kieve-Wavus Educators Conference in 2013.  A dear project of mine and colleagues, The Bridge Year was born upon a burning desire to blend scholastics and experience in education– a middle ground between tradition and innovation for the future of education.  As we each manifest this work in new ways, the core remains…. a story to continue and be built.

Open Remarks KWEC 13

Lake Damariscotta, Maine
Student  driven education is a burgeoning field today in light of the social,  economic and environmental landscapes of a century facing rapid change.  Knowing that education is a social construct that must be built and tended, schools and organizations are looking to designs, research and  practice that allow for systemic change in education toward more  personalized, potent and useful learning environments. Indeed, McKenzie (2013)  writes of a new more experiential education in independent schools  allowing students the chance to collaborate and take risks. He writes:
  without question, experiential learning enhances scholastic  learning….this type of learning builds confidence, encourages risk  taking, reduces the fear of failure, gives oxygen to collaboration,  nurtures imagination, promotes problem solving, allows reverie, and  grows a taproot from which scholastic learning flowers.
These are bold  assertions and he is not alone in his view of education. Learning  scientists, teachers and administrators, parents and  students see the  possibilities of a learning landscape deeply changed and salient to the  future.
The Kieve-Wavus Educators’ Conference (KWEC)  is an active 4 day excursion into the theory, design and practice of  student driven learning.  The conference focuses three main strands of  student driven education: Curriculum Integration, Student Driven Project  Based Learning and Field Studies. Within each of these strands lay the rhizomatic  fields of 21st century education.  We will set a tone for the  possibilities in education through a close look at curriculum  integration as a way to orient learner toward to student and community  and away from the department or institution. In the common practice of  driving our own project we will practice the skills necessary to  scaffold deep learning in young people without the need to deliver and  control the environment.  Through moving into field studies, we will  explore our world as learners living education.  For each of these  experiences, a theory starts the conversation.  We offer the following  sections as a conference “theory” knowing that we are covering only a  small piece of the research behind each topic.  We hope it serves the  conference in starting a conversation and fuels the further research,  design and praxis of KWEC 13 and well beyond.

Conference Strands: A Theory, Design and Praxis

Curriculum integration

young  people have a right to be intelligent, to be well informed, to search  for meaning in the world, to be engaged in significant issues, to do  authentic work, to learn the whole story, to think critically, to form  [and clarify] values, to make judgements, and to be respected….
                                                 -Beane
At the root of student driven education is an exploration of meaning in an individuals personal and  social world. Knowledge can then be integrated in explanatory,  technical, personal and social ways through projects, field studies and  beyond.  Curriculum integration, researched and practiced first by  educational thinkers in the early 20th century (Dewey, Smith,  Kilpatrick), has remained a solid philosophy and praxis well into the  21st century.  Dewey (1905) writes of relating school to life as a natural path to integration,
alI  studies grow out of relations in the one great common world. When the  child lives in varied but concrete and active relationship to this  common world, [their] studies are naturally unified. It will no longer  be a problem to correlate studies. The teacher will not have to resort  to all sorts of devices to weave a little arithmetic into the history  lesson, and the like. Relate the school to life, and all studies are of  necessity correlated.
Conversely, in his book Curriculum Integration: Designing the Core of Democratic Learning,  Beane (1997) writes clearly that,
….in  curriculum integration, knowledge from the disciplines is repositioned  into the context of the theme, questions, and activities at hand. Even when teaching and learning move into what looks like discipline-based  instruction, they are always done explicitly in the context of the theme  and for a reason driven by it. It is here that knowledge comes to life,  here where it has meaning, and here where it is more likely to be learned.”
Dewey and Beane offer solutions in theory and  example to tremendous questions about education. Erudite questions,  posed by educators like Zhao (2012) , Wagner (2010)  (2012) Lichtman (2010) , Martinez and Stager (2013)  and others along with teams of dedicated educators and their  communities have a commonality. How do we address the needs of a rapidly  changing world through education that prepares young people for it.  In seeking ways to give students more control of learning they also recognize that tradition and culture are vital and different in communities everywhere. Curriculum integration allows for tradition and  community to be first and delivery methods of knowledge  secondary.
KWEC 13 is designed with curriculum  integration in mind. The personal and social concerns of educators are  foremost in our plans and actions, while the separate disciplines and  schedules for learning of the 20th century school are not given weight.   Curriculum integration at KWEC 13 will offer a glimpse into another way to experience education. Starting on the first full day of the  conference we will:
  • Review the core of curriculum integration
  • Collaboratively  plan the conference by engaging two essential conference related  questions with an overarching theme of Student Driven Education:
            -“What questions and concerns do you have about yourself as an educator?”
            -“What questions do you have about education and the world?”
            

Student Directed Project Based Learning

A man who carries a cat by the tail learns something he can learn no other way
                                               -Twain
                                                                                                               
Student driven project based learning is a proven practice for student driven education that presents  students with new situations in learning to carry out and explore the  personal and social concerns they have. The work done in project  learning of this kind, creates conditions for significant transfer of  knowledge, skills, and understanding. Student driven projects support  learning in real-world problem solving, and engaged understanding in  varied ways. Projects develop through a dialogue between the students,  faculty, administration and community members and reveal the underlying  questions, the genuine interest, and possible pathways to carry out  extensive knowledge building that is rigorous, relevant and connected.  
There are many models of PBL in education and it is good to situate our  conference amidst them.  Yong Zhao (2012) curates an enormous research  profile on PBL in his World Class Learners: Educating Creative and  Entrepreneurial Students. He narrows the research into three general  descriptions of PBL as a starting points:
  • academic PBL that is primarily classroom based, content driven, single subject and teacher led
  • mixed  models where teacher and student collaboration through groups is key  and a product is sought within the constraint of academic disciplines  inside and outside of a school
  • entrepreneurship  models that are completely student led, focused on a product with the  teacher serving as venture capitalist, consultant, and motivator and  focus group. Academic disciplines emerge out of need and feedback.
At KWEC the student driven PBL we will design together is based on The Bridge Year and Edvisions  designs for PBL (closest to Zhao’s entrepreneurship model.)  As we  create our own projects as a vital structure and component of the  conference, we will experience the practice, process and requirements  for effective student driven learning. Starting on the first full day of  the conference we will:
  • review student directed PBL and Project Foundry, the software that most easily scaffolds the process well.
  • write a summary of our project in less than a page, often a good paragraph
  • create guiding questions that focus the inquiry and research
  • assess prior knowledge and a clear delineation of knowledge, skills, and understanding needed to carry out the project
  • create a plan to address gaps in prior knowledge and gain needed capacity for completing project
  • define assessment Tools
  • list Resources needed (human, print, technology, personal experience)
  • create timelines, sequence tasks, protocol for assessment.
  • plan for a product to benefit the field of student driven learning

Field Studies

Out beyond ideas of wrongdoing and rightdoing there is a field. I’ll meet you there.
                                                        -Rumi
                                                                                                                        
Field Studies enable students to “ground truth” their thinking through research that is multi-sited or in  the field as opposed to a fixed location and explore the landscape  freely to learn. Field studies offer the student researcher a chance to  gather data off campus and in real world contexts. Field Studies also  support student research and progress toward project objectives by providing opportunities for students to access a broad array experiences  and experts while studying a variety of communities and ecosystems;  lending depth and variability to project research (collect, analyze and  reflect on data and reporting). Student field studies like those offered  at The Bridge Year will use geospacial mapping, ethnography, ecosystem sampling and other techniques to better understand individual or group  projects and the broader ecology society and economy of regions (local,  regional and global).
Field Studies couple research and peer  collaboration with social and physical challenges ranging from extensive  canoe and kayak based travel, hiking and more. As Roberts (2012)  posits, these experiences provide a field of learning and “fields do not presume homogeneity or consensus, only a common space within which  questions are raised, answers are sought, and the overall inquiry is  engaged.” Our process for field studies at KWEC 13 will be active,  engage our personal and social questions about education and give ample  time for practice in the technology and methods considered.   As part of  the conference we will:
  • introduce and  review field studies concepts, and activities along with powerful yet  simple apps that allow for robust field study data collection, mapping  and sharing.  We will also look at ways to field studies can be deployed  without machines.
  • discuss learning and landscape from the perspective of student driven learning.
  • explore  the botany, geology, wildlife, history and culture, management of lands  and    ecological connections in Midcoast Maine by motor vessel, kayak  and on foot.
  • work individually or together to keep a field portfolio of our gathered data and reflections on the conference.

Welcome to KWEC 13

At  Kieve-Wavus Education, we launch the Bridge Year with the solid belief  that young people given a chance to live their learning will lead  informed and  active lives as  individuals in community around the  world. With this same sentiment, we convene and welcome you to the first  annual Kieve-Wavus Educators’ Conference at the Kennedy Learning Center  this week.  If you can not be with us, please follow the conference  from afar and allow the combined research curated in the KWEC Wiki to  inspire your learning environment and to inspire you to join us next  year.
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General Reading in the Field of Experiential Education

Thank you to all who are forwarding experience and education– See you at ISEEN 15 or in network.
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Seeing Experience

As I was writing today and  listening to Rdio a song came across the airwaves that at once made my heart fly and soul sing for seeing experience.  As a teacher, I can still see myself sitting for the closing ceremony of a large Ivy League Model United Nations conference. My first year team–all Freshman in High School along with a brave lone Junior would not take home a coveted “gavel” or even an award that year. As an adviser, I had dealt with the messiness of teens–actually thousands in one place. Elevators jammed while one of our delegates was disabled and on the 11 floor, our most intellectual yet free spirited student getting lost and so much more evaporated as the closing slideshow started.  While Coldplays “Yellow” filled the hall, I became emotional as I watched image after image of kids collaborating, deliberating, dealing with life’s drama and having fun while learning.

I was seeing experience and scholastics at confluence.

This and so many more experiences are interwoven in me, I cannot let them go:

  • Looking back onto devils pass in the Chugach Range to see a group of high-schoolers walking mountains with the broadest smiles of their lives.
  • Years of messy project based learning, driven by kids and their passion– yes– interdisciplinary projects in the social sciences, humanities, maths and beyond.
  • Years of Exhibitions of Mastery: Kids defending their passions and work to professionals, the community and world.
  • The nervous anticipation of the Georgetown Acceptance Letter that came for a student, who submitted an ePortfolio of mastery for his personalized a co-designed high school.

Don’t let go of what you see that makes your heart fly and soul sing in education.  Let it sink in, drive your work, drive your life.

Turn your catalysts into pathways.

 

 

 

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Now

As the float plane circled Davidof Lake and into a spiral upward out of the remote lakeside encampment (we had called home) there were multiple thoughts in my mind.  The first was what an endeavor I was involved in.  Our capable pilot let us know by radio prior to pick up that we needed to be prepped and ready to go once he landed as weather (fog and cloud cover) was opening but would soon return.  Once on-board (engine not idled), the pilot quickly took us and circled the lake to “corkscrew” (all apologies to Bush Pilots who may call this otherwise) out of our pristine remote locale.  I knew this pilot and trusted him, having flown Southeast Alaska (a few times….), but his intensity, focus and ability on this trip took me.  The plane shook (as de Havillond Beavers do upon take off) as the pilot intensely took us aloft and flew with purpose.  Seeing the clouds close above closing, he saw a pathway where the lake overflows into a brilliant canyon. Flying through the canyon (and yards from the Lake), he descended to the ocean only then to regain altitude and fly us into to Sitka. The intense and unbelievable possibility of doing what we had just done sunk in to my bones.  The accuracy and intensity of the pilot and his creativity, unwavering belief in what’s possible, and then the sanguine flight across an expansive ocean reminded me of how important it is to imagine, believe and do….now.

You know when you are amidst something special, when the feeling of that float plane adventure comes back.  When I talk and collaborate with my Wife and Charlie Richardson, Shoshana Zuboff, Jake Maxmin,  Rob Greco, Grant Lichtman, Bo Adams, Brett Jacobsen and Scott Looney, Shane Krukowski,  Jim Groom, Audrey Waters…. I get that feeling of flying out of Davidof Lake again. When I watch Michael Wesch discuss becoming Knowledge-Able vs Knowledgable, I get that feeling again.

What binds us all is a feeling and  belief that the educational community to come is not only possible but underway.  A belief in the process, driven by a strong understanding of why the field of education needs change, a penchant for designing interventions that will Mutate education, and the ability to iterate as needed to see a pathway to our goals.

Over the coming months, I will write a series of posts on my current project: GEMS World Academy Chicago.  As CIO and Director of Academic Technology I am supporting four educational innovations to scale in PK-12 1:

SELF DIRECTED LEARNING

For students to become global citizens they must think and act as self directed learners. From the earliest years we inspire our students to ask more questions than they answer, follow their interests and passions and act as part of a community to identify and work towards solving real world problems. As the years progress our programs support self directed and interdisciplinary/transdisciplinary project based learning which start with student interests and questions about the world. In groups and as individuals students find relevant problems, ask ever more complex questions, work with mixed research methods (both in the city and online), analyze, synthesize and reflect on their work through portfolio’s of understanding and action. Students share their work with the world through service and exhibition.

LANDSCAPE AS LEARNING: A NEW VIEW OF MOBILE LEARNING

For students to become global citizens they must explore, ask questions, observe, empathize and act in the world without borders. During the year a minimum of four hours each week is dedicated to learning outside of the school building in local landscapes. Through a pioneering landscape as learning initiative, students closely engage their local community through field study based mobile learning labs. Through multimedia data collection using iPads and other tools, students experience the sensory aspects of their community while learning about systems, empathizing with others and contributing through engaging projects and meaningful service. This learning in the real world, looks and feels like the real world thus creating the conditions for a fundamental expansion of where and how learning happens. We believe the disposition of seeing and studying the world as it is and working on how it might be otherwise, is at the root of global citizenship, community based learning, internship and entrepreneurial studies.

CONNECTED AND BLENDED LEARNING

For students to become global citizens they need to connect and collaborate across the world in rich and purposeful experiences. Our connected and blended learning program provides a landscape where the internet supports and enhances interactions in real time and anytime. We encourage and support our teachers to engage in a wide array of connected and blended learning with their classes. Our connected and blended learning innovation allows for:

● Co-learning and creation across continents, oceans and cultures giving our students a direct and experiential way of using the internet as a mediating force in learning.
● An extensive digital documentation system allows for self, peer, teacher, parent and community assessment for learning.
● An ePortfolio platform allows students to collect, select, reflect, and project on their learning.
● Networks to connect, aggregate, remix, repurpose and feed forward work and the work of the world.

A SCHOOL AS A HUB OF CONNECTIONS

For students to become global citizens they need a school that promotes self organization, inquiry innovation, and futures thinking. Our physical school has interactive whiteboards throughout the building, on every floor, in hallways and in classrooms along with networked computer stations, hydroponic plant labs, weather stations and much more. At any moment a few students or a whole class can connect with peers or mentors from around the world to discover and learn together in real time throughout the day. Using these tools students also can connect the data from their projects in growing sustainable food systems, tracking weather and climate patterns, or how play effects our learning to a global consortia of other individuals, schools and organizations. Through these interactions students are encouraged to understand how their school functions as part of a global “internet of things”.

In each of these innovations I am struck by the intensity and passion displayed in the praxis of the educators I am working with right now. Their embrace of something very different from any other school has me on edge with excitement and possibility.  As I look out from the “floatplane” this time, its not old growth forest and pristine oceanscapes I see, but rather the landscape of three quarters of humanity–the city.  What canyon we find to fly, and ocean we decide to traverse, is our to decide.  I hope you find the story inspiring.

A [person] who carries a cat by the tail learns something he can learn no other way-Twain

 

Without question, experiential learning enhances scholastic  learning….this type of learning builds confidence, encourages risk  taking, reduces the fear of failure, gives oxygen to collaboration,  nurtures imagination, promotes problem solving, allows reverie, and  grows a taproot from which scholastic learning flowers”.- MacKenzie

1 My acknowledgement to the foundational design and praxis from (Steele-Maley, Richardson, C. 2012) The Bridge Year at Kieve-Wavus, Project Foundry Schools, SuperFlux….et al.