What learning should be public? What do we mean by "public"? Does the answer to these questions change for different age group of children? For adults? What do we gain from this approach? What do we risk losing? How can digital tools support the type of learning environment described here?
If you are interested in hearing more from John Seely Brown, check out my collection of John Seely Brown links.
If I had to define "public" in an educational setting it would be the work that is being done by individuals in a school, as in a class and/or faculty. I like the idea of making work public because students as well as adults can see each others thinking and the process it took to create it. I feel that making things public can allow people to start asking more critical questions of each other's work as well as the work that they are doing. I also think that it allows the creators to readily see their mistakes, learn form those mistakes, and allow for more valuable learning to happen; very much like what was mentioned in the Tony Wagner video. I also believe that making work public will also make people more critical thinkers and want to present their work in a different more exciting ways. This is how I think that digital tools will play a role in this new "public" style.
ReplyDeleteHow can we also build in 'safe' ways and places to be more public. How do we build the norms and culture for this to happen safely.
DeleteThe idea of public work goes back to Wagner's points about authentic tasks and intrinsic motivation.
DeleteStarting with young students, we can build 'safe" ways to be more public by teaching digital citizenship and safety. Having students create avatars - a digital identity - for themselves when they are online is important.
DeleteMeg - Can you say more about the importance of creating avatars?
DeleteI think a way classroom teachers can make sharing publicly "safe" for students is model, model, model, and use ourselves as the model. I am constantly asking for help from my student netbook experts-they're the digital natives-so they get to see an adult being a learner, too.
DeleteI am interested in learning more about teaching student digital citizenship and safety. It's something that comes up all too often in the high school. Are students taught these lessons in the elementary schools around the district?
DeleteWhen I talk about an avatar, Reeve, it's a way for students to be mindful about their digital identity. When we talk to our students about digital citizenship & safety, we teach "be responsible, be respectful, be safe". That includes never connecting your real name with your real photograph. Elementary students love creating an image to represent themselves, or else a completely nonsensical name. Rachael - we're into our 2nd year of teaching our 4th-6th graders at Moretown embedded digital citizenship lessons. We have a 1:1 initiative, so it is essential.
DeleteI like that this model weaves social and academic expectations together so smoothly - learning in the studio setting relies on collaboration, communication, resilience, flexibility, listening to understand, etc.
ReplyDeleteI am also intrigued by the idea of considering the value of a more age diverse learning community - as mentioned in the video, the one room school house model demanded a more workshop-esque learning environment and put students in contact with a more diverse network of peer influence. As a teacher, I recognize the need for an evolution in classroom management skills to support a shift toward the studio model, and I have also had experiences of the way in which this model can succeed in cutting down on the need for management as many aspects of learning are less teacher-driven.
Your comment about the "evolution in classroom management skills to support a shift" is insightful. So many 'speakers' tell us that we should be doing things differently, but these often assume that we all have the strategies to teach in new learning environments
DeleteLucie, I'm glad that you said this. I don't want to be a curmudgeon, but I can't help thinking that high school classrooms attract people who LIKE to work alone, have control, and focus on content. I see the need for changes, but I'm worried that I'm not a good workshop instructor- how much of this can be taught TO teachers?
DeleteThis is so true, Tedin. It speaks to a need in teacher training that is in step with the needs of the 21st century learner and what the workplace is demanding now of graduates! It also speaks to our workplace where we work in isolation in our classrooms or in subject specific departments. This only perpetuates this isolated approach to learning.
DeleteIf the idea is that kids benefit from being surrounded by peers with different ideas, different expertises, a diversity of thought from which to draw on in order to be effective innovators - what about a more diverse, collaborative environment for teachers as well? The isolation so often experienced by teachers is widely acknowledged, and the positive impact of teacher collaboration is clear, but what if the vision for collaboration was broadened so as to include teachers in collaboration with a wider variety of professionals. My professional knowledge as a teacher is very different from the professional knowledge and perspective of those who will hire my students in the future...
DeleteThanks for saying that, Lucie. Sometimes I think the "speakers" forget what it is like to be in a classroom...Anyway, I think what is important is that we experiment with strategies and different teaching styles and methods, and then reflect on what worked and why, what didn't and why, and what can I do about?
DeleteTwo of Seely Brown's ideas resonated with me: the cycle of imagine/create/reflect/share and the idea that authority comes with mastery (the creation of "products" that work. One possible side effect of a more studio-type classroom is more positive peer to peer connections. What if the cool kids were the ones who could help others build their knowledge?
ReplyDeleteIf we opened up learning spaces that accepted a diversity of ideas, projects, or passions, what would follow would be a whole new tribe of students who would be seen/viewed/embodied as "masters". Cool indeed!
DeleteIt would be nice to think that if these learning spaces were created that a mutual respect for each other would be developed. Maybe this would break the cycle of bullying because then students would not so judgmental of each other.I think that students with disabilities would also be seen in a different light and would become more confident in their learning.
DeleteWith any luck (and a little forethought), our new library space will allow for drop-in sessions conducted by students for other students. These will focus on all kinds of learning experiences, generated by student needs.
DeleteSeveral themes struck me as I viewed this video. The first was the idea that schools don't foster imagination, which is so true. However, watch a three or four year old at play; all you see is imagination. We need to think about what the conditions are that cause that innate ability to whither. What conditions can be fostered in schools that nourish each person's imagination?
ReplyDeleteI loved the connection to the one room school house and the community of learners it provided. Students sometimes learn best when we get out of the way and let them collaborate with one another. This concept of the teacher as a mentor in this circumstance is so powerful. We are not the keepers of knowledge. Our role should be to help students discover knowledge.
The concept of the studio model with students developing designs, sharing and scaffolding from one another and experiencing criticism to improve their work is intriguing. I found myself thinking about the graduation speech where the students were reminded that they weren't special. His point was that we have moved to a feedback system that only praises young people and doesn't seem to allow the process of learning through our mistakes. How wonderful it would be if we could receive feedback;positive and constructive that helps us to think deeply about our learning and work!
I like this idea of tinkering. To tinker: to play with machine parts. But, consider tinkering with ideas, in the context of studio learning. To play with knowledge, to try to fit one idea with another, to put more emphasis on the process than the end product. In Brown's vision, this ability to foster one's imagination in a 'public', or 'distributed learning environment' would allow us all to be both teachers and learners together. In our rural schools, this 'distributed learning environment' could certainly be enhanced via digital networks (Skype or the Virtual Learning Networks available in VT high schools).
ReplyDeleteIf we had those "expand learning environments" imagine how our rural learners world would grow! How much the teachers would learn and want to expand their teaching style.
DeleteMeg - I have witnessed and facilitated (I had one student conduct an informational interview with an archeologist from Norway) the 'distributed learning environment' you mentioned. The tools available to us can open doors to worlds students have never seen, especially students in rural Vermont. I'm not quite sure of the percentage of white students we have in our district but I think I'm pretty safe in estimating it around 99% to 98%. Imagine the possibilities if teachers were more proficient at using things like Skype or Google Hangout. Connections could be made across the country and the world to broaden our students understanding of culture, race, poverty, human rights (the list goes on).
DeleteKids teaching kids...that's the best way to learn. That can be done in the classroom or utilizing social/digital media.
ReplyDeleteChange always has been and always will be omnipresent.
One of Brown's essential points is the importance of teaching our students to embrace change. Change, he states, is omnipresent. I couldn't agree more. The question in my head remains, how does one teach this concept to a class of students? Unfortunately, there is no golden lesson plan for this one. However, it is important that we support them as active participants in the process of change, in the classroom, the school as a whole and in the community.
ReplyDeleteMy thoughts exactly! For some, change is scary and voided at all costs. How do we help our students see its benefits?
DeletePlease add an "a" where necessary. Does this count as my second comment?
DeleteThat seems to be the golden question. If we figure it out, we can all get rich! I honestly think that it comes from the environment that you foster within your classroom. If you continually promote the idea that change is good, that it can be scary (should be, in fact) but that you can't learn without taking risks, the students will pick up on this and mirror it. The idea needs to be a norm, not something that is a one-time thing.
DeleteI agree with many of the points he raises, including the importance of moving away from the top-down model and towards learning through peer interactions, by doing and in a multi-age classroom. I see this as best practice and an essential element of Responsive Classroom. And I believe technology can increase these opportunities for collaboration, either in the classroom or across learning environments.
ReplyDeleteEarly on, he talks about the importance of teaching students to embrace change and to "want to learn new things." But for some, change is scary and avoided at all costs. And it would be great if all students were intrinsically motivated to learn, but some subjects are less interesting than others. So how do we help students see the benefits of change and be more intrinsically motivated to learn?
He also talks about our failure to foster imagination, a prerequisite to learning - or at least this is how I interpreted it. So, again, how do we do this?
I love the idea that students will work "alongside" their peers. Too often we see kids independently working/struggling without the courage to speak up. As John stated, the best way to learn something is to teach that thing to someone else. Peer-directed learning can be powerful but it takes a focused effort by the teacher to foster a learning environment that enables this style. Blogging allows the students (and teachers/parents) to take this one step further by taking the learning outside of the classroom to essentially anywhere there is an internet connection.
ReplyDeleteOne of the challenges in our small Vermont communities (Waterville and Belvidere) is that many families do not have internet access at all or they have dial-up internet still which makes access ineffective. The students in our school are not on a level playing field in learning/communicating in this manner.
DeleteKids are getting a great deal more out of comments from peers. We are working toward changing our classrooms so that the kids are going where they want to go. I do agree with his comment at the beginning about getting kids to want to go that extra step to learn new things without us making them go there. It is going to take time to get there with all kids but the more we put in their hands the more it will come. I see blogs as an open dialog about a problem in math class and how to solve it or what it means. I have not used a blog in the classroom yet but that is a goal of mine this year in getting kids to really talk about math.
ReplyDeleteThis clip has the potential to be very powerful in our education world. Change is hard, and as this clip suggests some specific change is necessary in order for students to be ready for life. The model for education suggested, "back to the future" will require different thinking for many stakeholders. One of the quotes I pulled from CCSS resources speaks about the responsibility educators have when bringing technology into the classroom. If we bring together the tools technology offers with this idea of change we be gaining momentum in our efforts to allow students to "tinker and collaborate" as sugested.
ReplyDeleteI like this thought and part of possibly the change might be to bring other classes into our class via blogging. This could be another classroom in the school, in the district, out of the district, out of state and even out of the country! That seems exciting!
DeleteI do agree with you that it will require different thinking from others. Those that are not feeling comfortable in the technology world are holding learning back. The classrooms are changing and our roles as teachers are changing. Gone is the day of standing up in front of the classroom and lecturing.
DeleteJohn mentioned that the one room school house occurred 100+ years ago. I actually worked in a 2 room school house about 20 years ago and it was a different teaching atmosphere. The whole school (k-6) would take spontaneous hikes or field trips; whole school projects would occur; and each morning would be a whole school morning meeting. This type of atmosphere allowed flexibility in student learning and students would have fluidity in which group they would be in for learning. Students not only had a chance to show leadership in areas, it was almost required in some instances. However, working with a school of 26 students is completely different that a school of 400.
ReplyDeleteI thought it was interesting that we might be returning to teaching in a similar way of teaching in one-room classrooms with several students at all grade levels... more students teaching students. I have seen how effective my students can be in teaching each other and learning from each other. It boosts their confidence, their verbal skills, and their respect for each other. The idea of "tinkering" with ideas is one I think kids don't always feel comfortable with. Many students want to have the "correct" answer and move on without spending a lot of time trying out ideas. I think we need to foster this creative problem solving.
ReplyDeleteVery true! I found it interesting when he stated that students flinch (not sure if that was the word he used) when critiqued. Students have this necessity to only strive for what is the correct answer and the grade of "A" without really thinking about what the end result learning piece might be for them.
DeleteI found this interesting as well. One-room schoolhouses are often looked at as inferior structures, yet they are the basis of our public education system in this country. For years they served us well--educating millions with very different interests and strengths. It is refreshing to look at them in a different way.
DeleteI took "Best Practices in Math" through Vermont Math Initiative three years ago and felt disequilibrium every single day. Our instructor never ever told us if we had the right or wrong answer. For three years I have been participating in Math Studio and we are taught that the math is the authority, mistakes start new learning, and disequilibrium means you're in your zone of proximal development. This is what we celebrate with the kids. What can we learn from our mistakes? How can we prove our thinking? Can we try a different strategy? I teach third and fourth grade and making these developed norms stretch across ALL curriculum areas. Research shows that students learn more from their peers. It is our job to foster that community and step back far enough to allow that to happen :)
DeleteThis comment has been removed by the author.
ReplyDeleteContinuing education and training for teachers seems like the first place to start as we look to change the feel of the classroom for students, especially at the high school level. I think the moving towards workshops and cooperative learning is essential, because things evolve more quickly now than ever. When it comes to technology, we need to be calm and accept that our skill sets are constantly being outdated...so the only long term strategy for success is to learn WITH our students, share experiences, and stay current.
ReplyDeleteI agree with your perspective on learning with our students. Last year teaching 1:1 with 9th graders really proved that this is necessary. We worked with many different Google apps, and it amazing how things changed from one week to another; sometimes from one day to another! Be able to adapt and move forward quickly.
DeleteI agree David with your comment about teacher training. I would love to have some work shop time and guidance with other teachers to really wrap my head around what this could look like in my classroom.
DeleteThe architectural model works great for the potential architects. They're invested in reaching a common goal. How, when we are faced with students whose interests and abilities vary widely, do we employ this model? In an inquiry-based approach, students may be working side by side in very different environments. I guess that's the challenge for me -- to structure a place for students to have some common purpose while also having the latitude to approach it in their own styles.
ReplyDeleteSteve,
DeleteI agree with your thinking. I too am struggling with how to provide and maintain this learning environment.
Differentiation is a way to structure education for various abilities and interests. The key is to have time to be able to plan thoughtful, meaningful lessons.
DeleteI also agree. To go back to his analogy, in an the architecture firm, you may have many architects working on many different projects. So in some ways his analogy is valid.
DeleteI couldn't help but make a connection between John's thoughts and the Common Core. His idea that we learn the most when we are "working" with someone else, either side by side or, perhaps, in "avatar mode" is comparable to the CCSS embedded expectations that students collaborate. Common Core expects that students discourse, edit, and revise. These skills can not be done in isolation. Hence, the Common Core will likely push us to meet John's vision for how students ought to be learning.
ReplyDeleteI haven't used blogs, but I liked the idea the video put forth that when we ask students to work in the virtual world, they are judged on their ideas and work, not on how they look or what they wear. Teaching middle school, this is a huge issue. It often takes two months to establish a truly inclusive classroom where students don't judge based on appearance, and it takes many opportunities for students to "prove" themselves to their peers. I wonder if this could be lessened with the use of on-line discussion that puts the student's thinking before their appearance.
ReplyDeleteI think this might be possible, but kids exist in a harsh environment no matter what the venue. Kids are judged by their peers online, offline, and everywhere in between. Nothing will replace the influence we have as teachers and the positive example that we can set in the classroom.
DeleteThis video by John Seely Brown just blew me away. I have never heard a talk that so closely mirrored my own philosophy. His prediction for the future of education and where our own identity may be sculpted gives me high hopes. The importance of developing a climate where a studio model is productive for all is critical. I go forward each year knowing that my only "must" for the year is to help students find their passion for learning. The intrinsic motivation developed will guide them to reach all the standards, expectations, etc. The way he explained the architectural studio allows for both collaboration and independence. I just read the book "Quiet: The Power of Introverts", and my aha from that was that schools today may be too focused on group work, collaboration, and teaming which may indeed diminish some imagination and creativity. Learning from peers, public critique, and sharing and building with each other seems to be the balance that today's classroom needs.
ReplyDeleteI like what he says about "identity" with prior generations. Identity was defined by what we wore, where we lived and what our parents did. Identity now will be defined by what you create and how others have built upon it and how it is perceived and passed on to others. Identity will be constructed by how we participate in the network environment. It is a very different world than we are used too!
ReplyDeleteMaureen, I was struck by this, also. I couldn't help but think of - and the names will escape me, but - Bill Gates, Mark Zuckerberg, and others are now identified by the world and known for their work and contributions to how our world now operates. They will forever be immortalized for what they gave the world, positives and negatives. It is interesting to me that while they are identified by what they've created, they are also still identified by their wealth. It must be asked, does John's suggested new definition for "identity" get us away from previous generational identities based on wealth and access to privilege?
DeleteI believe that identity has always been linked to what you create in this world. I think the access to technology is one more tool to help you accomplish your goals.
DeleteI love the idea of the open studio, and the ability to accept open critique. Unfortunately, this is a skill that many students and parents have yet to acquire. Often students and/or parents take the critique as a personal attack, which can be very disruptive to the learning process. It reminds me of a great quote from the Godfather, "It's nothing personal, it's just business."
ReplyDeleteI agree with your idea of critique being perceived as a personal attack. We are finding now that children who's work is not praised or considered "the best" feel defeated or somehow wronged. I think what is called for is a societal changed where not every child get a trophy or ribbon just for showing up. The question is how do we as educators affect that change.
DeleteI have more recently moved to more project-based learning. I think, though, I have missed the step of tinkering. The feedback students give to one another is usually with their final product when they present to the class, and it is over. Having this done in multiple stages and using each other's ideas would enhance all projects and feel more collaborative.
ReplyDeleteCongratulations Kathy,
DeleteThis shift is one I'm working towards too. Good to know there are resources nearby.
I agree completely. I am just about to start an experimental class where students will constantly be giving feedback to their peers. The goal is to mimic the real world, where we are constantly adjusting our behaviors and expectations based on the feedback we get from others. Good stuff Kathy!
DeleteMr. Brown's final statement, "This is a different world" resonates with me for some reason. I found it to be a very powerful cue to (for lack of a better phrase) "think differently". My thought is that the children of this new world are willing, eager, and ready to take on this new way of learning. It is the majority of adults/educators who are insecure. Like someone commented previously, change can be difficult. For many, this means a change in their philosophy of education. Personally, I came into the teaching profession to embrace the facilitator/peer learning environment and I have found one of the biggest struggles I've encountered in 15 years of teaching are the stagnant opinions of some of my colleagues; some of whom I have to team with. I look forward to this "different world". I think teaching will become much more rewarding; as will the learning of my students. -Kylie (Jericho)
ReplyDeleteKylie, I took a class last year through UVM called "Leading School Transformation." It was amazing. I have been teaching for 13 years, and I like to feel that I am generally open to change. However, I definitely find myself sometimes falling back into a curmudgeony state, especially when it feels as though my school implements some major change and then leaves us hanging or doesn't follow through with it. It's easy to become too busy to get excited about something new, when you still have to do all the old stuff, too! I'm taking this class, as well as other technology workshops this summer, so I can learn to "Work Smarter, Not Harder" and to continue my quest to becoming at least technologically competent (students cannot believe that I never laid a hand on a computer until my freshman year in college- 1991. I, too, look forward to this "different world."
DeleteI agree with you that change can be difficult for the adults, we are not as open to change. Getting the adults on board is more difficult than the kids, it can be scary. It is a "different" world!
DeleteI appreciate the relationship that John Seely Brown draws between blogging and the Common Core standards of creativity and collaboration. I definitely agree that when students are asked to create and publish their work for review and comment by their peers, it raises the bar a bit in terms of accountability and desire to create meaningful products.
ReplyDeleteI absolutely find this to be true. When students have an authentic audience, engagement goes through the roof!
DeleteThis is a way of teaching "audience" to your students and giving them an authentic audience. I agree with you that they will work harder and more carefully to produce a quality product.
DeleteSandy, I wrote a similar post connecting Common Core to John's comments.
DeleteThe idea that change is "omnipresent" is more true today with the integration of CCSS. With the Speaking and Listening standards, we are encouraged to make our learning more public as our students experiment with their knowledge. These standards in particular foster the concept that John Seeley Brown talked about in terms of the one room school house. We are all learning and teaching each other when we share our strategies and question what was happening to get those results. Whether it is in helping each other with a technology tool or a math tool, the idea of learning happening in isolation or teacher as distributor of knowledge is quickly becoming a thing of the past.
ReplyDeleteOne word that struck me while listening to John Seely Brown was the word "tinker". I had never thought of working with digital tools as a way to tinker but it is! Students can create and rework when using digital tools. And if something does not work it is easy to "go back to the drawing board". Collaboration is also easy to incorporate with digital tools. Especially with Google tools. My third graders have a lot to learn before we get up and running with technology tools. However, the process of getting there is interesting to watch. Some students catch on quickly and then help others. They become the "experts" in the classroom and become instant leaders. Soon everyone is working side by side creating, problem solving and collaborating in an engaging way.
ReplyDeleteThe notion that students are creating their identity not by what they wear but by what they create has stopped me in my tracks. The shift of product based learning brings our students to this end, not the summative assessments we have so diligently created over time. I find this appealing and worthy, and a bit daunting at the same time. OH...that structure/controlling nature of mine. Science class seems like my best starting place. Lots of space for independent investigations.
ReplyDeleteSo...I have used a class blog, but its content echoed our daily routine, it didn't lead to interactions. I would like to shift the focus to be more of that forum where questions are raised and ideas shared in order for kids to "stand on the shoulders" of others. To be honest, I get a little overwhelmed by what and where to begin. One step at a time.
I was also struck by the clothing comparison. However, I think kids still judge each other based on clothing. I think the internet tools and access do provide opportunities students to shine. Sport talents, musical talent etc. also offer this opportunity.
DeleteAs I listened to John speak about how different learning is today I wasn't completely convinced. I do agree that technology makes production faster and more efficient but collaboration and knowing how to accept criticism has always lead to great inventions and discoveries. It is a different world and online platforms do help level the playing field across cultures and social classes. I am interested in how students perceive their on-line reputation. In some cases, student have ruined their reputations with foolish behavior on-line because they don't grasp the concept that what goes on line stays on line. This isn't Vegas baby. I do agree that sharing in online communities has drastically changed the amount of access to information.
ReplyDeleteI thought is it was ironic that John Seely Brown was comparing the one room school house to his idea of the ideal learning environment for creativity and learning. He points out that students different ages help each other and interact. I agree to some extent. I would say our modern high school are more like factories and the one room school house was more like the days of small homemade articles.
ReplyDeleteI thought is it was ironic that John Seely Brown was comparing the one room school house to his idea of the ideal learning environment for creativity and learning. He points out that students different ages help each other and interact. I agree to some extent. I would say our modern high school are more like factories and the one room school house was more like the days of small homemade articles.
ReplyDeleteI agree! The one room schoolhouse does seem analogous to a group making homemade crafts.
DeleteIt also seems like there is a resurgence in hand-crafted articles in our society, particularly in Vermont. I see local food producers being valued in the locavore movement, etc. Perhaps this means our culture is getting ready to value this new/old learning environment.
The concept of the new learning environment that John Seely Brown describes in this video is very exciting for me as a teacher librarian. The library learning commons model, which serves as a beacon for my vision of the library program, fits right in with this new learning environment. The ideas of creating physical and virtual maker spaces, showcasing creativity, and including “watering hole” spaces where students learn from each other are at the core of the library learning commons model. I will make sure my colleagues in the district, Lauren Parren and Laura Mina, have this video on their MALT FB page. My question is: “where does the bell curve fit in with this?” I wonder how we get from where we are now to this vision? I feel like a major stumbling block in moving education is how we keep records on the learning (if the standard is met, etc).
ReplyDeleteAs a student in this class, I want to make constantly sure that I am doing the work that is assigned in the way that is expected. When I am unsure where/ how to turn something in, or otherwise prove that I have learned something, it leads to anxiety on my part. I know that I am taking this course for credit and that my transcript will go to my employer and future employers. To the outside world, my learning is measured by the grade on my transcript, not on my self-reflection or the creativity of my “products”. I wonder if I get credit for teaching others. I know with my older daughter, she “works well in a group,” meaning that she is often placed in groups with students who need her help. She spends much of her academic time teaching other students, when the classroom environment allows her to do so. She does not always get “credit” for this work, or have time to advance on in her own learning.
In order to create this new environment, we need to change the model of how we hold students and teachers accountable for their learning, and maybe the learning of the whole community.
I am both intrigued and anxious about the idea of a studio classroom supported by technology like Google Tools. In many ways, this seems like best practice: studio learning allows for differentiated education, project-based learning, and personalized instruction with built in PLNs for students. Not only will this help students meet the CCSS, but it will facilitate opportunities for them to build their own learning networks - filled with peers from around the world. Technology can facilitate this and move education beyond the 4 walls of physical schools and classrooms. This intrigues, inspires, and excites me. It also makes me anxious because it turns the traditional model of education - one to which students are indoctrinated- on its head. I wonder about helping students navigate the frustration that comes when the "teacher" "can't" or "won't" "give ME the answer" and facilitating the transition from dependence to independence for them. I absolutely want to help students grow into independent, self-directed, life-long learners. Sometimes, this feels like a brave new world - one which requires courage and creativity!
ReplyDeleteafter seeing this I know things are changing. I do think it is for the better.
ReplyDeleteI loved the phrases 'play with knowledge' and 'foster the imagination'. Learning should be fun. I think far to often people go into things with the thought that students MUST learn a,b,& c. They forget or don't want to let their students distract them with their own side questions and curiosity.
ReplyDeleteOur goal should be to let them drag us on quests for strange information, to let them explore, and experience avenues of their devising. It can be hard to step back and let them do this but the rewards......
This lecture gave me hope...and played right into my fears. I have been trying to give students "creative license" with projects so that they can grow intellectually and express ideas in creative ways. And so John Seely Brown gave me hope that I have been going in a good direction. And the fear is how to overcome students resistance to "real" work or criticism. I left this past school year scratching my head over this one. How do I get students to invest in their own creative and intellectual growth? Do any of you have an idea where to turn for inspiring or motivating students to engage or apply themselves?
ReplyDeleteI have some bookmarks from Google Searches I have done for
DeleteSchools 20% time
Passion Projects
or
Genius Hour
Look to see if those search results yield anything that might meet your need.