Radical Transformation: Unmaking School by Design
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Slide deck for 2016 Teaching and Learning with Technology Conference at James Madison University. bit.ly/JMUTLT16 Video: https://youtu.be/jhIdquGxWIQ
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Radical Transformation: Unmaking School by Design
- 1. Radical Transformation: UnMaking School by Design Albemarle County Public Schools
- 3. Follow up session... Unmaking School: A View From the Classroom 3:00-4:00 Festival Conference Room 3 http://sched.co/8NDE Mae Craddock @imcraddock Stephanie Passman @PassmanACPS Gabrielle Schoppa @gschoppa Eric Bredder @ebredder
- 4. “Essential Knowledge” (SOL VS.6a) James Madison, a Virginian, believed in the importance of having a United States constitution. He kept detailed notes during the Constitutional Convention. His skills at compromise helped the delegates reach agreement during the difficult process of writing the Constitution of the United States of America. This earned him the title “Father of the Constitution.”
- 5. “What spectacle can be more edifying or more seasonable than that of Liberty and Learning, each leaning on the other for their mutual and surest support.” -James Madison
- 6. Donald Robertson, Progressive Educator An educated scotchman and enlightened individualist... Ventured to the colonies to seek his fortune, and to freely teach his beliefs in independent thought... Influenced by John Locke’s Essay Concerning Human Understanding From Donald Robertson’s School
- 7. He was... “...an extraordinary teacher and likely the first to expose the minds of his pupils to the ideas of the Enlightenment, the political questions of the age, the classics and the boundless capabilities of the human spirit” From Molding a Founding Father
- 8. On Donald Robertson... “All that I have been in life I owe largely to that man. - James Madison
- 9. Two Types of Education
- 10. "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks." -Woodrow Wilson, 1909
- 11. "Our schools are . . . factories in which the raw products (children) are to be shaped and fashioned.. . . And it is the business of the school to build its pupils according to the specifications laid down." -Elwood Cubberly, 1922
- 12. Making in the public schooling context
- 13. First, this is not a wholly new idea...
- 15. but it is a new opportunity.
- 20. “The Maker approach encourages people to understand how things work, to experiment, invent and redesign things through multiple iterations, to democratize and understand processes of engineering, science, and innovation, and to commercialize new products....” -National Science Foundation
- 22. "While innovation and STEM tend to be the buzzwords associated with the maker movement, when you talk with maker educators working in schools and maker spaces, the real news is what kids are learning about collaboration, about community, about complexity, and about themselves." - Shari Tishman, Harvard University
- 23. A note about technology...
- 24. Technology is neutral -- or is it?
- 25. Educational technology can be used to reinforce, intensify, and perpetuate obedience-focused education or it can be used to amplify and unleash the child’s potential.
- 32. One question... Can this technology amplify the capability of the child and is it being used it in that way?
- 33. “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” -Seymour Papert
- 34. How might we create the conditions for invention?
- 35. The Maker Ed Opportunity
- 36. Albemarle County 26 Schools 726 Square Miles Top 3% of US Counties in income inequality
- 37. A 10-year journey of designing toward educating for life, not for school.
- 41. Accelerated by Maker Ed-- which we believe...
- 42. allows us to reconceptualize the public schooling experience...
- 46. democratizes access to the time, space, tools, materials, and community necessary for creative production and invention...
- 51. starts with the child…
- 55. adds content to student-generated context...
- 57. is hands on and minds on...
- 66. isn’t a special event in a special place at a special time only for certain kids....
- 70. But don’t just take my word for it...
- 72. How might we ensure every child has an open window to the boundless capabilities of the human spirit?
- 73. Connect make.k12albemarle.org Seven Pathways to Changing Schools Life Long Learner Competencies (“our Common Core”) Edutopia visits ACPS (videos and blogs) Chad Ratliff Blogs: Venture Pragmatist and Medium Ira Socol Blogs: SpeEdChange and Medium Pam Moran Blogs: Space for Learning and Medium
- 74. References and Further Reading (to just name a few…)Makeology: Makers as Learners Makeology: Makerspaces as Learning Environments Invent to Learn: Making, Tinkering, and Engineering in the Classroom MakerEd.org Agency by Design (Harvard) Transformative Learning and Technologies Lab (Stanford) Creativity Labs @ IU (Indiana University)
- 76. Related Articles and References http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_u sing_ed_tech_to_create_deep_meaningful_experiences.html http://www.kingandqueenmuseum.org/project/donald-robertsons-school/ http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/20 08/2008_final/framewks_virginia_studies.pdf http://www.jmu.edu/montpelier/2003Spring/MoldingAFoundingFather.shtml https://www.montpelier.org/learn/the-life-of-james-madison http://www.cs.mcgill.ca/~abatko/interests/teaching/essays/Against_Schools/
Editor's Notes
- http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_virginia_studies.pdf page 24 of 42 http://www.jmu.edu/montpelier/2003Spring/MoldingAFoundingFather.shtml https://www.montpelier.org/learn/the-life-of-james-madison
- http://www.edweek.org/ew/articles/2015/08/05/john-locke-an-education-progressive-ahead-of.html?r=1553812702
- An educated scotchman + enlightened individualist A distinguished Scottish teacher named Donald Robertson instructed young “Jemmy” between the ages of 11 and 16 at his school in King and Queen County. There, the eager pupil discovered a fascination for an array of subjects, including mathematics, geography, and both modern and classical languages, particularly Latin. His ability to dive deeply into ancient philosophy built a foundation for the future statesman’s influential ideas. He ventured to the colonies to seek his fortune, and to freely teach his beliefs in independent thought. http://www.kingandqueenmuseum.org/project/donald-robertsons-school/ http://www.edweek.org/ew/articles/2015/08/05/john-locke-an-education-progressive-ahead-of.html?r=1553812702 http://www.jmu.edu/montpelier/2003Spring/MoldingAFoundingFather.shtml
- The picture on the right was taken by me from inside Montpelier, from the library, where Madison did most of research and writing for including what would become the Constitution and Federalist papers. I imagined Madison sitting at his desk, looking out the window, as he ma Donald Robertson didn’t just teach Madison, he taught Madison how to think and to ponder, to wonder and reflect, and see. He was a maker. Madison, then 36, spent the months leading up to the convention in Montpelier’s library, studying many centuries of political philosophy and histories of past attempts at republican forms of government. His plan proposed a central government with three branches that would check and balance each other, keeping any one branch from wielding too much power. No such government had ever been created before http://www.upress.virginia.edu/title/1896
- That which is designed to empower and enlighten, that which is designed to for compliance and control. Our current model of schooling is designed to assimilate, sort, select. Maker education builds on the work of others reimagined another model
- The education wars
- Later today you’ll hear from Mark about the maker movement writ large, it’s history, and associated tools - so im going to focus on the making in the educational context
- Builds on locke, Dewey, montessori… through the critical pedagogy work of illich, friere, postman… constructionism of papert… so many - countless - others
- White House Maker Faire
- Popular media
- Education publications
- NSF and many others see making as a pathway to STEM
- but what’s really happening?
- But since there’s such a deep association with technology with Making -- and we are at the Teaching and Learning with Technology conference -- I’d like to marry the educational philosophy with an instructional technology one….
- It said that technology is neutral -- that a hammer can be used to build a house or crush someone’s skull. Educational technology is different.
- Is history repeating itself? It’s not about the 3d printer any more than it’s about the paper printer. These are output technologies. The origin of the input is what matters. Are they being used to bring into reality the ideas of a child?
- A mantra of the maker community is “if you can’t open it, you don’t own it”. How do we create experiences where children learn to utilize technology to have control over their lives, not be controlled by it.
- Modern affordances allow progressive education to flourish. The worlds content in your pocket, rapid prototyping, physical computing
- What we believed kids need for life not school
- Joshua
- Malik
- Iterative Design, build, evaluate, build again
- Iyoade - wanted to do something to inspire middle school girls to learn what engineering is all about- she started a summer bridge building academy for younger girls - they designed it, lugged power tools and lumber deep into the woods on a walking trail and built a bridge over a stream to make the trail more accessible
- Autumn’s swing - Design+Make+Launch
- Making is quickly being connected to rich learning opportunities for “gifted” kids or vocational tracks for “nonacademic” kids. We see making as a pathway to reach all learners
- It’s not just a drama troupe - it’s a community of artists who use drama, music and dance to engage and sustain dialogue - - this year they performed 21 Chump Street in their high school and the community .. creating a discussion of ethics, race, and gender relationships
- Like Donald Robertson, we must always be working towards an educational system that opens the windows to the boundless capabilities of the human spirit.