For awhile, I’ve used the term “School 3.0.” When I do, a number of people ask me what I mean by that.
School 1.0: the “traditional” or industrial-age model of school where information transfer from teacher to student is the dominant and defining characteristic. Verbs such as “deliver” and “cover” are used a lot. The currency is grades on a 100-pt scale (in recent half century).
School 2.0: the “21st century movement” in schooling where some number of “Cs” dominate the conversation (communication, collaboration, creative thinking, etc.); information exchanges in two directions and phrases such as “student-centered” are heard frequently. Technology enables some pull-based education. School works to model more of how the world learns outside of school. The currency of school 2.0 leans much more towards learning, and SBG is at least practiced by several progressive thinkers, if not the entire faculty.
School 3.0: the next wave (hopefully) of school transformation. Learning is deeply contextual and relevant. PBL (with a capital P) dominates the mode of work as “schools” (placed-based collections of teacher-learners, student-learners, and parent-learners — more like schools of fish than mere school buildings) are partnered with community organizations, civic leadership, and for-profit and not-for-profit business to address real-world challenges and opportunities. Shifts thinking about school as merely “preparation” for something later and recognizes that people of all ages learn by doing and desire to be positive forces of change in their worlds. The currency is the stuff that matters — the challenges and opportunities for social and capitalistic improvement, betterment, and innovation.
Well, on Friday, August 22, 2014, I spent a full day in School 3.0
Mary Cantwell (@scitechyedu) was invited as the Director of the Center for Design Thinking at The Mount Vernon Institute for Innovation to facilitate two half-days of professional learning and implementation of design thinking with Atlanta’s Centers for Disease Control and Prevention. Particularly, Cantwell was asked to work with the CDC’s National Center on Birth Defects and Developmental Disabilities (@CDC_NCBDDD) through the Open Idea Lab.
Additionally, Mount Vernon’s Inaugural Innovation Diploma Cohort was also invited to co-facilitate and participate in the partnership to address three SHI (Strategic Health Initiatives): 1) pregnancy and safe Rx drug use, 2) ADHD overmedication versus behavior therapy, and 3) blood clotting. Director of the iDiploma Meghan Cureton (@MeghanCureton) and I collaborated with the twelve student learners (freshmen, sophomores, and juniors at #MVUpper) in the cohort. Also, colleagues James Campbell (@theRealJamCam) and T.J. Edwards (@TJEdwards62) rounded out the team of educators and agents of @MVIFI.
On Friday, “school” for us involved significant collaboration with three CDC SHI teams to employ design thinking to advance our understanding of and to address the strategic health initiatives that the CDC_NCBDDD focused on during its time in the Open Idea Lab that day. Teen agers and doctors and educators and research scientists were bound up together in SHI teams doing the work of learners, problem-solvers, professionals, engaged citizen leaders, design thinkers, difference makers, etc. Everyone brought strengths and limitations to the tables. Everyone drew on the contributions that others offered.
Progress was made Friday. On three SHI. And on School 3.0.
Read about more of the details in one or more of these posts by my colleagues – those young and old not as young:
