We have public schools. We have “private” schools – more accurately termed independent schools. We have homeschool. We have charter schools.
What if we had INTERDEPENDENT SCHOOLS?! I wonder…What if we had a declaration of interdependence in addition to a Declaration of Independence?
Aren’t WE smarter than ME? Couldn’t we scale that to entire school communities? Couldn’t we leverage technology more deliberately to achieve such interdependent schooling?
I wonder…
Why don’t we devote more time and attention in school to studying schools? What if there were a course akin to “Past, Present, and Future of USA Schooling?” Could mixed-aged classrooms take on various design challenges for improving schools? Could such design challenges lead to learners studying the present state of schools in the U.S.? Could such a course create a “need to know” about the history of schooling in the U.S.? Could such a course integrate lessons that would typically be relegated and segregated to English, math, language, science, and history?
What might happen to the rate and effectiveness of school change-and-growth if we approached the issue in such a way?
Like ripples in a pond, students could better understand the WHYS and HOWS and WHATS of one’s own school. How does a school decide on curriculum? How does a school educate its own faculty? How does a school business office work? What are the issues that my school faces in terms of sustainability and campus planning?
Then, the next ripple in the pond may be to understand the school landscape in one’s own city and/or state. Schools from various states could collaborate on building a collective understanding of schooling in the U.S. How did charters develop? Why has homeschooling grown so much in the last decade? Imagine the collective database, resources, and growing understanding. Imagine guiding students to employing such scientific methods to the understanding of one’s own school, as well as to schools in more general terms.
From such a foundation, what might the next generation of school leaders achieve?!
Listening. Responding. Refusing to bully one’s ways. Pulling ideas. Improvising. Innovating. Working with the color and emotional palette. Collaborating in concert with one’s team and one’s band. Making beautiful music. [Watch the TED below, and more of those phrases may be put into greater context.]
I think a lot about what school could be like. I love school. I have always loved school. But I think school can be better.
This morning, I viewed the four TED talks that were awaiting me in my RSS reader:
I learned about “Captchas,” and I learned about spider-silk biomimicry. I learned about MRI-focused ultrasound for non-invasive surgery, and I learned about jazz improv. But I learned about so much more than just these things. As a whole, I learned about people working to make things better…to make things more beautiful. From the whole, I learned some meta-lessons about innovation and improvisation.
When will school reflect the ideas that Stefon Harris espouses in his talk? When might we see the only “mistakes” in school as those moments which reveal that we failed to respond as deep listeners? Where are these types of innovations and improvs happening in order to enhance schools in ways that we are working to enhance language translation, armor and connective fibers, medical procedures, and jazz music? Where is the real R&D? Where are the jam sessions? Rest assured, there are some! There must be more!
I believe teacher teams – PLCs (professional learning communities) – can function very much like that quartet that is playing with Stefon Harris. I have been blessed to be a part of such a team in the Junior High at Westminster for quite some time. But we might need to think of ourselves less as pianists, drummers, bassists, and vibraphone-ists – less like history teachers, math teachers, science teachers, and English teachers. We may need to think of ourselves more like a quartet…a band – more like teachers of children, problem-finders and problem-solvers, innovators and improvisationalists, and challenge-facers. Then, our efforts could begin to work more like pulling ideas and listening and responding. And we administrators should be making space and time for such work. We should not restrict with regulations. We should be more concerned with pedagogy and practice than with lawsuits and legal. We should facilitate – make easier to accomplish.
Schools that operated as such would not make mistakes on the bandstand – we would make music!
How would you listen and respond to this riff? What would you add to this palette of thinking? Will you play an E or an F#? How will I consequently listen and respond? Let’s make schools better…let’s tune them to create more beautiful music!
Can we play together? Wanna jam?
Twenty-four, eighth-grade synergists are working in six discreet groups – their projects originated from the data-mining of over 300 observation-journal blog posts that they collected. The projects are:
Because Jill Gough, one of the two Synergy facilitator-coaches, was presenting at the Learning Forward Annual Conference on Monday, Dec. 5, she was in Anaheim, CA. The other facilitator-coach, Bo Adams, was in Atlanta, GA. Having grown accustomed to and convinced of the viability of team-teaching in such a project-based course, Bo and Jill felt some anxiety about having only one facilitator present to serve best the six groups during this critical phase of their project development.
[In your mind’s ear, cue that quintessential cartoon superhero intro theme.] Never fear…video conferencing is here!
As we think about preparing students for a work world that will most likely include significant use of such tools as iChat, Facetime, Skype, and other video “conferencers,” then it seems natural to practice such work processes. Perhaps students already use such tools socially, but school could help coach the use of such tools for more formal, business-like purposes. Additionally, we should all be thinking more about how we can invite various co-teachers into our classrooms – to break down the walls that seem to preserve the arcane model of one adult per group of classroom students. Practice leads to enhanced proficiency. On Monday, Dec. 5, Synergy engaged in some additional practice of tearing down those 20th century classroom walls. Who knows who else we might next invite to teach with us…from the exterior of our learning space’s four physical walls.
As one student-learner can be heard exclaiming in the video: “This is so next level!”
[This post is cross-published at Experiments in Learning by Doing.]
When we wisely tear down the walls that we can intentionally and unintentionally erect to surround our thinking and understanding, then we can grow our neural and cardio networks in ways that nourish our heads and our hearts. Axons, dendrites, and heartstrings flourish. When we make our mental garden wall-less, we can do amazing things with others…like construct a network of gardens that grow miraculously behind walls all over a city and a world.
What are we reaping and sowing today with our decisions? What walls are we tearing down? What open gardens are we growing? How might we spread our roots and our shoots?
Plant a seed. Provide water and open up to let the light in. Help grow those seeds planted by others. And let others in to fertilize the seeds that you are planting.
It’s about learning…it’s about growth!
