Tag Archives: Innovations

For learning or money?

13 Dec

school-testIt happened. I was hoping it would never come to this, but it did. It seemed innocent enough. Our student council cabinet was starting class and doing their usual round of “Today was a good day because…” It was the last student, a great kid, someone I would never expect this from. But she said it.

“Today was a good day because I found out that if I pass my AP test, I get paid a hundred dollars.”

NOOOOOO!

Please do not send our school district on a path that emphasizes tests over learning, that uses carrots and sticks, that teaches test-taking skills over life skills. Please, don’t do it!

But it’s not her fault. I see the reasons why students take AP classes, but most of them are because they want to look better for college and not because they love learning. And that’s what scares me.

It’s not even our district’s fault. North Dakota has a huge amount of money to give away thanks to ExxonMobil’s $13 million donation because, as stated in the linked article, “The success of North Dakota’s industries depends on the quality, ingenuity and diversity of its workforce.” But what type of workers will we get through creating more great test takers?

At the North Dakota Governor’s Summit for Innovative Education this past June, we heard three speakers who encouraged the possibilities of what education in North Dakota could look like. The first presenter, Ted Dintersmith, implored us to see North Dakota as the next Finland, a magical place where creativity, collaboration, and just being a child are celebrated.

Because of it’s size, North Dakota could be in a position to build skills rather than take tests, to learn rather than be assessed.

The final speaker of the day, however, was from AP. He talked about getting more kids to take AP, having money from ExxonMobil available to pay them, and finally imagined North Dakota as the next… wait for it… Alabama.

Alabama?

I’ll be honest, I know nothing about the education system in Alabama. But after hearing this session, it sounds like there is a lot of AP and teaching to a test.

This says nothing about the downfalls of AP, and how Dartmouth, for example, is no longer giving credit to students for their AP scores because they find that the students are not prepared for the next course. And a majority of other top colleges are restricting AP credit as well. We know how tests work: study, take the test, forget most of the information.

At it’s best an AP class is a challenging dive deep into a curriculum and our most rigorous curriculum. At it’s worst our advanced classes are teaching strategies to “game the test in a way that gets kids to pass it” as one student told me.

Let’s pause here to add the fact that now our AP teachers are going to be paid for each student who passes the AP test as well. Incentivizing the test score rather than the learning or performance in the class can only lead to overlooking the potential of the AP curriculum for a majority of our teachers in favor of focusing on a test. Teachers are hired because they are professionals who will do what is best for kids. This monetary reward is saying that if teachers just had a little more motivation, they would work a little harder for their students. Maybe this is true in some unfortunate cases, but what happens when this money disappears in a few years?

The student from above went on to say that “many AP classes are completely focused on passing the test. Even the textbook, is made specifically on how you can pass the AP test. It’s not even about the history or whatever the class is. It’s really frustrating that that’s what they’re deciding to focus on and not on student learning.”

And we don’t think this is going to just get worse now that we’re paying teachers and students to pass?

Out of curiosity I searched for Alabama’s education rankings. According to US News and World Report’s best state rankings, Alabama is 47th. The good news is that they are number one in the growth for AP scores. So I guess it depends on what your goal is.

But this is not a place to come and bash Alabama. Saving $47 million in college tuition is a big deal. This is the system we are working in. We have to make choices in what we value. Getting kids to challenge themselves is not a bad thing; however, handing out monetary rewards for high test scores can’t be the best we can come up with for student motivation.

If the point of school is to be good at school, then we’re missing the point entirely. If good test takers and compliant students are what we want, imagine what we are going to get.

Here are two students’ comments overheard this school year:

Student A: My parents and I were just talking about how I need to start getting ready for the AP test.

Student B: I was just talking to my mom, and we’re so excited about making this Culture Fair happen.

Student B is a student in my innovations class, a project-driven class where students find and solve problems. She and her group proposed and carried a culture fair for over 1,000 students featuring food, dancing, henna tattoos, Green Card Voices banners featuring local stories of New Americans, and more. Her group worked with members of the community to receive donations, sell t-shirts, and promote the event, and it all came together for an incredibly successful day. She found the problem of a cultural divide in our school, she proposed a solution, and she carried it out.

The skills these students built during this experience go far beyond correct answers. They marketed to an audience, fundraised, connected with community members and businesses, designed and created t-shirts, planned and replanned, spoke to audiences, met with administrators, managed a budget, talked to the press, and everything else that goes into an event like this. Those are great skills, but just imagine the lessons she learned about herself along the way.

There are all kinds of students who go the be-good-at-school route. Do well on tests, be complaint, don’t take any risks. But there is another way. Do something amazing. Be who you are and be awesome at it. Find a passion and live it. Now. And if you think you have one, and it doesn’t work out, at least you found out in high school!

If we continue down the path of focusing on tests and not skills, we will never change the culture that emphasizes knowledge over skills.

Imagine hearing a student say, “Today is a great day because I am living my passion.” A hundred bucks sounds great now, but the experiences and possibilities that are out there are worth much more than that.

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When we need to recharge

10 Nov

What happens when you hit a rut? In the 180 plus days of school, it is bound to happen. The mid-semester innovations slump seems to be upon us here in the basement. We have had a few failures, a few successes, but now it is time to take what we have learned and do something amazing.

As I sit and listen to an unusually quite room here in innovations class, it is clear that my pre-blogging speech inspired some reflection today. So what do we do when we need to be inspired?

Reexamine your passions

Why are we even here? What are we good at? How can I align those passions and skills with a problem that lies ahead? On Monday for our brainstorm activity, we made a list of our passions and skills. We then narrowed them down by grouping them together in order to find “the sweet spot” where our passions intersect. We then made a list of problems we have seen around us. How can our passions and skills help to solve those problems?

Take a look at the video below to see what we did at the start of the week.

The next step is for those who were unable to determine a problem they cared about in that session. The assignment over the weekend will be to start a “Bug List” in the notes app of their phone.

Put yourself and your beliefs out there

When we are challenged, we have to determine whether we will stand behind our beliefs or want to disregard them. Blogs help us do to this. My most important example came from innovations class last year. She and I each tweeted her blog post about sexual assault and a discussion with a teacher. The responses she got were rude, offensive, and ignorant. She came to class and asked, “What should I do? Should I take it down?” What we learned was that when trying to make a change, we often run into resistance. This is the time when we determine how strong our beliefs are. That resistance meant that she hit a nerve and needed to keep going. After seeing that response, the student had a renewed commitment to her project and her ultimate goal of educating her fellow students on sexual assault and rape culture. If our beliefs go unchallenged, it can be difficult to find the dedication and determination to make something happen.

Collaborate with trusted peers

When we work with others whom we respect, we have an opportunity to grow our thinking. Even more important is the energy that comes from a great sharing session with a group. We have a chance to be that source of energy for others each day. Think about the last time you met to talk about a great idea, great book, or great speaker. When we have something to discuss that truly matters to us, it is energizing to share that sense of community and build ideas together. Be an energy creator, not an energy vampire!

My hope is that our innovations class continues to see the potential in their ideas and the world around them. Looking back at these three ideas, I find that I use them in my professional life, and that is what makes innovations class so important. If these students can build these skills in high school, they will be far ahead of their peers as they head on to their next steps in life.

Knowing and addressing this slump is an important step on our road to big successes.

 

Pass the genius on

5 Feb

My innovations students love sharing what we are doing. This is one of the ways I have been able to see success in our innovations class, through the excitement that my students have developed about doing something. It is clear that their confidence has far surpassed where they thought it would be at this point. We visited with one elementary class, and after the visit everyone asked if we could find another class to go to. Now it’s my turn to share what happened!

For our second class visit, one Mrs. Freund, a second grade teacher, invited us in to help her begin genius hour. I sent her a few ideas that I’ve collected from other elementary teachers.

I would think that 2nd grade projects should only take 1-3 weeks at the start of the process. It is best to start small. Learn something, share it, move on to the next thing. Build their confidence in the process of learning and directing themselves.

Here is one interesting blog post about 2nd grade genius hour.

Here is an email from @BetseyMcIntyre, whose class we visited a few weeks ago:

“Okay, I started by showing some sort of short video every day for about a week to try to get them thinking. A couple examples are the Ted Talk Richard Turere: My invention that made peace with lions and Alex’s Lemonade Stand Foundation Documentary. After that, I introduced Genius Hour with a PowerPoint Tiffany Mannasau shared with me. Then we brainstormed. They had post-its and I had 4 categories on my bulletin board: learn to do, learn to change, learn about, learn to make.We spent a good amount of time brainstorming. We use that board now when we are ready to start a new project.”

Week two – our first visit

Five students from our class went to visit the classroom. We discussed everything that we thought was important and that the students wished they knew as they began their projects – coming up with ideas, current projects, biggest successes, biggest failures, and what we learned through them all. The hope is that the 2nd graders can see the possibilities and be inspired to do something awesome.

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Week three – now what?

After our initial visit, I heard from Mrs. Freund about how genius hour week three went. Kids had started planning and researching with their partners. She is already seeing some of the difficulties that come with genius hour – it isn’t that easy! We are asking students to start breaking the rules of school, and that is a little strange.

A few students want to make a poster to get people to stop smoking. One group wants to find out if the Sasquatch is real. And while interest is a big part of genius hour, these ideas just aren’t good enough. But how do we push students to go beyond the easy and the obvious?

My advice for the smoking poster group: your first idea is usually not your best idea. We train our students, whether implicitly or explicitly, to go with that first conventional and safe idea. Genius hour is to encourage students to try new things and maybe even fail. We don’t fail by doing what we’ve always done or what everyone else is doing. Here are a few ideas to prove that point:

  1. Tell students to line up in birthday order without talking. The best part of this one is to hear the initial complaints even though they aren’t supposed to be speaking. Eventually one students will start doing something, usually hand signals for months. They will get in an order then figure out days from there, and they’ll be mostly accurate. But the key to this is the conversation afterwards. “Why did you go with that strategy?” The answer is always, “Because it was our best idea.” Was it? Or was it the only idea? So often we just go with the first idea because it seems like the easiest or best, but we don’t spend the time to explore other options. Students could have written their birthdays on a scrap of paper, taken out their driver’s licenses, created a timeline on the floor and found their correct spots. What about singing? I said no talking. Break the rules! (taken from inGenius by Tina Seelig)
  2. Come up with a list of 20 ways to share your project or findings. How can you get students to move beyond the initial set of ideas, past the better set, and into the deeper stuff that is actually innovative?
  3. Ask questions. Ask enough to help students realize the potential their idea has and that a poster just isn’t good enough to realize that potential.

For the Sasquatch group whose topic doesn’t seem to offer much depth, ask questions, encourage, let them find out if their project has no legs. The excitement for learning is an important part of genius hour, and we don’t want to squash it. But we do have to help students realize the importance of a powerful question. Help this group discover what really interests them about the Sasquatch. Maybe they research for a day, present to the class, and move on. Maybe they find something that fascinates them in terms of conspiracies that they can learn about. They will hopefully figure out what makes a good project. This is where sharing with our classmates can be effective. What questions are groups asking in order to be successful? Understanding what makes a good project is an important skill to learn at any age.

These classroom visits have beneficial to the elementary students, of course, but so have mine. I’ve learned, and so have the elementary teachers. Genius hour is a great movement when we have dedicated teachers who are planning what is best for our students. It’s a pleasure for my students and I to be a part of the process!