Post Pandemic: “New Normals” Worth Developing

By Judy Imamudeen | September 12, 2020 | Comments 2 comments

What is education?

Childcare?

Job Training?

Citizenship Development?

It seems like so many countries are grappling with the purpose of education, trying to balance the risk of bringing kids back to school. It is a critical moment in time when we really can evaluate our guiding principles in our societies. In so many ways, globally we are undergoing a “dark night of the soul”, deep in introspection as we reflect on all the incongruent “normals” in our educational systems.

I digress for a moment……

I like to explore the word education semantically for a moment. Its Latin origins, mean “to bring out; to lead forth”. The root implies that our intelligence is innate and can be developed.

When I think of this definition, I wonder what this global crisis has revealed about our educational systems?

Inequity between public and private education–YEP!

Teacher-Driven models of education are not sustainable or appropriate online–YEP!

Misguided or completely absent set of values in our systems?–YEP!

Inadequate training and professional development of our teachers, particularly in using technology in our instruction–YEP!

More care and concern are focused on our current-day economy than designing a more equitable future?–YEP!

But the most disturbing is the lack of organizational leadership and creative problem solving since the best we can do is hole ourselves up in our homes until this thing blows over. This fact right here is the absolute reason why we have to look carefully at our educational systems and make changes as we create more agile and dynamic schools. We can’t keep educating our future generations to look for answers outside of themselves–we need an “all hands on deck” approach that involves integrated and collaborative communities of problem-solvers.

When you plant lettuce, if it does not grow well, you do not blame the lettuce. You look for reasons it is not doing well. It may need more fertilizer, or more water, or less sun. You look for reasons it is not doing well. You never blame the lettuce.

-Thich Nhat Hahn-

Now is the time to seize upon this opportunity to make constructive changes in our schools and educational systems. When we look at our current crop of “lettuce”, I feel a powerful and urgent need of changing minds and hearts when it comes to reconstructing education.

Purpose: Develop our Humanity

The International Baccalaureate is one of the few frameworks that actually defines who we want our students to become as a result of their learning. In a nutshell, we want to make “good humans”.

This shouldn’t be an exception, but should be a rule in ALL of our schools.

Yet so many schools still reflect a factory-model, industrial age approach to learning. In which when the system “spits them out” at the end, they have a conforming pattern and standardized base of knowledge. This is in direct opposition to what we know about our human design. Every aspect of who we are is unique and essential.

As educators, we must question the directives of our national and local authorities in order to change these definitions. We must demand to infuse our policies to account for improvements in our humanity, rather than look at defining our systems by creating subordinate and compliant masses who keep our economies chugging along.

But even if we can’t get change within our higher authority, we must be willing to be way-showers and make changes in our schools that move away from these vestiges of this outdated paradigm.

This graphic is from *Bold Moves for Schools*, ASCD, 2017, H.H. Jacobs and M.H. Alcoc and provides consideration of the areas in which our schools can shift from the traditional factory-model paradigm to a more fluid and contemporary model of education.

Teachers shouldn’t be waiting for leadership to make these changes. The level of complexity that it takes to make this shift is almost prohibitive. Teachers must dream and co-design with school leadership so that this is a thoughtful and collaborative grass-roots effort. Schools can’t restructure without a teamwork and ingenuity.

These shifts are not minor, these are transformational. We are providing structures that empower learners and create real-world applications that act as “training wheels” for dealing with challenges.

I hear Gandhi in my head …

It might take time but with collective and persistent patience, we can create a new future for education.

Redefine: Indicators of “performance” for evidence of learning

I remember a time when the standardized testing craze was contagious. I can recall a day when one of my Kiwi friends was lamenting that New Zealand was embracing the American antidote for education with school grading based upon students’ achievement on the general skill-based tests. As she was explaining the new direction that the NZ education system was going, her cheeks turned red with emotion. I had to sigh, remembering my own experience and stress of teaching to a test.

However, many schools get “graded” on student performance. The word performance implies some action or behavior that demonstrates a specific ability. Learning, on the other hand, is a process, an accumulation of knowledge gained through experience that changes behavior. Although there is a thread that links the two, we often confuse student data as an indicator of learning, when, in fact, it is really the other way around. Learning can only be demonstrated by actions taken by students of the skills they have acquired. Because of this, learning describes this innate capacity to “bring forth” our intelligence and creativity.

After this COVID crisis dies down and we return to our school, we must broaden our definition of performance that goes beyond knowing the “answers” to knowing the “problems” so that students can predict potential threats to our societies and create proactive solutions that innovate and address these areas of concern. It’s less about demonstrating knowledge and more about awareness.

A colleague of mine recently pointed out that there is not one standard in their national curriculum around discrimination and oppression. This is an example of how we censor reality.

Our national standards are helpful in understanding the cognitive milestones that we expect for numeracy and literacy, but they do not really reflect the “standards” we want for our humanity: kindness, resilience, cooperation, generosity, appreciation, curiosity, and joy. Content knowledge no longer holds the capacity for future success. We need “heart-based” standards and, as educators, model and facilitate the growth of emotional and situational intelligence.

Our students’ performance may not be as measurable and easy to assess when we focus on this area but I believe that we can still observe “learning” when students can manage conflict, articulate concerns, and self-manage their learning, returning home inspired and energized. Instead of knowledge, HOPE can be an indicator of performance standards.

Imagining New Normals

These are the “new normals” that I believe is worth striving for in a post-pandemic era of education: Value-based Goals for Education, Restructuring Systems of Learning, and Creating New “Performance Standards”.

When I consider the root meaning of “education”, I can’t help but contemplate what I wish to “to bring out; to lead forth” as a result of this experience. As difficult as this time is, we must lean on potential and think of the possible good that can come out of this experience.

What do you believe should become “new normals”? What do you hope to dream and scheme about as we reconsider the purpose of education?

Why is the Whole World Upside Down? Education After COVID-19 and #RemoteLearning

By Judy Imamudeen | May 10, 2020 | Comments 0 Comment

Lately, I’ve been reading and reflecting a lot about Darwin’s theory of Evolution. Somehow when I feel stressed, I turn to science as my security blanket. I feel comfort in the tested theories and proofs as if all of life’s unsolved mysteries can be explained with science. Surely, during these uncertain times, trying to figure out how we got here and where we go next is on everyone’s mind. Mine too.

Darwin’s theory is one that is easily misunderstood. Most people don’t know the backstory of how his theory came about and whether he actually agreed with his conjectures but we accept his ideas as a fact, by and large, and teach it in our textbooks. But his ideas are why the whole world is upside down.

The problem, whether we are aware of it or not, is that his ideas of “selection of the fittest” have paved the way for our economic principles and so much of the discrimination and atrocities in our human world–from civil wars and genocides, to acceptance of violence as a norm–justifying it as our primal urge to compete for scare resources and force “natural selection”. We’ve accepted his ideas because it was the first attempt of describing the complex behaviors that we observe in nature, but I think this COVID crisis is helping us to examine these ideas and ask ourselves if this is how we want to continue living as a species. Because the truth is, if we really make a study of nature, there’s a helluva lot more evidence for cooperation rather than competitition in the endurance of living things. Darwin actually wrote about this but it often goes unnoted.

But whether you are taking about plants (The Hidden Life of Trees ) or microscopic , single-celled organisms (I Contain Multitudes: The Microbes Within Us and a Grander View of Life), there is a complicated web of life that is the operating system that runs in the background of all things, from the most mundane elements of Earth (How to Read Water) to the deepest understanding of intelligence (Other Minds: The Octopus, the Sea, and the Deep Origins of Consciousness). And the fact that our economies are coming to a grinding halt during this pandemic exposes this fault in our thinking of our origins and purpose in life. Economists may have taken Darwin’s principles too far.

However, to not seize this moment in Education would be a terrible blunder. Especially since we now have the world’s attention of how dang important educators are in our societies. We really can’t go back to “business as usual” when our doors reopen. We need to be looking deeply into ourselves and asking if this world paradigmn that we live in is the world we want to continue into our future.

We’ve been granted a second chance.

Will we take it?

Needless to say, this is bigger than technology. It’s not about the level of preparedness that educators had when walking into remote learning. We could focus on that but I think we should be looking at the glaring equity issues we have–survival of the fittest–if you had access to technology and wifi, you got to continue your education online. If you didn’t, schools either were temporarily canceled or teachers made packets of uninspiring worksheets that put your brain to sleep–and ultimately got burned in a trash heap since districts were too afraid to have teachers actually grade them for the fear of spreading the virus. All that “school work” went up in flames. Ironic and metaphorical at the same time.

There’s this part of Darwin’s theory of Evolution that we should focus on. Adaptation: a change in a behavior or physical feature that improves a living thing’s ability to survive. If we superimpose this concept onto culture, we call it innovation.

Innovation is often considered to be a value. But I don’t think so. It’s a necessity in my mind, a conscious decision. Natural selection is only one form of evolution but change can be also be a choice. That is where innovation comes in.

In the course, New Learning: Principles and Patterns of Pedagogy , Dr. William Cope reminds us that “

I share these thoughts of Dr. Cope to demonstrate how important this time is to reflect and consider WHAT’S NEXT in our human paradigm and our role to consciously decide as educators how we can support this transition to new ways of thinking and living in our world. I believe that as we move through this pandemic, we will also have a crisis of the heart and mind as we grapple with how we might use this opportunity to innovate in Education and embrace new ways of doing “school”. We can use the power of formal education to steer humanity in a new direction.

An Einstein Approach

Just as we are awakening to the ridiculousness of “standardizing” our students with testing, let’s not make the shallow mistake to make this about apps and tech. It’s much more primal and significant than that.

Albert Einstein once said:

So, if our thinking has gotten us into our mess, then we have to revise it. Education plays a crucial role in this.

The truth is that living things are exposed to disease all the time. That’s not new.

But we deem this a crisis because it has changed our way of living. And that may not be a bad thing in the long game if we get to eradicate the wrongful premise that the only way to survive is at the expense of others.

Because what the scientific evidence is now demonstrating is that it’s our relationships that helps us to solve-problems (code word: adaptation). And doing this TOGETHER will be the only way through this situation. We can not simply survive but we can thrive if we stop doing the same things and thinking in the same ways that got us here.

And, if we don’t want to be “same-same, but different” (same content but with a splash more of technology in there for good measure), then we need to look critically at our curricular content and school structures, while asking if it is truly serving a higher purpose for living beings, big and small. We have the power to choose this.

So, it is in the spirit of Nature’s truth that begs us to rethink schools and rebuild our world.

So what if we got Darwin all wrong?

Here is some of my first thinking what should be the basis of new standards in Education.

Empathy should become a part of our content because it helps us to understand the relationship we have to our world. We don’t read and write to pass a test, we do it to connect with the world.
As a skill, explicit teaching of cooperation and collaboration should become the new “norm” in our school.
Grades are an artifact of “selection of the fittest” thinking in which we rank and value our students based upon their academic knowledge. It’s an artificial and inhumane way to evaluate students. We need to stop this practice.
No more, dog eat dog: content should include a new paradigmn in which we highlight peace and inter-relationships. How to solve conflict is an essential skill.
Moreover, social emotional learning isn’t fluff. It’s a vital for developing human competence.
Sharing is not just caring, it is an essential component to life. All life. So, the circular economy and sharing economy shouldn’t be a fringe idea, it should be a guiding principle.
Awareness and appreciation of intelligence is not just a human thing. It’s in ALL things and when we recognize it, we can transform our life experience.

So, I want to restate what I said earlier:

We really can’t go back to “business as usual” when our doors reopen. We need to be looking deeply into ourselves and asking if this world paradigmn that we live in is the world we want to continue into our future.

We’ve been granted a second chance.

Will we take it?

Let’s set the world rightside up. We have the power to do that in Education.

Judy Imamudeen

Developing learners as leaders is my joy! I am committed and passionate International Baccaluearate (IB) educator who loves cracking jokes, jumping on trampolines and reading books. When I’m not playing Minecraft with my daughter, I work on empowering others in order to create a future that works for everyone.

judyimamudeen.com

Professional Learning: Gearing Up for #Remote Learning

By Judy Imamudeen | March 15, 2020 | Comments 0 Comment

As I sit here with my laptop perched in my lap, I hear birds singing and a car tumble down our steep road. I can see the light start to peek out behind puffy clouds resting on the tops of buildings and mountains. Today seems to be like any other day here in Brazil, but if I were to turn on my TV or dare to look at my internet news feed, I would experience a different reality–one that is gripped with fear. Fear of catching a virus. Covid19. You would think that this is some kind of storyline from World War Z, a once-popular zombie apocalypse movie in which people scramble to contain a terrible virus. I don’t think Covid19 is going to lead to the destruction of mankind, but we sure are behaving in a very cautious manner.

So, here we are, as educators, in the midst of figuring out how we can do remote learning. For many of us, even the most tech-savvy, we are grappling with the lack of experience with this kind of learning. As I write this post, our school isn’t facing the reality of doing this quite yet, but we are preparing for when learning goes online. But I live in Belo Horizonte, tucked in the mountains of Minas Gerais, where we only have 1 case within the whole city. In Sao Paulo, the city that has the most cases of coronaviruses, they face other challenges. Our biggest and most extraordinary conference in this region is set to take place next week–AASSA Educators’ Conference that has educational rockstars like John Hattie, Cindy Moss and George Couros who will be keynote speakers. Yours truly was going to present as well. I have never felt so excited about a conference in my life.

But we received a notice last week that it’s …..getting canceled? Nope, it’s going virtual!! My first reaction was surprise. Woah–kudos to them for not outright canceling! I loved how the organization was really taking the lead on moving forward, despite schools’ travel restrictions. Of course, I was bummed that we weren’t going to Sao Paulo. Traveling and networking are some of my favorite part of these events. But as we sat in our principles office, it became clear, as the leader of professional learning, it was my job to be a cheerleader. (For anyone who knows me, this actually isn’t a stretch.) I was eager to turn lemons into lemonade. Because our school had actually created Professional Development days on our school calendar in order for the bulk of us to attend. We were going to have our staff come on-site in order to ensure that they were distraction-free and had access to technology. I started brainstorming ideas of how we were going to make it fun and engaging.

But on Friday (the 13th, no less) I saw the email from AASSA with the subject line that said: AASSA 2020 Educators’ Conference – CANCELED

I blinked. Did I read that right? So I clicked to read:

We have continued to monitor the developments related to the novel coronavirus (COVID-19). The situation is quickly evolving and schools in our region are attending to pressing demands that make participating virtually in a conference during this time extremely challenging. Therefore, the AASSA 2020 Educators’ Conference is canceled.

When I read that my mouth dropped and my heart sank. it means that there are 2 unplanned PD days. Now, what are we going to do? Cancel those days and head to the beach? Hahaha–not a chance! With over 57 countries currently calling off school, my principal informed me that we are going to prepare for what now seems inevitable. Remote Learning.

The good news is that we have been preparing for remote learning for a while. Kasey Bell posted a really helpful blog post called: Coronavirus Closures? Online Learning Tips for Teachers and Schools that helped our school to create an Essential Agreement with our teachers for remote learning. For our lower school, it meant that we needed to get really good at SeeSaw and at Google Meets–the 2 platforms that we were going to focus on. (Less is more!)

Serendipitously, I had a recent chat with Silvia Rosenthal Tolisano, and she inspired me with some ideas. So with that in mind, I started scrambling to get these 2 days planned.

My current thinking is that during our PD days we will play BINGO. My principal always asks me when I go to him with ideas–“so what are your goals?” So, with that in mind, the goals of my PD BINGO are as follows:

For teachers to PRACTICE online collaboration (with Google Meets)
For teachers to LEARN more about remote learning through social media and blogs.
For teachers to DOCUMENT their learning.
For teachers to NETWORK with other educators outside our organization.
For grade levels to feel PREPARED for our first day of remote learning.
And most importantly, for everyone to have FUN while we are in the midst of stressful times.

Here is the draft of the BINGO:

Even though this isn’t at the same level of awesomeness that an in-person, live conference is, I do hope that this helps our staff to feel less stressful by getting prepared, connected and feeling competent with using the tools that we have designated for our remote learning. This also provides a window into any technical hiccups that we might encounter and allow teachers the support they need before we actually go live with remote learning.

I know that most schools haven’t had the luxury of preparing teachers like we might have. It’s not even a guarantee that we will go remote. But the pressure is on the local and national authorities to decide. And when they do, we intend to be ready!

Judy Imamudeen

judyimamudeen.com

Creating Depression-Proof Kids: The Hope of Positive Education

By Judy Imamudeen | February 1, 2020 | Comments 0 Comment

I think it’s time for new “standards” in education.

I believe that education, as a whole, is undergoing a transformation as we speak. Now we are at a precipice, questioning if this industrial model of education is still serving our future needs. We KNOW it isn’t but what should be our next purpose in education?

What if it was happiness?

The Bearded Backyarder: Life, Liberty, and Pursuit of ...

When I think of the founding of my country, America, the pursuit of happiness was what they called “an inalienable right” to its citizens.

Ask any parent what they really want for their kid and what do they say–Happiness.

So why is it that we are chasing Knowledge as the carrot on the stick when we know that it doesn’t bring true fulfillment and meaning to overall lives to our students? When are we going to consider alternatives to our current paradigm in education? Certainly, policymakers and educational leaders have seen the growing body of research that shows that happiness is not only linked to positive emotions but includes all sorts of benefits, from higher earnings and better immune-system functioning to enhancing creativity. Surely we need to go back to the drawing board and rethink some things.

In the latest World Happiness Report written by the United Nations, they are reporting:

Numerous indicators of low psychological well-being such as depression, suicidal ideation, and self-harm increased sharply among adolescents since 2010, particularly among girls and young women (Mercado et al., 2017; Mojtabai et al., 2016; Plemmons et al., 2018; Twenge et al., 2018b, 2019a). Depression and self-harm also increased over this time period among children and adolescents in the UK (Morgan et al., 2017; NHS, 2018; Patalay & Gage, 2019). Thus, those in iGen (born after 1995) are markedly lower in psychological well-being than Millennials (born 1980-1994) were at the same age (Twenge, 2017).

This decline in happiness and mental health seems paradoxical. By most accounts, Americans should be happier now than ever. The violent crime rate is low, as is the unemployment rate. Income per capita has steadily grown over the last few decades. This is the Easterlin paradox: As the standard of living improves, so should happiness – but it has not.

Although it not a surprise that “money can’t buy happiness”, it is alarming to think that with each new generation of children, their mental health is declining. For a parent of a young girl, like myself, I need to be on the lookout for symptoms of depression in my child in which she is experiencing five or more of these symptoms during the same 2-week period:

Sad mood.
Loss of interest in life, loss of zest, loss of vitality.
Significant weight loss when not dieting or weight gain, or decrease or increase in appetite nearly every day.
Sleep disturbance in which you can’t get back to sleep typically out of a helplessness dream.
Psychomotor slowness, being slow of speech and slow of motion.
Fatigue and Fatigability.
Feelings of worthlessness or excessive or inappropriate guilt nearly every day.
Diminished ability to think or concentrate, or indecisiveness, nearly every day.
Thoughts of suicide and thoughts of death.

(Learn more: Depression Definition and Diagnostic Criteria)

YIKES!!! Who wants to live devoid of joy and meaning for any extended period of time?

Well, the good news is that this trend is absolutely reversible. Although current research shows that our genes may predispose us to some mood disorders like depression, there are other factors that make up 50% of whether or not we will live in a pessimistic and depressed mindset. In fact, neurologists are now showing that we can create alternative thinking pathways in our brains that create more optimism and resilience towards life circumstances. According to Dr. Martin Seligman, the father of positive psychology, “Optimism is a skill that can be learned. Teaching people to realistically challenge their pessimistic explanatory style and to learn optimistic explanatory skills reduces anxiety and depression and increases resilience.”

So, with that in mind, some schools are taking mental health seriously. In places like Australia, India, and New Zealand, countries are starting to take notice of the impact mental health has on their citizens and starting to develop programs to address these concerns. It’s not that they are throwing academics out the window, but they are integrating a “happiness curriculum” into their schools and teaching academic content through this lens. So what are they teaching? The skills that develop well-being:

Awareness and Mindfulness
Resilience
Assertiveness
Creative brainstorming
Relaxation

Along with these and other coping and decision-making skills, taking a strengths-based approach to character development also helps to promote a positive self-image of children and reduce episodes of anxiety. In a nutshell, it incorporates Dr. Martin Seligman’s theory of well-being using the PERMA model to help shape the curriculum and develop the culture of well-being in schools. According to this model, cultivating these areas will promote more resilient and optimistic people comes from students knowing their signature strengths and doing those things they don’t enjoy using their strengths. (The test they use to determine their strengths can be accessed here) . So, what can we do, even if we aren’t in schools that are integrating positive education into our schools?

In the book, Atomic Habits, by James Clear, he points out that habits that are 1% better (or 1% worse) may seem insignificant but have a compounding effect over time. So we can employ that knowledge into our classrooms and school routines. When I was in the classroom, I started our daily routine with mindfulness and an exercise in compassion. It took 15 minutes from our academics but it grounded our learning community and developed a culture around self-awareness. As a PYP coordinator, I begin every meeting also with a brief meditation and often bring in practices that encourage deeper and more meaningful work and relationships at our school. Although it would be nice to have a “well-being centre” on our campus and do more large scale practices, starting small in whatever ways you can, is always the best approach.

That being said, as a Primary Years Programme (PYP) school, it is also possible to design units and make larger school efforts around well-being. In order to promote a more vibrant and connected school culture, we can look for ways to embed the principles that unite our Learning Profile with the strengths-based approach found in Positive Education. So how might we do this? Well, let’s filter this question through PERMA:

Positive Emotion

In my mind, developing units of inquiry that explore emotions head-on and cultivate awareness is one of the effective to develop the skills that can generate positive emotion.

The rise in teaching Growth Mindset has certainly helped to reframe failure in our learning situations, however, I wonder if the “power of yet” is enough. Considering this, I think to move into other areas in which we teach other coping skills, along with gratitude, is of great importance.

Central Idea example: (*Who We Are) Humans grow and change over time

*I would recommend this theme so that we can bring in mindset and emotion. So often we think of growth and change as a physical aspect of who we are, but we mature mentally and emotionally as well. Wouldn’t this be fun to teach into? I think so.

Central Idea example: (How We Express Ourselves) We can recognize and appreciate beauty.

Teaching the skill of “awe” is something that we rarely do in the mainstream classroom–we leave that to “the Arts”. But why not help kids to zone on to the good in life and learn how to convert an annoyance into the realization of its blessing? I think a unit like this could not only hone into qualities of aesthetics but provide opportunities to become more mindful and grateful to the everyday wonder in our world.

Central Idea example: Our actions impact relationships.

This central idea could fit into multiple transdisciplinary themes, depending on the grade level, and what we want to spotlight, so I would likely put it under Who We Are or How We Express Ourselves, and even in How We Organize Ourselves for Early Years learners.

Most of the time, a unit like this is heavily focused on doing and not being. However, I could see a unit like this to be a perfect opportunity to develop the skill of forgiveness and compassion. When we teach mercy and perspective, it creates “heart muscles” which lead to reduced anxiety and anger. Furthermore, when we add in the spirit of generosity and altruism, the volume of positive emotion is amplified.

Central Idea example: (How the World Works) Curiosity leads to discoveries.

Honestly, this could be placed into other transdisciplinary themes as well, but I think it would be fun to break with tradition to just thinking of How the World Works as just “the science unit” and expanding that definition to include social-emotional learning. The skill of curiosity is most highly correlated to life satisfaction, happiness, health, longevity, and positive social relationships (Park et al., 2014; Buschor et al., 2013), so I think teaching it as such, would have a ripple effect in multiple subject areas.

Engagement and Flow

Although directly teaching this as a topic is possible, I believe that it would be better to simply create the conditions that promote this aspect of well-being. I find the increasing popularity of project-based learning to be one of those conditions. Also, adding more student agency into our classrooms further encourages and supports student engagement in their learning. Looking for ways to add these kinds of elements into learning would be the best way to approach this area, in my opinion.

Relationships

In the factory model of education, dehumanization was commonplace, with forced submission and punishments. Now we talk about school culture as a transformative agent, with the importance of valuing the learning community. But has our school discipline policies changed much?

Not only in Positive Education schools but other more traditional schools are taking an alternative approach to student “offenses” and incorporating “restorative practices” that are based on the premise that when a child who acts out in some way, they have to face the people that they have harmed in order to develop self-responsibility and empathy. The techniques used are modeled after restorative justice models, in which the child discusses the incident with their peers in a way that feels welcoming and provides the motivation for compassionate action. Here is an example of this practice in action.

Although we may not have some “true believers” in this approach (even though it has remarkable results) and schools may be hesitant to adopt this model, we can still bring the “circle” into our classrooms. We can co-design essential agreements for talking circles with students, and use it to discuss and diffuse situations.

Moreover, I think it’s vital that we teach students “how to be” with one another and manage conflict in situations. So with that in mind, I think teaching the skills of collaboration is a vital aspect of well-being. We often group kids together and ask them to do work without really helping them to understand what it takes to truly cooperate and share responsibility for learning. Lest we forget, when collaboration goes well, it has a high emotional quotient and makes for a more dynamic learning environment. Collaboration is a skill worth teaching.

Consider this quote:

You know the saying, ‘a problem shared is a problem halved’? Well, it gets even better. Happiness shared is happiness squared. When we share our joy with those we love, we feel even more joy. And when we love, we become more loveable.

From: Relate, Wellbeing Theory

With this in mind, instead of saying “Gosh, these kids just don’t know how to get along!”, ask “How might I teach these kids to get along”? That is a more empowering question that can be shared with others, including our students. This is the very basis of developing long-lasting and significant relationships in our children’s lives.

Meaning and Purpose

I already suggested project-based learning but if we want to elevate projects, then we need to take it a step further with challenge-based learning. This approach involves moving beyond the 4 walls and looking for opportunities to solve issues in the larger community.

Let’s take for example a likely project that one might see in a Kindergarten classroom, in which kids must create a puppet show (either digitally or in-person) that tells a story with a beginning, a middle and an end. Instead of it ending at the classroom or school level, kids design these presentations for populations of people who suffer from depression, like the elderly or people suffering from chronic illness. They present their puppet shows at a nursing home or go to the children’s cancer ward at a local hospital so their learning goes beyond “the standards”. If the challenge is to cheer up people who are going through a tough time, then this project suddenly takes on a new meaning and turns an ordinary learning event into an extraordinary experience.

I also find challenge-based learning a wonderful chance to bring in the UN’s Sustainable Development Goals in order to teach into the difficulties we face collectively, whether it’s local or global. When we expand our context for learning into the real world, then we create purpose and value in our lives. Instilling the confidence that they can make a difference in the hearts and minds of our young people is much more than academic achievement, it’s a true accomplishment that will leave an indelible mark. We should also inspire that level of action.

Achievement and Accomplishment

Speaking of achievement and accomplishment, although I would hardly call this era of standardized testing the hallmark of “achievement and accomplishment”, I think it’s been our first foray into trying to define student achievement. Under harsh scrutiny, many educators are now in the rebellion of creating “standard” students and questioning whether this cultivates mediocrity in our schools. I think challenging this testing culture and asking if this is really what matters in education is exactly why we should pivot towards Happiness-based education/Positive Education.

I know in many schools, teachers give a general comment that speaks to the character of a child. kipreport Although I find this “report card” designed by the Knowledge Is Power Program (or KIPP schools) an interesting artifact that seems to capture more than the “what” of education with subject grades and defines the “who” we want our students to become. It intentionally focuses on developing key character traits, and, although I don’t know how I feel about scoring these areas (for example, what REALLY is the difference between a 4.17 and a 4.33?), I do see the value and impact it can have on student personal growth.

However, in our PYP schools “grading” the Learner Profile is something that would be taboo, but I don’t see why students couldn’t have a reflective tool likes this to assess themselves on a more consistent and continual basis. Furthermore, it could lead to goal setting and other activities that could help cultivate the type of students we wish to create as a result of the learning in our schools. I don’t think we should shy away from these sorts of things, but instead lean into them and co-design with our students. In this way, they understand the true meaning of “achievement and accomplishment”.

A final thought

As I consider the urgency to address the social-emotional issues that plague our world today, I know that our schools can be the best testing ground for this sort of work. It is my hope that we stop looking at trying to make kids the best in content knowledge and skills as the measuring stick of “performance” and start considering how we can teach strategies and mindsets that empower students to be successful in life, now and for the future.

I don’t know if we can necessarily eradicate depression, but I do think we can elevate community and joy in our world through education. In my mind, layering well-being into our curriculum is an easy tweak that everyone can do starting today. Positive education shouldn’t be for the few, but for the many. I hope you will consider what steps you can take today to create a future world that works for everyone.

Judy Imamudeen

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It’s Time to Drop your Oars and Give Up Your “Bad Faith”

By Judy Imamudeen | March 24, 2019 | Comments 2 comments

The Nobel-laureate philosopher Jean-Paul Satre reminded us that things don’t have to be the way things are. We live in possibilities, and we have the opportunity to ordain anything with purpose and meaning. We don’t have to live in “bad faith”, constraining ourselves to norms, living a certain way, closing ourselves off to opportunities, shackled to our capitalistic societies, pursuing money instead of passion. If we could liberate ourselves from these ideals, we could be truly free, meeting our full potential. He urged institutions to create new concepts and habits, rather than continuing to be ensnared by dogma and tradition. Although his battle cry of existential was influential and thought-provoking-it has yet to truly realize its potential for disrupting the status quo, but it seems that technology indeed has the capacity to transform many long-held beliefs and practices. Like it or not, we MUST change. The pick-ax has been replaced by the smartphone, in which our hands are no longer as useful as our minds. Nowadays our “Knowledge Economy” is transforming access to information, and so be it, we live in the “age of ideas”, in which creative thought and expression is our currency.

I think the time has come in education when we start to apply some of these notions to our schools, carefully examining our beliefs and practices and asking if what we are doing is even relevant and pertinent to the future world that our students will inhabit in 20 years.

As I ponder what Satre would say about our current school systems, I think he would lament that we have yet to “enhance” our schools in order to nurture truly alive individuals, who feel free to create and invent.

I think there are 3 things that need to shift radically if we really want to transform our schools into more agentic centers of learning.

Time

Recently I sat next to some design teachers at the United Nations International School who were sharing their ideas for re-designing their MYP design program so that it was less about paperwork and more about agency. Their team had some really brilliant ideas about personalizing the learning and making it less about grade levels and more about mastery and FUN. One of their inspirations was the teacher, Mark Barnett, who teaches design to K-12 in Hong Kong. When he added up how much time he got to see classes, it was the equivalent of 2 weeks for the WHOLE school year. So, instead of doing a two 40 minutes blocks a week, he took a grade level for 1 whole week a semester and engaged them in project-based learning experiences. For one whole week, they were absolutely engaged in their unit of inquiry. There wasn’t “Math from 8:30 to 9:10” and then from “9:15-9:55 Languages”. It was one solid week of students engaged in learning and the single subjects were in service of the project.

When I heard that, it made me think of the book, Deep Work: Rules for Focused Success in a Distracted World. After I read that, I was profoundly affected, thinking about my use of time and productivity. In his book, he makes a case for extended periods of time for developing our “craft”, in which we apply continuous blocks of time to focus and concentrate our efforts in researching and creating. We’ve dabbled with that in doing “block periods”, but I think it would be worthwhile to have schools start experimenting with how we can have different time table structures that are flexible so that we can engage in meaningful projects.

Content

I think most of us can agree that the “what” we teach hasn’t changed much since technology has taken hold of our schools. We plan backward from our standards, developing a scope and sequence so that everything gets “covered”. Most of us have teacher-directed lessons, in which everyone sits down and we dispense the standards in whole-group fashion–what I have come to realize that this is still a One Size Fits All approach to learning. Flipped learning has been in our vernacular for a while now, yet only certain grade levels even dabble in it, and rarely have I seen it done in the primary grades.

Personally, I have been wondering if I have to give my Reader’s workshop “mini-lesson” to the whole class, at the same time. To get all of my 1st graders transitioned and on the carpet is a waste of time. I could just easily record my lesson and have them work at their own pace, with a partner, to get through the learning objective in less time that it would take me to go through the whole-group lesson. Meanwhile, it would free me up to conference more and pull groups. Although I have yet to try it, I think it would be a much more productive use of time, but I’ve been thinking about what types of learning management systems (LMS) I could use that would work with little ones. Plus, if I put the content into a LMS like Schology, then I could find better ways to differentiate and meet the individual needs of a student. Hmm….

Of course, if we were looking at this through the lens of S.A.M.R., I haven’t really gone deep into the “pool”, which isn’t bad, but I have to ask myself if I could do better than just “flipping” the content onto a screen. I think I have to ask myself, what can my students actually DO with this knowledge? How might they apply this through a project or idea, which doesn’t necessarily mean a summative task, but a context that is authentic to them–what do people do in the REAL world with this knowledge? I need more time to sit with this question, AND, I need to survey my students to ask them what they think so that we can co-create ways to demonstrate understanding. But I’ve come to a place where the “what” of the content isn’t as important as the “why ” and the “how” of what we do with that knowledge. I think we need to place more emphasis on this in our classrooms, and then find the tech to support this.

Assessment

I was recently listening to a webinar by Modern Learners about re-imagining assessment. One of the things that they brought up is how demotivating our assessment practices can be when we assign numbers to a student’s identity. I don’t think any of us want to be objectified like that and yet that is what our school systems do every day. In this presentation, we are reminded that the root word of assessment (assidere) actually means “to sit beside”, so our focus needs to shift, in which we see assessment AS learning, recognizing that they are where they are. It’s not bad, it’s not good. It is a moment in time that we have put our attention on and can glean insight into how we can move them forward in their understanding. Consider this notion put forth by Modern Learner:

We need to develop partnerships between students and teachers, built around relationship, as co-learners, seeking to understand, guide and nuture new ideas, capabilities, and deeper understandings.

Does it remind you that your role as a teacher in the classroom needs to shift? We have to be the “researcher” and not the “knower”, being deeply curious about our learners and coaching them into deeper learning and appreciation for their unique perspective and gifts that they can offer the world. So assessment needs to stop being “evaluative” and quantifiable but instead reflect a more holistic approach, in which we are fostering life-long learning through authentic interactions and experiences that develop self-confidence and autonomy.

I think re-defining assessment in our schools would create a shift in power structures, which may be really challenging for some educators, and I think would definitely be difficult for our parents who grew up in these traditional paradigms. I’m not suggesting it is easy, but I do believe it is necessary.

It’s Time to Rock the Boat

I think these are the foundational pieces (Time, Content and Assessment) that create “bad faith” in our schools. Although I have ruminated a bit on these topics in this post, I have hardly dug deep into how we can transform them. I believe that is the business of EVERYONE to do in their unique educational settings. Maybe, as teachers, we start with Content, thinking about how we might “rock the boat”. And as leaders, we need to examine the other elements of Time and Assessment and start to challenge our dogmatic approaches.

One thing is certain, we cannot go into the future with one foot in the past. We must question and collaborate, working together in order to free our students to become the very best of who they can be. This is the only mission worthwhile, as I see it, as an educator.

Judy Imamudeen

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#TeachSDGs: Hope, Peace, and Love in the Near Future

By Judy Imamudeen | February 17, 2019 | Comments 0 Comment

Perhaps it was a mistake to pick Refugee, by Alan Gratz for our family “listen-aloud”. It is tearing a hole in my heart, as the tales of 3 children are mingled together through time and space, as they escape atrocities in their homeland. The book said it was appropriate for 9-year olds, but I feel that I may have chosen an audiobook that is too harrowing and intense for my daughter to take in. Even though this is a work of historical fiction, goodness knows its desperately painful and cruel moments were truthful for many people who underwent the moral crises of the Holocaust, the Cuban exodus of 1994 and the more recent Syrian refugee crisis. Luckily, in some aspects, my daughter is unaware of history, and she just finds the story gripping; however, my feeble heart is retching with sadness and compassion, especially when I think about the immigrants in the American detainment centers, with children in cages separated from their families and this talk of wall-building to keep out “caravans of criminals” that are marching toward the American border. I have to wonder if we have no soul left in our politicians and if our societies will move toward extremism, trying to “eradicate” these despairing individuals from within their borders.

Voltaire once said:

“Those who can make you believe absurdities can make you commit atrocities.”

And as I consider the research and work of Steven Pinker in his book, The Better Angels of Our Nature, there is a reason to be optimistic. Education, with increasing literacy rates, has played an important role in subduing violence in society, and the trend, despite what the newsfeed may tell us, is that the world is becoming a more peaceful place as access to books is giving us a chance to inhabit each other’s minds and gain insights into new perspectives and cultural realities. Our hearts are growing alongside our brains and evolving to become more empathetic. Clearly, as I read the book Refugee, I am embodying this experience and can definitely testify the impact of this book on my mind and spirit, so I can only guess that, despite my daughter’s ignorance of the specifics of these situations, she is opening her mind to the point of views of others and the resilience of the human spirit.

agreession Moreover, my daughter, like so many of children her age, are now encountering the Flynn Effect, in which our kids are literally getting smarter with each passing decade with increased IQ scores and an improved ability to reason. This is great news because smarter people do less cruel things and engage in more humane actions. Furthermore, our perspective is shifting on a global scale from this “eye for an eye” mentality, in which violence now is becoming a problem to be solved, rather than looking at each other’s interests as a contest to be won. It is only a matter of time, in which sustainability is no longer a fringe ideal but a Science and Design norm, in which elements of our societies come into a shared understanding of the importance of developing our economies to move into alignment with these values. What I find especially heartening is that even in developing nations, the IQ gap is closing between those countries and developed countries. This is a global epidemic and, in my opinion, an exciting time to be alive and be in education, as we move into new educational paradigms.

But in my mind, we can set an intention to escalate this transition to greater equanimity and more intelligent thought. As our process of educating young children improves, placing greater emphasis on creativity and critical thought, a direct and compounding effect will occur in the children’s brain, which in turn creates new ways of thinking and problem-solving. However, it can’t only be the methods and tools that improve, the content that we teach to children must improve as well. I don’t think all knowledge is created equal–I think there are certain concepts that deserve more attention than others. With that in mind, teaching the UN’s Sustainable Goals (SGDs) need to be a part of our Programme of Inquiry. If we, as educators, have a true desire to promote greater well-being and peace in our world, then we have a responsibility to advocate for focusing our academic attention towards these 13 goals, and even if we can’t “cover” all of them, making an effort, no matter how small, is a first start in evolving our school’s mission.

There is no more powerful transformative force than education—to promote human rights and dignity, to eradicate poverty and deepen sustainability, to build a better future for all, founded on equal rights and social justice, respect for cultural diversity, and international solidarity and shared responsibility, all of which are fundamental aspects of our common humanity.
—Irina Bokova, former Director-General of UNESCO

I know for many schools, PYP coordinators are beginning to prepare a “POI Review” around this time. Instead of just thumbing through IB documents and asking if your POI is transdisciplinary enough, be asking if what the students will be learning is actually going to make a difference in the world–does it connects to any of these goals? And if not, why not?–and How might we change that? There is no reason why we can’t be harbingers of peace through our academics. And, I’d like to add, that making these goals front and center, I believe, will naturally steer our programmes into more transdisciplarity.

It is my desire for us to go deeper in our learning, not just in our pedagogical practices but in the very context of what we are learning. If we can do that, there is no doubt that there will be hope, peace and greater understanding in our near future because we made it so.

Judy Imamudeen

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What Can Pedagogical Leaders Do to Grease the Wheels of Innovation in Their Schools?

By Judy Imamudeen | December 9, 2018 | Comments 1 comment

When you hear the innovative what does that mean to you as an educator?

I think for a long time we thought if we superimposed the business model upon schools, analyzing and improving our school’s mission, operations, outcomes, and personnel, we’d produce high-performance metrics and fiscal efficiency. Gains in test scores and budget expectations would be innovation in itself, but as we examine the high-stress that the high-stakes initiatives have created, it’s hard to call this improvement in education. In fact, I think this approach has been demonized rather than lauded, and countries like New Zealand are backing off standards-based approaches and beginning to embrace a competency-based model of student achievement, as personalized learning is beginning to become more of a focus. I know there a quite a few schools that question “What is school?” and are moving away from classrooms into “studios” while other schools would be better off calling themselves “resorts” in which the whole school timetable is collapsed, and children are at complete choice. Yet there are other schools such as these in America, that look at this same question, “What is school?” and has defined it differently, expanding it beyond the school campus, and look at how they can connect more to nature and their local community for an authentic experience of learning. I think several of these schools ask a more interesting question, instead of “What is school?”, “What is worth learning?”

dewey Let me explain a bit: recently I sat down with a Grade 11 student to explain how gene therapy works for her Personal Project on cancer treatments (Previous to teaching, I aspired to get my Ph.D. in Genetics and conducted gene therapy research). But as I was chatting with her, discussing the biological mechanism of the treatment strategies, I really wanted to pull out some literature on epigenetics, an emerging field that demonstrates that we have more control over our genetics than we think–a paradigm that I know has yet to get written into the textbooks. So when I encountered this quote below, it made me think about all of the things we teach as “facts” that have contradictory evidence which would shift perspectives and approaches to solving problems in our future:

A school’s mission is to prepare children for the future by teaching them skills, knowledge, and values, which it can only do by drawing on the past—that is, by teaching them what we know now. Much of the curriculum is fixed or slow-changing (fractions, the meanings of Hamlet, the causes of the American Revolution), and many schools emphasize their commitment to enduring truths and established traditions. Education is a conservator’s work. Good teaching is always creative, but not perpetually innovative, and while it benefits from regular refreshers and occasional overhauls, it doesn’t demand the kind of continuous updating that, say, law or medicine or high technology do. Continuity is a core value in school life.

–Robert Evans, Why A School Doesn’t Run—or Change—Like A Business

With this in mind, I think as schools begin to grapple with defining innovation for their unique context, they need to look at both of these questions: What is school?, perhaps looking at this as the operational side of it, and What is worth learning?, the outcomes that we’d want to be achieved. I’d also say that we need to consider “How do we learn?” as an important question to add to our conversations, as we consider the role of technology and connecting to communities as a component of our school’s mission.

These questions aren’t answered in a 2-hour meeting, they are inquired into over time, in an institutional self-study, and requires getting teachers voice, choice, and ownership in initiatives. So often lofty goals subtract the perspective of teachers, who are the ones held accountable to many of the suggested changes. Pedagogical leaders choose efficiency over effectiveness, and often side-step the very educators who are laying the foundation of change in their learning institutions. Including teachers in all of these conversations, from the initial inquiry into “What is school?” is not only what is best practice when it comes to leadership, but it is critical to buy-in and sustainable transformation. I can’t help but reiterate this, simply because innovation doesn’t happen in closed-door meetings, it’s a community-driven mission, and it requires all stakeholders. I’ll stop my preaching here, but schools need a collaborative approach to cultivating lasting change that has a true impact on our students.

Needless to say, this is a process of probing a school’s values and traditions and asking if they are truly serving to benefit their students and preparing them for their future. All the research I’ve read suggests that when those foundational questions are asked, then a clear and compelling mission and vision can be the springboard to transforming schools. Once that comes into laser focus, the next layer to innovation, involves reflecting on the following set of questions:

How can we create the conditions for a shared vision and a shared instructional language?
How can we provide resources for research and development for teachers and the time to go along with deepening their understanding?
How can we create conditions for team learning? How can you adopt looking at student work protocols?
How can we create conditions for institutional learning?

Common ground and understanding are what creates a culture of community and self-efficacy that is organic and supportive of school goals. These 4 questions develop the glue that keeps the motivation for innovation intact. If I had to pin a job description on pedagogical leadership, it would be to do just that: to keep moving people forward, together, for the better.

I hope these questions give you a pause for reflection and make you start observing your school’s context in a new light, surveying the current values and traditions within your walls of learning. Moreover, I hope it motivates you to start these conversations and start unpacking WHO YOU ARE as a school and start designing WHO YOU CAN BECOME. In my opinion, if more schools had conversations like these, we’d move away from looking at the 1-dimensional performance metrics and expand our awareness and creativity into new territories for education.

Judy Imamudeen

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#EdTech: Why Schools Need to Evolve and Put Computer Science in their Curriculum

By Judy Imamudeen | July 11, 2018 | Comments 1 comment

“Okay, Google-play some 70’s Music”, my brother-in-law says aloud. All of a sudden Google responds, explaining how they have located a Pandora station to suit his taste. Although Google Home is an obvious form of AI (Artificial Intelligence), it is pervasion in our modern lives, from Uber to SnapChat, to those recommendations on Amazon (and any online business that tracks our data). However, most of us don’t even understand how a computer works, let alone how it “thinks”.

Here’s a bit of trivia: in 2014, most common job in America- What do you think?-It was a Truck Driver. (Thanks to Amazon.com) Does that surprise you?

But if you want your students to grow up and become a truck driver, good luck with that!-that’s a dead end job. Self-driving vehicles aren’t really “science fiction” anymore, they are predicted to become a “science fact” by the year 2020.

In fact, by 2033, 47% of our jobs will be automated. So what does that mean? Well here is a smattering of a variety of jobs and the risk of being a part of that statistic.

98% of umpires and referees will be replaced.
97% of cooks at restaurants will be replaced.
89% of bus drivers will be replaced.
68% of dental hygienists will be replaced.
4.9% of farmers and ranchers (although they will rely heavily on tech to support sustainable practices)
0.4% of elementary school teachers (Yeah! I have a place in the future!!)

Supply vs. demand for computer scientists may vary from state to state in America, but there is definitely no lack of opportunity and the need is only going to increase, especially with the rise of Artificial Intelligence (not just Alexa or Google Home). No country will be spared. It will only be a matter of time before technology not only augments our lives but disrupts our economic opportunities. Furthermore, it can’t be long before policymakers and educators begin to recognize that not knowing how to code will be as crippling as not knowing how to read. To be technologically illiterate is a handicap that citizens cannot tolerate, and it can be prevented for our students.

So why isn’t it there a bigger initiative to promote it in our curriculums? In my opinion, because of there too many “digital immigrants” in education that are too scared to learn something new. Let’s be honest–ignorance and fear hold us back. If I was to poll you, lovely reader, and ask you if you know basic computer programming, most of you would woefully sigh and say “no”. And I have to wonder if given a choice between learning computer programming language (like C++ or JavaScript) or Hungarian (supposedly one of the hardest languages to learn), most of us would choose a human language over computer language. But I don’t think we need to go out and pick up a book about Python for our summer reading, but we can embed the concepts and that kind of thinking in our classrooms. So, not only do you translate those 0s and 1s into images and ideas, but you discover how to solve problems and understand the impact a decision may make. Have you ever read the book Algorithms to Live By? If you are a naysayer or you just can’t see the connection, then I would really recommend that book. You’ll start to see how algorithms (which are a part of a computer program), impact our daily lives.

Goodness knows that in our PYP schools, which I feel lead the educational landscape for innovation, I think we should consider teaching computer science as if it was an additional language–not to be cutting edge and trendy–but because those skills and concepts will be necessary for our learners to co-exist in their future world if not lead and create a better world that works for everyone.

Computer Science has changed everything and if we were to unpack our daily lives, we would feel more compelled to bring it into our classrooms. Period. Not because we are “experts” in it, but because we need our future generations to have a firm handle on it in order to survive if not thrive. As I attend a professional development workshop given by Code.org, I feel excited to find connections and ties in with computer science and math, science, language and even social studies (PSPE). And, being the nerd I am, get to figure out how to pull it into our POI (Programme of Inquiry). Perhaps you are as passionate about this as well. Please share your ideas and suggestions in the comments below about how you embed it into your classroom’s learning.

Judy Imamudeen

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#Edtech: 5 Ways to Avoid Becoming Fossil Fuel

By Judy Imamudeen | May 5, 2018 | Comments 0 Comment

Warning: The following blog post contains strong language and opinions that may be offensive to technophobes and Luddites. Proceed accordingly.

Hey dinosaur, I’m talking to you. Don’t become fossil fuel. Evolve or get out of the classroom.

Now I know what you are saying, me?–a dinosaur? How dare she!!! Well, showing students, Youtube videos doesn’t make you a “21st Century Educator”. Assigning Khan Academy for homework doesn’t make you a “21st Century Educator”. Sending an email to parents doesn’t make you a “21st Century Educator”. Putting together a PowerPoint presentation doesn’t make you a “21st Century Educator”–even if you used animation. I know you think you are dabbling with some fancy technology there, being more “paperless” and “productive” but really you have put in minimum effort to stay relevant. And ….it shows.

Now maybe you teach in a distant Columbian jungle school, in which you zip line to class every day, but even if you live in Ittoqqortoormiit, Greenland, one of the remotest places on this planet, I’m not letting you off the hook. Because these faraway places, places culled from technology are the most vulnerable to suffering from the digital divide. Classroom technology narrows the education gap, which I can speak to first hand having had the opportunity to teach in underserved communities internationally–Heck, I think my friend in Montana would tell me that there are quite a few schools on the Native American reservations that also face a similar plight due to the challenges that poverty creates for education. So if you teach there, don’t tell you “can’t do technology”–nope, you just don’t want to, and you’re not fighting hard enough to get those communities connected. C’mon Chalkdust, get busy- those kids really need access to technology if they are going to raise themselves out of poverty.

I know, I’m being a really cruel and insensitive here, especially if you actually teach in a school whose main form of technology is a chalkboard and chalk, but most of us don’t teach in such environments and yet we fail to update our skills. Quite a few of us teach in technology-enriched schools, schools with iPads and laptops and interactive whiteboards–goodness knows what else–and yet we fail to appreciate and use technology efficiently and effectively in our classrooms. What’s the excuse?

The other day I was sharing with a colleague that I was going to through the Google Certification program and they asked me, “Why do you want to do that?” Truthfully, I was taken aback. They might have well said, “Why do you want to improve teaching and learning in your classroom?” Um……I don’t know, maybe because it’s my job and I teach digital natives. Of course, I recognize that they think it’s about “the badge”, but that is really misplaced motivation for upskilling. Do it because it makes you a better educator. Do it because you are a life-long learner. What is a badge anyway but a recognition device for your skills and pedagogical values? When soldiers decorate their uniforms with “badges” it shows their commitment and principles. Medals of honor are given to those who serve above and beyond their call of duty. If you got saved in combat by another platoon soldier and they got a medal of honor to risking life and limb, we’d never say to them, “You’re just a show-off. You’re just doing that for the badge.” Sounds ridiculous, doesn’t it? So, I have to say that I have high respect for those who don those learning badges because it means that they are passionate about learning and are diligent in improving their practice. Also, it indicates someone that can be my mentor, someone I can turn to if I have questions or when things get messy I know they can help show me the way through it. As educators, we are all on the same team, which is why I am here to give you a stern talking to. I care about the difference you make in classrooms.

Now I can’t make you take your personal time and professionally develop yourself, jim kwik quote but there may very well come a time in your career that you will be asked to move on or move out of the profession simply because you DON’T have the 21st-century skills to continue teaching. You do more harm than good in the classroom. So I hope this tough-love message is a wake-up call.

So Here are 5 Things You Can Do to Upskill Your Tech Knowledge

Depending on your school’s context, there is a variety of free to low-cost options for professional development. This is is really NOT an exhaustive list.

Microsoft Innovative Educator Program: There are so many resources here, which is why I put it as my #1 resource. I made a podcast episode about it. From webinars to quick tips, or you can go through a “learning path” to get badges–whatever your desire is, there are things to suit. It’s not just about Microsoft programs either, there is STEM stuff, Skype, Minecraft, and Project Based Learning (PBL). I recently took a course about teaching the UN’s Sustainability Development Goals (#WorldsLargestLesson).
Google for Education Certification: I know you think you know Google apps, but I’m telling you there is so much more you can do with students if you go through this program. I actually feel schools that use Google in their administrative management systems (like school emails and shared docs), need to make Level 1 Certification mandatory because these apps are so robust. It cost a little bit of money, and the exams are 3 hours long, but it’s so worth it. There are a ton of Google Trainers and Google Innovators who have resources and videos, so you can also use them as a study resource.
Common Sense Education: This is the go-to place to learn more about digital citizenship. They will give you a “webucation” on a myriad of topics through blog posts and webinars. They also have lots of tech and media reviews, which I found extremely helpful when I am looking for specific types of apps. The only cost to this is your time–and that’s well spent!
Apple Teacher Program: It’s a free, self-paced program, that gets you knowledgeable about their main apps: Pages, GarageBand, Numbers, iMovie, Keynote through the app lens of either the Mac or iPad. There’s so much you can do if you know how, and if you want to go further, they have an Apple Distinguished Teacher Program. After going through the program, I got super inspired and started a podcast simply so I can have a deeper context of some of GarageBand’s capacity. I hope it inspires you too.
Code.Org: I remember reading HTML for Dummies years ago but now you can learn computer science and computational thinking through code.org for FREE. You just sign in and pick your path. They also have workshops that you can attend, which I am going to do when I go home to the States this summer. Maybe I’ll see you there. (: (Psst…those are also free.)

These are really just a handful of places to start. But if you use a particular software or digital tools at school, then seek out professional development in them. There’s always an opportunity to deepen your learning and use the tools to be more productive and effective. For example, after doing the SeeSaw Ambassador Program, it unlocked worlds of possibilities for using it to document student learning. Now I can’t wait until the next “PD in Your PJs” comes out since I want to learn new ways to unlock student learning. I’m telling you, the more you know about tech, the more you can do with tech. If you’ve got devices in your school, you have got to avail yourself of these online learning resources. And maybe you can encourage a friend to sit and do it with you–that would be even more fun. Professionally developing yourself shouldn’t come as a mandate from the administration, it should come from within. Your work matters. You are impacting lives. Take it seriously.

I hope this harsh nudge from me gets you motivated. My parting advice is that you find some time this summer to do at least one of these programs and then set some goals for next school year to embed some of this into your classroom. We have such wonderfully designed tools at our disposal. It’s like having the BatMobile at your disposal and never driving it. C’mon take a spin with tech!

Judy Imamudeen

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#ChangeInEducation: Doesn’t This Bother You?

By Judy Imamudeen | April 14, 2018 | Comments 0 Comment

Some people think that stress is productive, that it is “fertilizer for creativity” but I liked to call bull$*&# on that. When you are concerned about your basic needs being met, how you can the bills, it takes ninja skills to keep your mind focused.

In 2007, my husband and I packed up our things from beautiful Arizona and decided to move to another state, a more progressive state, to try my luck in the educational system there. It was a gamble, but I felt confident that Washington state invested in their education system and would allow me to be the teacher that I wanted to be without having to worry about layoffs and pay cuts. This Facebook post summarizes the trajectory of what I left behind years ago.

A former colleague relates her frustration with working in the Arizona public school system.

If I knew about the crumbling economy perhaps we wouldn’t have moved, but who could have predicted the housing market bubble bursting, coupled with intense competition for teaching jobs (because apparently those who cannot do, teach–ARGH!). This made for one of the worst decisions ever and by the spring of 2008, we were back in Arizona, living in the good graces of my loving family. I cringe to think what would have happened without their support.

So, although my career as an international teacher was more of a push due to economic circumstances rather than a pull for adventure, there is never a moment of regret and there is certainly no longing to go back into the American public school system. But how can we not address the elephant in the room? America is not the only country–this is a global issue! Teacher pay and job security is a huge factor in our performance. You give a pay cut to professional baseball players or basketball players and see how well they play?

So how can we talk about innovation in education without addressing this most fundamental issue? Do politicians really think that robots are going to replace us? You cannot automate the heart and emotion that goes into the care of students! —I don’t care how crafty an AI algorithm can be! Watson and Siri are not going to create the citizens of tomorrow.

I acknowledge that this post is more of a rant, but so often educators are made into martyrs which is incredibly unfair given the weight of our position. We are shapers of the future and not cogs in the wheel of the industrial complex. This sort of thinking and culture needs to be disrupted.

Don’t you agree?

Judy Imamudeen

judyimamudeen.com

Category: The future of education

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