Tag: the future of learning

Not Mincing Words: The Need for Future-Facing Conversations

Not Mincing Words: The Need for Future-Facing Conversations

By | | Comments 0 Comment

Sometimes, I want to roll my eyes when I hear something. Since I am an animated person, it’s hard to disguise my feelings. When I forget to tell my face to stay in a neutral position, my expression gives it away. This week, I had a moment when I slipped.

“We should call it evidence-based practices vs. data-informed decision-making.” 

Yup, this was a headliner topic at a recent leadership conference. It’s not abnormal that we split hairs on terminology in education, but c’mon, is this REALLY a hot-button topic in leadership these days? Why is no one talking about innovating our schools in meaningful ways? It seems like we are pulling out our “greatest hits cassette tapes” of redefining what we already do instead of having future-facing conversations. Has no one been paying attention to what AI is up to these days? Oh my goodness, let’s get our heads out of the sand and start actually grappling with how structures and systems need to change. 

It seems like since Covid everyone has “change fatigue” and we are still reeling from this disruption. But how much has really changed since Covid? Really? 

Our grading policies? Nope

Our content standards? Nope

Our school schedules? Nope

Our teacher evaluation process? Nope

Our school calendars? Nope

These are just a few  “bread and butter” aspects of our schools. We haven’t even touched on deeper issues such as what is the purpose of an education? Surely we can’t still claim that a university degree is the end-all-be-all for our students currently sitting in Kindergarten?

Long before generative AI came into the zeitgeist, the impact of technology has been spoken about. Most of us might be familiar with the work of the futurist Alvin Toffler who famously quoted that “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”   Or maybe some of us are aware of Toffler’s more obscure predecessor Norbert Wiener, who wrote in his book, The Human Use of Human Beings, who, back in the 1950’s shocking wrote,  “The ‘mechanical brain’ and similar machines can destroy human values or enable us to realize them as never before.” – which is something, 70 years later, that we are currently grappling with the possible trajectories of the use of AI. 

So, it’s hard to believe that we don’t have enough “evidence” to support a change in practices. Plenty of intelligent conjectures exist that can “inform” the need to continue to innovate and challenge our educational paradigms. Here are just a few reads that seem to highlight the potential uses of AI.

But here’s the thing: if we stopped for a minute and just took a moment to consider the possibilities, then we wouldn’t need to rely on predictions. Instead, we could actually take over the wheel and start driving our learning community toward improving humanity and our relationships with the planet with a true intentional shift to ensure that we use AI for Good. We must think backward from there and re-design what education could look like. 

Let’s stop repackaging our terminology and, as leaders, rally around some more interesting questions:

  • If you knew that 70% of the jobs that people have today will disappear in 10 years, what would you stop doing immediately at school?
  • How might your role in education change if we truly embraced AI as a learning companion rather than just a tool? 
  • What would education look like if we designed it primarily around ‘learning, unlearning, and relearning’ rather than content mastery?
  • What would happen if we replaced homework with ‘future-work’ – tasks that prepare students for emerging challenges?
  • How might we restructure education if we assumed every student would need to be both a creator and collaborator with AI?

If we were to coalesce on drafting some potential answers to these questions, we might be able to come up with a blueprint for education that actually serves our students’ futures rather than our past. We might discover that the most radical thing we can do is to stop pretending that minor tweaks to an industrial-age system will prepare students for an AI-augmented world.

The real “evidence” we should be examining isn’t whether our current practices work—it’s whether they’ll matter in the world our students will inherit. The real “data” that should inform our decisions isn’t last year’s test scores—it’s the rapidly evolving landscape of human potential and purpose in an AI-enhanced society.

So perhaps the next time you’re in a conference or a workshop discussing semantics or small-scale adjustments, ask yourself: Is THIS the conversation that truly needs to happen? Are we brave enough to face the future head-on and reimagine education from the ground up?

Because if we’re not, we risk becoming as obsolete as those cassette tapes we’re still playing.

What conversation will you start tomorrow?

Future Thinking: Evolving as a Part of Enhancing A #PYP Programme of Inquiry

Future Thinking: Evolving as a Part of Enhancing A #PYP Programme of Inquiry

By | | Comments 1 comment

Not everyone wakes up on a Sunday morning and sketches out ideas for a Programme of Inquiry (POI), but I’ve been reflecting for a while on my experience from last spring when I went to the IB’s headquarters in the Hague to help design sample POIs for the Enhanced PYP initiative (see the Teacher Support Materials that can be accessed in the MyIB section of the main page for those samples in PYP resources). During that time, our teams sat down and began to create POIs that were structurally synergistic, organized so that there was more conceptual coherence and personalized to the uniqueness of that school reality and age group. In the blog post, #PYP: What is a Successful Programme of Inquiry?, I articulated the intention that was foundational in creating those sample POIs, but I’m starting to consider this definition of “success” as my “first thinking” when I consider what it might mean to “enhance” something.

Probably all you English scholars know that the word “enhance” is a transitive verb, meaning that this verb is relational and influential. enhanced pypI find it an interesting word choice by the IB in its re-branding effort. So their call to “enhance” our Primary Years Programme has got me lingering on what it is that we want to elevate in the learning experience.  Visually, “Agency” has now become the symbolic heart of the PYP’s graphic. I think many educators are painting a picture of what that can look like in our classrooms; the blog called IB Educator Voices contains a multitude of examples of teachers pivoting towards an agentic pedagogical approach. Currently, I am enamored with Rick Hanson’s definition of agency from his book, Resilient: How to Grow an Unshakable Core of Calm, Strength and Happiness , which I’d like to share with you:

Agency is the ability to look for ways to cause an effect. It’s a sense of internal freedom when you make something happen.

Hmm…..when I consider that interpretation, my eyes begin to widen its focus upon the outer ring’s message of this enhanced PYP graphic: “Building For the Future”.  Should we not, as PYP educators, be contemplating what sort of future we wish to build? We often undermine our influence of the big picture of how society and culture are developed over time through our educational paradigms. Educators have played a big role in creating the Millennial-generation, and we are helping to create the next generation of global citizens. We shouldn’t take these things lightly, and in fact, I think we should be much more intentional with our power and ability to transform our human experience and life on Earth. We should look for ways to cause an effect….because we have the freedom to make something happen. For example, it seems obvious to me that the intelligent and thoughtful people at the United Nation’s know this, which is why they have created a call to action with the #TeachSDGs movement. Our schools should be seriously considering how we might achieve those 17 goals by 2030, because this is certainly one way to shape our schools’ POIs which is in alignment with the PYP curricular framework and values of the IB.

A Second Thought

As I reflect back to that Hague experience, I feel that this initial approach to considering what it means to “enhance” the design of the POI is still ongoing. If you look carefully at those Sample POIs, you would notice that they don’t really deviate much from each other. Because at the end of the day, whether we were using national curricular standards or the IB’s Scope and Sequence, the challenges with using either the standards-based vs. concept-based curriculum results in more similarities than exceptions when creating the units of inquiries. I think this a testimony to the strength of the PYP framework and transdisciplinary learning with how translatable it is to a variety of educational settings.  However, when I read books like Homo Deus: A Brief History of Tomorrow by Yuval Noah Harari, The Inevitable: Understanding the 12 Technological Forces That Will Shape Our Future by Kevin Kelly and  How to Create a Mind: The Secret of Human Thought Revealed by Ray Kurzweil, I begin to wonder if our current POIs are teaching towards the past or preparing for the imminent reality of our students. Are we, as schools, engaged in future-building, with meaningful and forward-thinking POIs, or clinging onto industrial-age ideas.

I’m not sure how familiar you are with those books, so I’d like to share a quote that persistently plagues me from Homo Deus:

As human fictions are translated into genetic and electronic codes, the intersubject reality will swallow up the objective reality and biology will merge with history. In the 21st century, fiction might thereby become the most potent force on Earth…hence, if we want to understand our future, cracking genomes and crunching numbers is hardly enough. We must also decipher the fictions that make meaning in our world……Fiction isn’t bad. It’s vital. Without commonly accepted stories about money, states or coorporations, no complex human society can function. We can’t play football unless everyone believes in the same made-up rules, and we can’t enjoy the benefits of the markets and courts without simliar make-believe stories. But the stories are just tools. They should not become our goals or our yardsticks. When we forget they are mere fiction, we lose touch with reality.

Yuval Noah Harari, from Home Deus: A Brief History of Tomorrow.

I’ve been marinating in those words for over a year. Curious about what could be the “story” we are telling ourselves now about our future and how we can use it as a “tool”. I know that some feel that the book Future Shock is becoming a self-fulfilling prophecy. But what if we could choose another direction, one in which we meet the disruption that advancing technology will bring with creativity, grace, and intention. I believe wholeheartedly in that possibility, which is why I’ve been working on developing online courses for well-being in the digital age. I feel strongly that we should not resist technology but instead embrace it and use it to promote greater health and improve our relationships. That is the empowering “story” I wish to tell.

And today, I woke up, feeling alive, wanting to create a POI that was bathed in an over-reaching goal of developing well-being because I think that is the “fiction” I’d like to cultivate in the intersubjective (socially agreed upon) future reality of students. Here are the main 6 concepts that I feel need to be unpacked and gone into depth over the course of a student’s PYP experience within our 6 transdisciplinary themes.

  1. Sustainability (Production and Consumption):  because we need to shift from scarcity to ingenuity.
  2. Entrepreneurship: because we need to shift from profit-orientated goals to positive contributions in society.
  3. Computational Thinking: because we have to understand the algorithms of life and how we can co-evolve with exponential machine learning.
  4. Digital Citizenship: because online relationships and media are influencing us and our society. We need to navigate this reality skillfully.
  5. Social Emotional Learning: because attention and emotional awareness is vital to our health and is the new currency in our economy.
  6. Imagination (and Poetry): because creativity is the by-product of imagination, and we need to find more beautiful ways to express it.

I’ve started to create potential POIs that take these main concepts and build them out so that the overall force of the programme is one that develops well-bing: resilience, awareness, positive outlook and generosity. It’s really hard to translate these ideas into words without a fully fleshed out sample POI to show as a model but hopefully, the spirit of this quest has been communicated and I will have something completed soon that I can show as an example.

An Invitation

Now, whether you agree with me or not about what concepts need to be on a future-orientated whole-school POI isn’t the point but I do hope to open up a debate. I know in schools that are moving towards personalized learning culture, very broad and general central ideas are highly valued so that there is a lot of flexibility in the direction of a student’s inquiry. In my own experience, I am grappling with casting such a wide net with central ideas in the curriculum, uncertain if the overall outcome behooves the students and is manageable for teachers. But the purpose of this post is not to incite discussion around central ideas, but instead to provoke a re-examination of “the big picture” of your current school’s POI and reflect upon the future that you want to create through the curriculum.  Especially in schools that have authorized programmes, we need to be really challenging ourselves, moving beyond horizontal and vertical articulation. Perhaps this is my new working definition of the Enhanced PYP. I’m calling it “trans-articulation”. It’s less about ticking boxes and more about growing the future today, evolving consciously and actively within our curriculum approach.

As always, I hope you share your reflections, wonderings and concerns in the comments below.

 

The Future of Homework

The Future of Homework

By | | Comments 1 comment

HOMEWORK!-There is probably not an area of education that is more hotly debated than this. It doesn’t matter if you are a parent or an educator, opinions will vary. There is the 10-minute rule that a lot of schools use that comes out of the research done by Harris Cooper due to the positive correlation between student achievement and homework. Following this rule of thumb, a child in the first grade would be assigned 10 minutes of homework, while a secondary student would be assigned no more than 90 minutes of homework. However, this principle is not helpful in differentiating based on the needs a child because not all children take the same amount of time on each assignment. So this complexity makes it difficult to make generalizations about how much homework should be given. And, quantity is not the same as quality. There’s been a huge trend towards “Flipped Learning” in which teachers assign a video for students to watch at home and then they do the practice problems at school. Math is a particularly popular subject for this type of homework. In the latest season of the Innovator’s Mindset MOOC,  George Curous interviews Jo Boaler,  a personal math hero of mine, who surprisingly dismissed this approach to math learning.

She explains that, at the end of the day, all this fuss over homework doesn’t matter. In fact, according to research done, it has a negative impact when you look at access to the internet, meaning that disadvantaged families or families without technology in their homes suffer from a “digital divide”. The research on this rather reminds me of the book Future Shock by Alvin Toffler in which one of his main ideas was how technology will create a post-industrial age revolution that will create an economic and psychological chasm. Although back in 1970, these ideas were radical, now in 2017, it has come to past with the era of the “knowledge worker”. And so one has to wonder if our traditional approach to homework is actually serving our students in preparing them for their future, especially as I ponder one of Toffler’s infamous quotes from this book:

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. -Alvin Toffler  

At many PYP schools, there has been a shift toward reframing homework as home learning, and parents who have had more traditional educational backgrounds have mixed opinion on this. In a place like Asia, in which students usually take classes after school or attend academies, parents really cringe to hear that there isn’t homework being assigned. And in many ways, sending home worksheets or assignments really helps communicate the learning that is being done in the classroom to families; because parents can see that their child is doing 10 homework problems with expanded notation, they have an obvious idea of the learning that is going on in the classroom. At our school, we send home “learning overviews” that detail the conceptual understanding and learning outcomes of the units of inquiry, adding ways that parents can support the learning at home. Also, since we use we use the app SeeSaw, we post a lot of photos of what we are doing in class. And I wonder if this fills the void that parents feel while meanwhile achieving the aims of preparing students for this “future shock”, that, in many ways, is already underway. At the end of the day, both teachers and parents just want the children to feel successful and equipped for their unknown careers ahead.

What I found most interesting about Boaler’s interview is how she articulates the importance of cultivating students’ genius. More homework? No!-more brain connections!  Jo explains that “when you have a piece of knowledge that you see in different ways”, you can be more of a creative problem solver. And how can homework really achieve that unless it is a passion project or conducting personal research that fosters divergent ways of thinking? More importantly, valuing their ideas helps children to develop confidence, autonomy, and a work ethic. And it can be gymnastics, baking a cake or playing a game. Doing this, rather than a page of math problems, surely will pay higher dividends in the long run. That’s the problem with homework–it’s rarely authentic or inspiring. And if students don’t have an intrinsic drive to learn more, there is absolutely no way that forcing a student to conjugate verbs or memorize the rivers in the world will improve that situation. Getting kids to be deeply curious and willing to try and fail at something is loads better-  that is the only learning that needs to happen, inside or outside the classroom.

So I think that the future of “homework” might just be extinction.

What do you think? Post comments below.

2 Questions Worth Asking To Determine Your Professional Fantasy?

2 Questions Worth Asking To Determine Your Professional Fantasy?

By | | Comments 0 Comment

Have you ever been asked by an administrator a question like Where do you see yourself in 5 years? Well, a close colleague and school leader posed a different flavor of the question to me: What is your professional fantasy? I was absolutely startled by the question and fumbled through my answer, mostly because of the word fantasy- something that is defined by the Cambridge dictionary as:

a pleasant situation that you enjoy thinking about but is unlikely to happen.

So now that I have had a few days to really process this question, and it got me really thinking 2 things:

  1. What ridiculous thing would I like to do in education?
  2. And does it have to be “unlikely to happen”?

 

Before I go into a state of mind wandering,  let me provide the current context of most educational systems around the world:

In the past, we heard about the “digital divide” between those who had access to technology and those who didn’t. We are now seeing a new divide emerge–a Creative Chasm between those who actively create…Our current model of schooling amplifies this Creative Chasm. From the bell schedule to the grading system to the lesson planning and pedagogy, our students inhabit factory-style schools. Phrases like  “content delivery” and “delivering a lesson” treat education as a commodity to be collected and then used in the future. This model might have worked in developing compliant factory workers. So here are now, well into the twenty-first century. The factories are gone … Yet, this industrial model remains.

Excerpt taken from LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student by A.J. Juliani and John Spencer

So how do I, as an educator who has been raised and trained in a factory-model system of education lead students into the future whose workplace values has shifted? This is highly personal–will I cling to the past or participate in the future? Well, this is where my fantasy begins, as  I cannot stand by and stagnate in my practice and continue to leave technology to the “kids”.

To answer my first question (What ridiculous thing would I like to do in education?), I’d like to be involved in a revolution in education–in which paradigms are shattered and we rip into the sacred cows of education. What sacred cows do I speak of? Mainly, that, as an educator, I am the knower of all things and I hoard that knowledge wisely and dispense it in time through a scope and sequence or a curriculum map.

Some of you might have gasped aloud–if that responsibility of our profession was downsized or completely eliminated, then what? Well, don’t be silly. The universe abhors a vacuum, something innovative and necessary would undoubtedly emerge to replace it. I daresay it already is. Read The Future of Professions  or gain insight through this video:

 

In my former career as a scientific researcher, I used to experiment on animals. I have sometimes joked that my students are like my “lab rats” with whom I manipulate and observe the results of my prodding (aka, “the black box of best practices”). But now I have come to see them, not as “animals” that I “experiment” with, but as fellow researchers. They are right along siding me, poking at reality and questioning its very nature. That’s the paradigm I wish to infuse in our educational systems: Students are Teachers; students can recognize what is worth knowing and develop effective ways in which these ideas can be transferred and shared.

I  understand that many of our students grow up immersed in a consumer culture and then attend schools where they consume rather than create knowledge. In my professional fantasy, I enlist an army of educators who plot and scheme an offensive to drive out students’ resignation and apathy towards their learning. Instead, these students join us and become generals themselves, crippling this very infrastructure of this archaic industrial age model.

Truthfully I believe that this revolution is presently underway and this army is already amassing with innovative and passionate educators. Educators like you.  And so I have to wonder if this is really a fantasy at all? Maybe through this blog and other ways and means, I can connect and engage with fellow concerned and diligent educators who do not wish to stand by and allow the old to become new again; but instead will we engage and empower our students, who may very well rewrite our job descriptions and redesign the frameworks and goals of our institutions.

Say you will join me!

 

Subscribe for weekly blog updates.

* indicates required


Like Minded? Let's Stay Connected!

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 1,298 other subscribers

Verified by MonsterInsights
Verified by MonsterInsights