Stephanie Fournet Responding to Richard Baraniuk on Open Source Learning

I watched Richard Baraniuk’s TED Talk on open source learning, noting that it was recorded six years ago. His concept of free, universally accessible, open-source educational content that could be created, adapted, shared, and published is intriguing and exciting, but I wonder what a follow-up talk from him might be today.

As Baraniuk was explaining his concept, I came up with a number of questions about copyrights and quality control. He addressed both areas, but I did not fully understand how quality still could be maintained, even through a peer review process. His example of a “textbook” being updated in 30 seconds rather than two years is exciting, but how could that take place with peer review of each update? If someone can explain that to me, please do. It would be a shame if such a well-intended vehicle for education went the way of Wikipedia.

After watching, I visited the Connextions site, which offers more than 17,000 learning objects (called “modules”) and more than 1000 collections in the form of textbooks, journal articles, etc. I searched the repository for several minutes without immediately finding something I could use, for example, this week in my AP English class. However, I opened a collection titled “English Home Language Grade 9”. While I didn’t find the title very clear or inspiring, the first lesson was on enjoying poetry. It featured the poem “Money Madness” by D. H. Lawrence and questions about stylistic and thematic elements, followed by questions that related text-to-world. It listed learning objectives and offered additional activities for supplementation. It’s conceivable that if a school reviewed the collection as a whole, it could be used as a no-cost textbook. (Note: The collection entitled “English First Additional Language”—presumably for ESL students—was not so encouraging. On the first lesson, the formatting was such that several words ran together, so I am guessing that ESL students might find it a little confusing.)

As an educator, I will continue to browse through Connextions and other open source learning sites, but I think we are still several years away from the implementations that Baraniuk described in his talk.

Rachel responding to Curriculum Reform: Liz Coleman & Mae Jemison

Response to Question #1

Throughout Liz Coleman and Mae Jemison’s talks, they share thoughts regarding innovation.  Coleman speaks of an “action-oriented curriculum” that “moves outside of the classroom to engage the world directly” by “enhancing the public good”.  Jemison does a wonderful job of articulating the close relationship between the sciences and the arts.  She states that “both are an attempt to build an understanding of the universe that is internal (the arts) and external (the sciences)”.  Each point builds a rationale for seeking out education as a means of innovation for the greater good.

Although movements of the 21^st century are centered around accountability, creativity, collaboration, critical thinking and communication are also at the fore-front.  Remaining aware of best practices in education is a professional responsibility; however, the level of accountability generated within the public school system does not drive my school community.  Instead, our school leader who has a deep spiritual understanding, believes that skills essential to life are not only rooted in academics but within the spiritual realm.  She believes that the combination of these two elements, are the foundation that can carry our students forward for the future.  

To truly embody Coleman and Jemison’s  perspectives,  the environment must be supported by leadership that recognizes and values the educational setting as a platform to impact the greater good, which I feel are embraced by my school leader. Current challenges, as well as those pegged for the future, are the separation of church and state. Additional funding, resources and licensing that are in the hands of the state provide opportunities for our teachers and students that would not otherwise be available.  Only time will tell the extent to which the state will continue to provide monetary support without it impacting our vision.  

Annelle Keller - responding to Richard Baraniuk on Open Source Learning

Open-Source Learning - The most up-to-date information can be written and shared by authors, readers, and learners. 

WOW!  Digitized Technologies - Authors writing textbooks and allowing them to be updated, improved, and shared by others all for FREE!  This type of "Knowledge Ecosystem", as Baraniuk calls it, continuously creates educational materials, sharing them with the world, and is constantly able to improve them. Digital on-demand publishers move the publication progress from a single author to community authors.   This type of Open-Source Learning also allows customation of books that helps learners to go beyond regular textbooks enabling them to "play as they do".  Learners are able to grasp a better understanding of the context.  Being able to customize books also helps to individualize learning allowing certain books to fit the needs of the learner.  Additionally, being able to customized books allows teachers to create the content and all the while personalizing it to each individual class and/or student.

At first, I was concerned about how accurate the content would be if just "anybody" could share and update the information that would be used in Open-Source Learning.  Upon further research on Open-Source Learning, I found out that the authors' names appear with their work.  There is a careful review process before content is made publicly available. 

Technology has become an integral part of our life and learning patterns in the 21^st century. The internet, blogs and smart phones are some examples of tools that we use to grow in our knowledge and understanding. Using technology like this in the classroom requires more than knowing how to use the tool. Teachers need to understand the role of technology in the learning process, and the principles behind integrating it in a way that  promotes learning.

Michelle Guidry responding to Thomas Suarez - 12 year old Apple Developer

This was an amazing 12 year old boy.  As many students today, instead of reading off of notecards, he had his I -pad in hand.  You could see the love of video games in his expression and mannerisms but instead of just wanting to play games, he feels kids today want to make their own games.  It reminded me of many of the opportunities in Disneyworld where visitors can create their on rollercoasters and then ride them or create video games and then play them.  He shared how many students know more about technology than their teachers.  I see this everyday, even in my own classroom.  We recieved this wonderful tool last year called a Promethean Board.  It has so many awesome ways to introduce concepts to our students.  I am still learning how to maximize my teaching strategies to use this new technology teaching tool.  So many times my students say press this Mrs. Guidry or do that.  I know at STM this year, they have implemented the one to one tablet program with providing each student with a laptop.  Many teachers are challenged to utilize this new method and are working hard through inservices and training to stay on top of their teaching presentations.  Times have changed and teachers especially need to change their methods in order to keep students engaged and challenged.  Thomas was impressive and is a student that we as teachers can learn a lot from.  He is a forward thinker and we as teachers need to be open to embrace technology and try to keep up with students like Thomas. 

Michelle Guidry responding to Seth Priebatsch: The game layer on top of the world

At first I was not sure where this video was going.  I am not a big electronic gamer and not active on facebook, words with friends, etc.  I just do not have the time.  I think I would enjoy catching up with old friends or being challenged by group gaming, but my schedule is so hectic that when I do not have a free moment, I value face time and relationships in person.  However, as the video progressed, I realized that when I use gaming methods in my classroom, is when my student's learning seems to be maximized.  My most difficult students to keep on task are more attentive and the students retain what I am teaching them.  He explained how gaming can be used for good, bad, and in between.  He shared that the last decade was dedicated to  the social layer, facebook, etc.  He feels the next decade will be concentrating on the game layer.  He shared how he felt school is a game.  We use gaming strategies to earn good grades or bad.  We should always try to move a level up if our grades are not as good as we would like them to be similiar to the way a gamer tries to move up to the top levels in a game.  We are competing with so many outside variables in today's world.  Teachers more than ever have to look at how to keep students engaged and interested in what is being taught.  Technology and games are methods that teachers are having to incorporate into their teacher's bags of tricks to challenge and keep students learning in ways that are familiar to their learning styles.  I am interested to see what the next decade brings.   I think Seth is on the right track about what's to come in regard to gaming being on the top layer of the world. 

Anne Johnson responding to John Wooden on true success

John Wooden's definition of success is doing your best, reaching your full potential.  It is the peace of mind that comes from knowing you have done your best - not winning or losing.  He enjoys the journey toward success and the development of the player.  Character trumps reputation.


John Wooden's message resonates with me personally in this later stage of my life.  I am able to look back and see how each experience in my life's journey has contributed to who I am and where I am.  That is one of the delightful aspects of reaching this stage of life! As a parent, I have so much more perspective about the importance of events in my children's and student's lives, that at the time were painful.  Those times and experiences contributed a great a deal to their character and ultimately their success.


 I think the parents of our children aspire to this idea of success, but struggle at times.  Parents of young children have limited perception of their child's abilities comparative to those around them. They want the best for their child and certainly more than what they may have been able to achieve.  They also know at this stage of their life what regret is . . . regret for opportunities lost or poor judgements made.  They are anxious.  They don't want their child to miss opportunities or make the mistakes that they may feel held them back or prevented them from reaching their potential.  They are also uncertain about what kinds of mistakes a child can or should make.  And sometimes they are not certain that their child will learn from the mistake they make.  In short, they don't know when to worry and when not to worry - so they just worry.


John Wooden's concern for the development of each individual's potential is clear.  He wants the best for them, not what they can produce for him.  In his final comments he talks about two players.  He notes that they were not the fastest, but they maintained good position to achieve rebounds.  They didn't have the most natural talent for shooting, but maintained the best percentages because they maintained position and shot when they should (and gave the ball to others when they shouldn't).  What a great illustration of maximizing your qualities to overcome weaker areas . . . I loved this.  You don't have to be perfect - you have to be coachable and use your assets to greatest advantage.  John Wooden makes a personal investment in his players - their character and their potential.

Anne Johnson responding to Robinson/Creativity

Anne Johnson responding to Robinson/Creativity

Robin believes creativity is killed because we do not value it. Internationally, education is designed to meet industry's need for a particular skill set in its workers. Those skill sets are primarily reading, writing, and mathematics. He notes that education prioritizes and values skill sets in the following hierarchy:
1) Mathematics, writing, reading
2) Humanities
3) Arts (Visual and Music prioritized higher in this category than Drama or Dance)
In this process, he feels IQ or ability is defined as academic ability that schools value, students with other talents or skills are disenfranchised and left to cope with the sense that they are not "smart or successful."

He talks about the unpredictability of the future and preparing a generation for that uncertainty. The "conservation" of knowledge is not sufficient to meet an uncertain or unknown future. He feels more time should be invested in nurturing creativity, innovation, and originality. "Creativity should be as important as literacy."

I have a couple of questions regarding Robinson's views. While I have often heard the thought that industry has impacted the way we deliver education, I have not generally seen it viewed from the standpoint of education being created by industry. While my background in history is limited, it seems to me that Thomas Jefferson felt that education had to become available because a democracy could not prevail without an educated populace. Plato certainly preceded the industrial era . . . Schools and/or education has been accomplished in many forms throughout time. Seems that education can have a variety of purposes from "finishing schools from young women" in years gone by to technical colleges to Universities. I am not entirely certain that what remains is representative of industrialization as it is about efficiency in delivering information. I think the value cultures place on the arts have far more impact on its presence in education.

The interesting part of Robinson's views on creativity comes from my graduate program exposure to E. Paul Torrance's work in creativity. Creativity requires a base in knowledge . . . it is one of the reasons creativity can be so effective in increasing rigor. When students create an original picture book in a mathematics classroom, they are using their understanding of a math concept, ability to create an effective story, understanding of illustration and what part it plays in supporting the concept being presented, publishing skills, etc. Their product may be original without all of these components, but will it serve its purpose?

Joe Renzulli's approach to talent development would seem to marry nicely with Ken Robinson's view. Joe asked us to consider education through the lens of talent development. ESA has certainly adopted his views in using the SEM model. Lafayette's schools of choices are an example of a system that is offering choice to match talents and interests of students to their educational offerings. I have more questions than answers on this . . .
Since we know the "judgement" centers of the brain do not develop until the mid to late 20's, is it appropriate to allow students to make choices that will set pathways in place too early for later changes in interests or abilities?
Is their a combined or base body of knowledge that should be acquired in conjunction with an opportunity for talent development?
At what point should specialization occur?

While Robinson views the education system as the limiting agent in change, I am wondering whether or not we (the parents and consumers) are not the greater limiters. What influence do we have on these ideas?
Anne

Stephanie Fournet--Responding to Seth Priebatch's "The Game Layer on Top of the World"

I watched Seth Priebatsch’s TED talk on “The Game Layer on Top of the World” and frowned in confusion for the entire 12 minutes. I was reminded of the episode of Star Trek: The Next Generation when the whole crew of the Enterprise falls victim to a virtual game that lulls them into a gaming trance while alien forces plot to take control. Priebatsch proposes that everything in life is a kind of game, so we might as well design systems that encourage people to exhibit the kind of behaviors we want to see reflected in society. He outlined models of this “game layer” already at work in society, such as appointment game layers where “players” are rewarded for showing up at a specific time and place (e.g. Happy Hour). In status game layers, participants strive to make progress to a specific status, such as Paladin White Knight in World of Warcraft.

He applied this idea to education, saying that education is already a kind of game, but it is just one “that sucks.” He suggested that if “valedictorian” were called something more appealing like “Paladin White Knight,” students might be more excited about striving for it. While I think this is laughable, my husband (a software engineer and sometime gamer) watched this TED talk with me and saw other applications for this idea in education.

“As far as improving the quality of education, no, it won’t work,” said John, my husband. “But for increasing engagement, it could. Say you had a game layer for attending school football games, and each time you go, you get a token that can be redeemed for something else. That could change school culture.”

He has a point, but the implications about this practice still bother me personally, especially about the mindlessness that it assumes. I, for one, am highly skeptical about game structures in advertising and commerce, and I almost never “play.” I don’t like feeling manipulated, and I’d prefer to make up my own rules. I don’t want to rush to get the 6 p.m. drink special; I don’t want to pay 33% more for two sweaters when I only need one; I’ve never played Farmville, and I don’t think I’m missing out on anything. However, the psychology of the game must work for a certain segment of the population or else these games would not continue.

As an educator, I would need to see some actual data about how successful a game layer would be at inspiring students to read and annotate more, finish their calculus problems, or complete their service hours. Until then, I’m not playing.

Yvette responding to Richard Baranuik – Open Source Learning

Richard Baranuik – Open Source Learning

This video showed textbooks of the future.  Just like in the music industry where advancements have been made to the old 33 1/3 rds, so will advancements be made technologically to our textbooks.  Baranuik brings the idea of Create-Rip-Mix-Burn, into the new age of textbooks.  He thinks of it as a knowledge ecosystem where everyone can be an educational DJ.    The basic idea is:

Create – super textbook online

Rip – into different languages

Mix – build your own customized course

Burn – for publication Less expensive on demand press   Cut out middle man

What a fabulous idea – a textbook that is not outdated by the time it is published or a few years after it is purchased.  Always current with the times, tailored made for individual students and your needs without spending a fortune.

My immediate fear was the idea that anyone could add to the content and how would this effect the authenticity of the information.  Baranuik spoke about the Creative Commons license and the quality control feature of lenses.

This is definitely where we are going in education.  I can not envision schools of the future without technology.  Technology has certainly changed my process of teaching.  Just in the mere fact of no more worksheets and less paper.  I can have instant evaluation of all student performance, at my fingertip. I use my Promethean board everyday, all day!  It is hard to make plans for a sub.  I have to find a teacher manual!  I am truly trying to do more student guided learning.  I loved the quote he presented “I hear, I forget.  I see, I remember.  I do, I understand.”  Administration certainly has to see the need to have a staff trained in technology and the need for up to date technology. This will be an issue for the next couple of years as there are still teachers in the system who came through the ranks via “ole” school.  As time goes on those entering the profession will have grown up with technology as part of their daily lives and it will be quite natural to incorporate into the classroom. Technology has changed the learning process because this is what the students know and how they learn. 

Gayle Dauterive responding to Seth Priebatsch - The Game Layer on Top of the World

What an interesting idea Seth Priebatsch has. Make everything seem like a game and people become involved in it. I had to take some time to think about what he was saying, especially when he admits that this stuff can be used for good, bad, and in between. Why do we want to promote something else that can be used for bad. Hmmmmm..... I have to admit that I am not quite sure that I agree with his ideas, but they are very interesting.

Priebatsch points out that the past decade has been focused on social connections, i.e. Facebook. I do not have a Facebook page, but I know that I am in the minority on that one. I know people who spend every free minute they have checking in on Facebook. It is a good way to stay connected to people and to get information from and to people. He then points out that this new decade is going to be one of gaming influence and he talks about the top four levels of gaming, which he calls the appointment dynamic, influence and status dynamic, progression dynamic and communal dynamic. All of these things he is connecting to games and how involved people become in them.

Listening to Preibatsch's presentation got me thinking about my students. There is the boy who convinced his mother to take him to the video store at midnight to purchase the newest video game and then convinced her to let him miss school the next day to stay home and play the game. Maybe he will become a member of Congress who will be able to convince the rest of Congress to pass laws that he is interested in. There is the boy who wrote the best paper he has ever written describing how to get from one level of the game "world" to the next level. Describing this strategy somehow improved even his grammar and mechanics skills. There was the group of students who used the particulars of a video game to create a video for a project they were working on. Their project was set in the 1940s but they used the theme of the video game to relate their ideas to the rest of the class. There are the students who, in a video game of strategy, compete with one another and come up with strategies to beat the other players. Will they be the next CEO of a major company because they were able to out-strategies their competitors?

I have to admit that I think that if some of my students spent as much time studying as they did playing video games, their grades would be a lot better. Having said that, maybe they are learning something from these games that gives them skills that they can use in the real world. I used the game "Are You Smarter Than a Fifth Grader" to work on some vocabulary with my students. The game was on a CD, complete with applause and booing, that I projected to the class. It was the most engaged my students have ever been when working on vocabulary. I think this says a lot about how our teaching has to change in order to keep up with the changing world that our students live in and in order to be able to keep their attention. We are competing with video games.

Gayle Dauterive responding to Thomas Suarez-A 12-year-old Apple Developer

Who could pass up a title like "A 12-year-old Apple Developer"? Not me! Thomas Suarez is a very bright, adorable kid who probably knows more about technology than most adults do. He started his presentation (he held an Ipad in his hand rather than note cards - a sign of the times) by saying that kids used to like to play video games, but now they want to do more than play them, they want to make them. I think this answers the question, "Has technology changed the way our kids play and learn?" This 12-year-old boy may not be the "typical" 12-year-old, but I think that he is probably one of a growing number of students who not only want to play the games, but who want to know how games are created and who want to create them themselves. How the world has changed. A child not only has the ability to do such a thing, but the opportunity to do it.

I think the most telling thing that Thomas said was that students usually know more about technology than their teachers do. He got a laugh from the audience with that statement, but it is a sad reality. So many teachers are afraid of technology or live by the "you can't teach an old dog new tricks" theory. I see this every day in my working environment. I love technology and love using it with my students. I am always amazed at how much they can do if given the equipment and the opportunity. I teach them a lot, but they also teach me a lot and I love that. When a teacher says to me, "I love what you do with your kids, but I couldn't do that." And then the statement they follow with is: I'm too old to learn that. I don't know how to use that with my lessons. I don't have the time to do those things in my classroom. I don't want to redo my lesson plans to incorporate the technology. I wouldn't know what to do. You really can't do those kind of things with my grade level. Etc. Etc. I think the message Thomas Suarez is giving us is that times have changed and we need to keep up with those changes. The fact that a child his age can make apps for the Iphone and then speak about it to an adult audience says a lot. Schools need to make sure that they are keeping up with what our kids can and are doing as far as technology goes. I think it is changing the way we teach and will continue to do so. It is the world that our children are moving into and we have to make sure that we prepare them for that world.

Chris Dardar Responding to John Wooden on true success

What can I say? It's John Wooden, AMAZING.  Even at 91 years of age the message is right on.  Wooden defines success as having peace of mind from knowing you gave it your best.  As an educator it is what I strive to get from each student daily.  I certainly do not let the daily lesson plan limit the growth of a student.  Each minute you spend with a child is an opportunity to help that child flourish, reach, and achieve.  Many of the greatest lessons I have taught have nothing to do with math but instead with life.  Wooden's life was dedicated to educating young men. His profession was basketball but his passion was teaching. 

I personally view John Wooden as a great leader.  His message is derived from personal experiences that were formed in the early 20th century.  It is now the 21st century and his message can and should still be relevant to all educators.  If you believe you can, you can.  If you believe in the student, they can.  Spending time whining and complaining uses up minutes you can spend overcoming and achieving. I have met many teachers who "teach" for the benefits of teaching: retirement, holidays off, summer off, day ends at 3pm.  I TEACH also for the benefits of teaching: assisting in applied thought, instilling values, building confidence, exploration of self.  Faith and patience may we all be blessed with it every waking day.

Chris Dardar responding to Sir Ken Robinson: Bring on the learning revolution

Robinson recognizes education in the traditional setting to be linear.  We teach students to get on a path with no detours and stay on it until the end and that end being college graduation.  In his opinion education closes the door to the learners personal discovery.  Robinson's suggestion is that we create an environment of creativity and diversity through the use of individual talents. 

The reality is students are put on the conveyor belt of learning.  Ideally,  as early as preschool, educators must pull each child individually off the path conformity and allow them self proclaim their talents and wants.  I am not suggesting to throw out evaluations and methods but instead incorporate the life of learning into the learning of life.  A teacher's ability to use the classroom door as a portal that is inviting to thoughts and questions as opposed to the much dreaded door of conform or else will generate a classroom filled with energy and the much sought after participation.

I feel the setting I am currently in is open, accepting, and utilizes many of Robinson's views.  My classroom is organized chaos and I recognize that not every student is striving to be the next aerospace engineer but each with the right approach can appreciate the joy of learning things they may have thought of to be out of reach.

Yvette responding toSeth Priebatsch – The Game Layer on Top of the World

Seth Preibatsch begins by describing the last decade as being “social” in terms of technology with the ultimate social network – Facebook.  He believes this decade will be that of the “Game Frame”.  He lets the viewers in on 4 of his 7 dynamics. With all 7 dynamics one should be able to get everyone to do whatever it is you want to accomplish.  When describing each dynamic Seth provided an example of how it has already been used, how it was/is used in conventional games and then how it can be used. (These are the bulleted items)

1)Appointment Dynamic –this dynamic includes predetermined timed events

·         Finding out about happy hours around town

·         Farmville have to return to water your crops etc

·         Vitality  lets you know when to take your medications (Should give points when you take medicine and deduct when you forget)

2)Influence Dynamic – this dynamic is about status

·          “the black credit card”  the card of cards

·         Modern Warfare

·         Schools report cards are A B C… valedictorians, etc.  (Should have leveling up)

3)  Progression Dynamic –how are you making progress

·         linked in - progress bars

·         World of wars

·         Rewards – keeping going back to place to earn rewards/points to eventually unlock the rewards ie getting something free

4) Communal Discovery – everyone has to work together

·         Digg (source of the best news)

·         McDonald’s Monopoly looking for Boardwalk

·         Pyramiding

I could see these strategies being used in education.  First of all the whole “Game Frame” idea would be right up most students’ alley.  Students are so in tuned to all those video games.  If we could just make schools one big game.  They could begin by earning points/credits for showing up on time (appointment dynamic).  They would “level up” on their knowledge of skills based on Blooms taxonomy to eventually become THE BIG WHIZ (Influence dynamic) which would earn them special privileges. Students would move along a predetermined mastery of skills line to reach to ultimate reward – passing to the next grade/graduation (Progression Dynamic). Working together to accomplish a goal is already being performed in most classrooms (Communal dynamic)

I believe technology has totally changed the process of teaching.  We have to be more creative, entertaining, energy packed, and reward given instruments.  I have certainly stopped trying to be more computer savvy and tried to use it to my advantage.

Amie Adams responding Arthur Benjamin's formula for changing math

Arthur Benjamin’s formula for changing math education opened my eyes to a new way of thinking.  As a high school math teacher for twelve years now, the math curriculum hasn’t changed much. Every student starts off taking Algebra I, Geometry, Algebra II with Calculus being the highest level before high school graduation. Benjamin disagrees with this process/pyramid. He believes that Statistics & Probability is what students need before Calculus because it is most helpful in our daily lives. Statistics allows us the opportunity to seek risks, rewards, and understand data of predicting the future. If  more lessons are being taught on statistics, Benjamin thinks it will help the future generations to make wiser choices. He specifically referred to our economic crisis we are in. He says that if we were more educated on these methods things may be different.

I am torn with what Benjamin has to say. Everyday in trigonometry class, I have students ask, “when are we going to use this in life.” Statistics would be more relevant to students’ lives who may not be going to college or those who are majoring in finance or science.  Those students who plan on majoring in engineering or math will definitely need the calculus background from high school.

Amie

Amie Adams responding to Thomas Suarez- 12 year old Apple Developer

What a great inspiration Thomas Suarez is to people of all ages, particularly kids in his generation. To have the enthusiasm, initiative and desire to be able to code in kindergarten is almost unbelievable. Most role models of kids Thomas’ age are fictional heroes, baseball players, or the latest boy band to hit the stage. To know that Steve Job, one of the smartest, most successful men to inspire Thomas at such a young age is incredible. The majority of kids today just want to play on these new gadgets, but having a young child grab their attention to start programming and learning more about the wonderful uses of technology is great for our future.  Getting other kids involved and interested in programming allows them to share different experiences and learn from each other. Independent, hands-on learning is “hands down” the best strategy to use when exploring and figuring out new ideas.

This little boy started an app club at his school where students could design apps and work together in creating new software. I wonder how this would work at my school. Would this sort of program take off here at my school? Honestly, I believe it would. Students today are so engaged in learning if it is to work on a laptop, ipad, or any other piece of technology. To be honest, the students could head the club. Like Suarez said, "students usually know a little more than the teachers." This so true dealing with technology today. I find myself so out of touch with technology that I know I could learn tons from this little guy. What a bright future he has and what amazing things he will achieve!

Amie

Chris Dardar responding to JK Rowling on the benifit of failure

Rowling's benefit of failure speech to the Harvard graduates shines a light on what we all fear most.  In society we grow each day whether that be as a student, teacher, or professional.  a persons level of success depends on how much you are willing to fail.  Education in today's society should be teaching our students how to succeed in an applied world.  Too often students consume and regurgitate with information without complete understanding of what to with the knowledge.  As educators we need to challenge our students beyond the letter grade and to work toward the unexplained.  Self exploration in education teaches a student that they may not have the answer in front of them and that sometimes they may guess wrong but through perseverance the goal is achievable.  Expecting perfection or a life without lose is unrealistic.  Students need to taught the benefits of failure and the primary lesson being that it is not the end of the world and in order to succeed you must get up and work harder. 

In the sometimes make believe world of independent schools we are faced with the challenge of having parents who refuse to believe that their child may not be perfect and will do anything to protect them from failure.  The lesson of failure may not be easy to swallow but as hard as it may be the ability to bounce back a move forward is that much more rewarding.  Year after year we have numerous 9th graders who enter upper school with the assumption it is their right to be valedictorian.  It is the job of the school to educate each student to his or her fullest and unfortunately some children's tanks are not as large as others.  Along the way we must ensure that those who do not reach the original goal are reassured and given the encouragement to continue to reassess their own personal growth.

Elizabeth  Harson:  Responding to Sheryl Sandberg: Why we have too few women leaders.

Sheryl states:

·         Women are not making it to the top anywhere in the world.

·         Women face hard choices between professional success and personal fulfillment.

·         Data shows that success and likeability are positive for mean, but negative for a women

She suggest that in order to keep women in the workforce we need to do the following:

1.    Sit at the table

2.    Make your partner a real partner

3.    Don’t leave before you leave

She thinks it is important not just for women to succeed, but to be liked for her accomplishments.

I think it is true even among the group of women, we are supportive and encourage each other in personal matters, but in professional situations it is not as easy for some.

It is hard to balance it all.  It takes a huge commitment to make the sacrifices, but it goes back to what we believe and what we are passionate about that keep us going.

Elizabeth  Harson Responding to Simon Sinek: How great leaders inspire action.

According to Sinek, there is a pattern.  All great and inspiring leaders and/or companies think, act and communicate in the same way and it is the opposite of others.

He created a code for this thinking called, The Golden Circle. With the “why” as the center of the circle.

WHAT:  What you do.

HOW: How you do it.

Why: Your cause, belief and/or purpose

He says most people:

·        Know what they do

·        How they do it

·        But few know why

The inspired operate first with “why”.  They have a purpose or a belief for doing something.  He says people will not “buy” what you do, but the “why” you do it.

Sinek said, the goal is not to do business with every person who wants to buy what you have, but the goal is do business with those people who believe what you believe.  He supports this with brain research.  Then, goes on to say that the goal is not to hire people who need a job, but hire those who believe what you believe.  In doing so, if you hire those who need a job, they will work for your money, but if you hire someone who has your beliefs, they will work for you with blood, sweat, and tears.  They will be the ones who will be loyal to your organization. 

There are leaders and there are those who lead.  Leaders hold a position of power or authority, but those who lead inspire us whether they are individuals or organizations.  We follow those who lead, not because we have to but we follow them for ourselves and what we believe. Sinek says it is those who start with “why” that have the ability to inspire those around them or the ability to find others who inspire.

I definitely see that those teachers who are most passionate about teaching are the ones I am most attracted to in terms of having the best working relationships with.  Maybe that is due to having common beliefs.  In the leadership role, I do see how that is true with hiring the right person in the right setting could come into play.  Those who believe what you believe, will give it their all.   

Stephanie Fournet--Responding to Patrick Awuah "On Educating Leaders"

Patrick Awuah’s chilling introduction about the failures in leadership in the hospitals in Ghana grabbed my attention at once, and his story of his own transformation into a leader resonated with my beliefs about educating young people. His transformation began at Swarthmore College where he learned to become a critical thinker in the liberal arts environment.

After working for Microsoft for 10 years, he returned to Ghana and founded Ashesi University, a liberal arts institution that emphasizes critical thinking, ethics education, and servant leadership. He did this because he felt that it was the best way to help his country emerge from a history of corruption, incompetence, and violence into an era of progressive and promising leadership. Critical thinking, ethics education, and servant leadership. This is an ideal model for education in any school, but independent schools especially should excel at these three ideals.

With the restrictions and demands that are placed on public schools, the opportunities to teach and encourage critical thinking are limited at best. It has also been my observation that practices in many private, parochial, or faith-based schools, critical thinking is at times even discouraged for a number of reasons. Some schools emphasize obedience over ingenuity, acceptance over inquiry. They are within their rights to adhere to their own missions, but all schools should prepare their students for an unforeseeable future. The ability to analyze, evaluate, make connections, and draw conclusions; the ability to perceive patterns and apply concepts; the ability to write and innovate—these will be the tools with which the adults of tomorrow will build success. Since we are currently educating our students for jobs that do not yet exist nor can even be imagined, these may be the only skills that they might find relevant two decades from now. As an educator and a parent, I am grateful that my independent school values critical thinking, but I know that we could be doing a better job of it.

While many professionals took some kind of ethics class in college (business ethics, journalism ethics, law and ethics, etc.), I have long thought that ethics training should be a part of continued professional development for every field. Of course, this may not be as necessary if this were a pillar of education everywhere. Do not misunderstand my intentions; I am a firm believer in separation of church and state, but no faith tradition can lay claim to virtues. Virtues such as honesty, reliability, integrity, respect, consideration, etc. are universal and elemental. These should be taught, both passively and actively, at every level of education. Even in religiously affiliated schools, I think that such education could be improved for the betterment of society as a whole.

We rob our students of genuine growth when we fail to provide them with the opportunity to serve others. Whether our students are so privileged that they lack a sense of purpose or they are so insulated that they don’t recognize a perspective outside of their own, legitimately working in service to others can provide a sense of accomplishment and empowerment. Hand in hand with critical thinking and ethics education, it can help to foster a deeper understanding of the world and the human condition. It can help to define a student’s sense of self and vocation. It can create leadership.

Patrick Awuah’s model is simple and amazingly powerful, and I would like to see it at work in more schools at home and abroad.