Our sons' school is an International Baccalaureate (IB) candidate school. I've written about that previously here.
Last night I went to the PTO meeting at school. Rather than dry business meetings, the PTO changed format this year to discussions about topics of interest to parents. We've had a panel on technology use in the classroom, an update on plans and fundraising for the new playground equipment, and a conversation with the literacy coach. This month's meeting was a panel on IB at the school.
There are three schools in our school corporation applying for IB status. They are in the 2nd year of what is generally a 3 year process. An article appeared in our local newspaper a few days ago about one of the cool things at our school: fifth grade students were learning about endangered languages. They were specifically learning about vanishing Native American languages since that is the experience of the Lakota/Anishinabe gentleman who spoke with the students.
Of course someone had to comment on the article online, complaining about the cost of these three schools applying for IB status and the money the school board is asking for in an upcoming referendum (to reauthorize the referendum that was passed several years ago). My philosophy is to support money for schools not because I have kids in those schools but because I want a well-educated populous. So the sour grapes made me cringe in that regard, but also because it is so short-sighted!
There is so much pressure on schools, on teachers and students, to pass tests. So many schools, including some in our school corporation, that teach to the test. They spend all their time on math and literacy at the expense of everything else, just so their students will pass the mandated tests so the school will not lose funding. It's a terrible downward spiral.
I could write a lot about the testing and the loss of everything else in schools, but so much has already been written on that topic. What I want to talk about is what the librarian, who is also the IB coordinator for the school, and the two teachers who spoke had to say. Because this is what we all want for our kids. What IB brings to a school is what schools should be. And I truly hope that after these three schools successfully become IB schools other schools in the corporation will apply as well, including the middle and high schools.
So, IB. To start, the librarian explained that teachers are used to thinking about standards: what state standards do we need to teach? With IB, they are linking those standards (content) to concepts, which can be applied more broadly.
There are 6 IB transdisciplinary themes that are explored throughout the year: Who We Are, Where We Are In Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, Sharing the Planet. Unit ideas within those need to open the door to inquiry. The topics can't use proper nouns, so they looked at state standards and then broadened the themes to apply anywhere in the world.
For example, the American Revolution is one of the state standards and a unit every school in the district does in 5th grade. The teachers thought this would be a good unit for the theme of How We Express Ourselves. So, what is the American Revolution about? What connections does it have? Revolution--> change--> "throughout time, people have expressed differing beliefs, values, and ideas which have caused change". Hmm... That really gets me thinking--Arab Spring, Russian Revolution, Tiananmen Square, dozens of other uprisings and revolutions.
In Kindergarten, there is a fall unit, Harvest Time, where they learn about where foods come from, how foods are produced and distributed, and seasonal harvests, local and global. In Kindergarten. They are touching on science, social studies, art, math, literacy... a lot of different subjects are being informed by the theme.
Steps to building the units include introducing the central idea, developing possible engagements (all teachers don't have to teach exactly the same way, so they can follow the lead of what their students are most engaged in; the teachers come up with different ways to teach the same material and can 'switch it up'), and then assessing the unit. And, part of assessing the unit afterward, the teachers look at how the students engaged in inquiry. Did students ask questions that led to new knowledge? Did they share their knowledge (maybe mom emailed the teacher to comment that their child was telling them all about where pizza ingredients came from)?
With IB, the teachers work as a grade-level team to create these units of inquiry, but they also work vertically within the school so what students learn at one grade level might get built on in the next.
In sixth grade, students learn about Ancient Greece. They've always learned about the Greeks. With IB, the unit has become "What's Old is New Again", under the transdisciplinary theme of "Where We Are in Place and Time". Greeks--> broad scope of politics, art, commerce, culture, philosophy, education, etc. Ancient civilizations--> how do they connect to today?
The students learn about a topic with the Greeks, then they apply that same idea to another ancient civilization and to modern American society. The 6th grade teacher talking about the unit shared a lot of the neat activities the students have been doing; I didn't write them all down. One in particular was types of government: monarchies, oligarchies, tyrannies, republics, democracies. They were astounded to learn that we have a representative democracy and really thought about why a true democracy would not work in a nation of several hundred million people. The point was that instead of just learning about the Ancient Greeks, they look at why the kids need to learn about them.
A second grade teacher shared a few of the units they have developed. They used to learn about the life cycle of an insect. Now, that has been expanded to all sorts of cycles: life cycles of bats, chickens, trees, phases of the moon. The kids are seeing cycles in everything!
They also did a unit on elections. Voting, issues, solutions, platforms: these are all concepts 2nd graders were talking about. They did a voting train, where they learned about the history of the right to vote in our country. The students were given a card describing a type of voter. At the start, only certain voters (white, male, landowners) could get on the voting train. Then different amendments were passed to the Constitution, so more and more people could vote. Each time an amendment was passed, as they went around the room (representing time), new voters could get on the train. At the end, there were a couple students who still couldn't vote. Think about the power of that lesson.
Second graders are already learning a little about the Constitution. And voting and elections. Think about when they get to sixth grade and learn about different political systems! That is part of the vertical synthesis of IB.
Something else that the teachers brought up is that they model as a teacher that they don't always have the answers and how to find them. When students ask questions, they can say they don't know and work with the students to discover the answer. They are teaching kids as young as preschool (because even the preschools have IB units) how to be learners. The kids are learning that it isn't just that some kids are smart and some aren't. They are learning what a good learner looks like. The learner profile and attitudes that encourage learning are always present in the classrooms.
The teachers are engaged in curriculum design. Yes, they still have to teach the state standards and take state tests, but there is real learning going on. The kids are not just learning enough to pass a test; they are being educated. This, the emphasis on learning to think, on social studies and science, on integrating curriculum across subjects, this is what I think all parents want for their kids. From what I have seen, IB is incredibly powerful for students and for teachers. And I truly, truly hope that more and more schools, here and elsewhere, can go on this same journey.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Wednesday, November 18, 2015
Sunday, January 12, 2014
Guest post: Don't Fail This Quiz
This is a guest post from Deborah Myerson, who has two sons at Fairview and is co-president of the Fairview PTO.
Don’t Fail This Quiz
This is about education, so first, a quiz:
If you were a supporter of public education, which would you do?
a) Devise a secret plan in the middle of the school year to eliminate current classrooms and turn the school upside down.
b) Inform teachers about this new plan the night before its rollout and order them to implement it.
c) Send students home crying and confused.
d) Let children tell their parents what happened when they get home from school, with a vague letter home to provide minimal additional information.
e) Consult teachers, engage students, involve parents, and work collaboratively to develop a plan that leverages the many strengths of the school to address important educational needs.
Quiz will be returned at the end of class.
 |
| Artisticat at Fairview Elementary School |
Fairview families are concerned and upset about a radical restructuring that the new interim principal is implementing at our school. The graded classrooms and teachers that students have enjoyed since August have been eliminated, and--based on a single test score--children have been re-sorted , classified, and segregated into new classrooms.
Teachers first learned about this radical change in classrooms on Thursday, Jan. 8. Children found out about it at 3:15 on Friday, when they vacated their old classrooms and moved to new classrooms with new teachers. Parents were the last to find out. Many children came home distraught, not really knowing what was going on. A vague, impersonal letter home did not really explain much and gave no indications about who the child’s new teacher would be.
There are two serious problems right now:
- First, a regular pattern of secretive actions follow by top-down communication where parental involvement is merely an afterthought.
- Second, this radical restructuring of classrooms effectively segregates students by a test score, without regard to existing friendships or relationships with classroom teachers from the first half of the school year.
As a parent, I know that I was upset that my six-year-old was my first source to learn of this midyear, comprehensive change in school structure. And my 11-year-old with communication delays couldn't really explain what had happened at school, except that he had a new teacher. When I opened their backpacks and found the letter home, it was too vague to be informative. It did not even contain the names of their new teachers.
Our children are not the sum of their test scores, nor are they guinea pigs. Yes, there are important educational needs for kids at our school, and we need to find a way to address them. We can engage our children as the learners that they are, with educationally sound and developmentally appropriate practices. But to make effective change, administrators need to work collaboratively with parents and teachers. That’s just not happening right now.
Instead, there has been a complete disregard for Fairview families. Frankly, this abrupt midyear change in direction for students and teachers, coupled with the poor administrative communication, is highly disrespectful of the Fairview community.
There are many strengths at Fairview, as well as the challenges. Teachers across the school are excellent, motivated, and caring. The new building, opened in 2011, is state of the art. The fabulous Strings Academy, in partnership with IU, introduces first and second graders to the violin, while the CODA program allows students to continue the violin or take lessons in other instruments.
The Artful Learning program—that enhances learning by presenting curriculum in highly engaging ways, integrating visual, audio, and kinesthetic learning styles--now in its third year, and has been a wonderful addition to the school. Because of Artful Learning, families from across MCCSC have enrolled their children through Fairview’s open enrollment. And since it has been implemented, there has been notable growth in student performance. Yet, though the letter home claimed that Fairview would still be “an Artful Learning school,” it’s really not clear how that will really happen under these overhauled classrooms.
Ever since Tommy Richardson’s departure over a month ago, parents have been asking interim Principal Miller and Superintendent Judith Demuth for a community meeting to discuss Fairview’s future, requests that have met minimal or no response.
We have a regular PTO meeting scheduled for Monday night at 6:30 pm, with child care. We expect it can provide an opportunity for a forum for discussion. We certainly hope that as many parents and teachers as possible will be able to attend.
If MCCSC wants parents to support public schools – and the next referendum to fund public school programs – this administration needs to genuinely collaborate with families, value their input, and act on it. Otherwise, you will have even more parents fleeing to the next available charter school. And who knows what happens at the next referendum?
Quiz answer: E. Consult teachers, engage students, involve parents, and work collaboratively to develop a plan that leverages the many strengths of the school to address important educational needs.
Otherwise, you failed.
Tuesday, August 7, 2012
There have to be better ways
My oldest starts Kindergarten next Monday. It's a big milestone.
But what's making me anxious isn't worry about him. He'll do fine. He loves school. He's never looked back, since the first day of preschool 3 years ago.
What's bothering me is the lack of information from the school.
Now, I admit I'm type-A when it comes to things like this. I'm a planner and a doer. I like to know what's going on.
But here we are less than a week before school starts and I have no information - no bus number or time, no teacher name, etc.
Talking to friends with kids already in the school, I've heard there's a teacher meet and greet before school starts. But I haven't received any information about it. Apparently that is when we'll find out who his teacher is and where his classroom will be.
I did look on the school's website and find that it is scheduled for Friday afternoon. But why did I have to look at the website for that information? I'm on the school's list-serv. I've received emails with the school supply lists and notice that we'll be getting a book rental bill.
Apparently money is more important than students. At least, that's what the lack of communication regarding something as basic as the date and time of the meet and greet indicates to me. That date has to have been set weeks or months ago. Yet the first notice I got was looking it up for myself. Which I only did because other parents told me there should be such a thing.
Apparently money is more important than students. At least, that's what the lack of communication regarding something as basic as the date and time of the meet and greet indicates to me. That date has to have been set weeks or months ago. Yet the first notice I got was looking it up for myself. Which I only did because other parents told me there should be such a thing.
I spoke to the transportation secretary today. Bus info was mailed today, so we should have it by tomorrow. I sure hope so. Per the school's website, Wil needs to know his bus number and where it picks up and drops off. With a 5 year old (probably older kids too), that requires a few days of repetition. Luckily our bus stop should be at the corner, just 1 house away.
I called and spoke to the school secretary today. I had a few questions. She explained. I mentioned that I hadn't received any emails regarding the meet and greet and had to look it up myself.
She claimed the information had been sent and I must have missed it. And that I should have been told about it when I registered my child. Back in April. Because I should remember something from 4 months ago. (Although she admitted that maybe they hadn't set the date that far back.) I pointed out that being new to the system, I didn't know how it worked. Even if I was told something 4 months ago, in the midst of all the form-filling, it may not have registered.
An email about School Welcome and Meet the Teacher was sent about a half hour after my phone call, with letters of introduction from the new principle and assistant principle. I guess they forgot to send it earlier.
I still think there could be better ways to do all this.
Communicating better would be a big help.
We live in the 21st Century. I understand that the current system is better than when they just posted the lists on the school doors the night before and parents crowded around to see what class their kid was in. But that doesn't make this better.
The school claims they are still making class lists. That, since more kids are enrolling every day, they can't finalize the lists until the day before school. I call BS. Plenty of other school systems (example: neighboring RBB) can send a letter a few days, in not a week or two, before school starts with pertinent class information. If the majority of students have already enrolled, they should have pretty balanced classes already, and should just need to add new students as they come in.
As it is, they are punishing those of us who registered early, making us wait for folks who, for whatever reason, couldn't or didn't register earlier. Why can't there be an early cutoff point, say August 1st, when the class rosters are prepared? Are there really SO many more students (more than, say 25% of any given class) registering late that would throw off the balance of a class?
There have to be better ways to do all this.
She claimed the information had been sent and I must have missed it. And that I should have been told about it when I registered my child. Back in April. Because I should remember something from 4 months ago. (Although she admitted that maybe they hadn't set the date that far back.) I pointed out that being new to the system, I didn't know how it worked. Even if I was told something 4 months ago, in the midst of all the form-filling, it may not have registered.
An email about School Welcome and Meet the Teacher was sent about a half hour after my phone call, with letters of introduction from the new principle and assistant principle. I guess they forgot to send it earlier.
I still think there could be better ways to do all this.
Communicating better would be a big help.
We live in the 21st Century. I understand that the current system is better than when they just posted the lists on the school doors the night before and parents crowded around to see what class their kid was in. But that doesn't make this better.
The school claims they are still making class lists. That, since more kids are enrolling every day, they can't finalize the lists until the day before school. I call BS. Plenty of other school systems (example: neighboring RBB) can send a letter a few days, in not a week or two, before school starts with pertinent class information. If the majority of students have already enrolled, they should have pretty balanced classes already, and should just need to add new students as they come in.
As it is, they are punishing those of us who registered early, making us wait for folks who, for whatever reason, couldn't or didn't register earlier. Why can't there be an early cutoff point, say August 1st, when the class rosters are prepared? Are there really SO many more students (more than, say 25% of any given class) registering late that would throw off the balance of a class?
There have to be better ways to do all this.
Tuesday, January 31, 2012
on science in science classrooms
The Indiana Senate just passed a SB 0089 which allows public schools to teach creationism in science class as long as they teach origin of life theories from multiple religions. The bill now goes to the House, where hopefully saner heads will prevail.
We've been sent back to the 1950s.
I have a few thoughts on this bit of legislation.
1) If you subscribe to any particular religion, you should absolutely defend the separation of church and state rather than argue that "it doesn't exist". The whole point of that idea is to protect religions from state interference. Why do so many forget that? And only when it is convenient. Is it ok to push a particular religion? If you are Christian and answer "yes" when it is yours but are disgusted by theocracies elsewhere in the world, think about what that means. Just remember that when a particular religion is protected, other religions suffer. You could be on the losing end.
2) Creationism is not science. Please don't argue that "evolution is just a theory" unless you really understand what a scientific theory is. Hint: it means a hypothesis has been proven. Think Theory of Relativity. Science uses particular methods to investigate how things happen. Creationism has not been tested using scientific methods. Is it a valid subject? In certain classes, yes. Not in science class.
3) Science tries to answer "how". Religion explores "why". These are different questions. The Theory of Evolution explains the process by which living things have developed. It actually isn't in conflict with creationism. This is why the Pope and Catholic Church, for example, endorses evolution as the process God used to create the world. (Science doesn't care if there is a Supreme Being pushing the buttons.)
4) For an interesting fictional take on the argument, I suggest Chapter 9, Cosmos, in Piers Anthony's For Eternity. This is the 7th book in the Incarnations of Immortality series. I highly recommend the entire series, but this chapter in particular is a trial of science (evolution and the Big Bang theory) vs. religion (Creationism). Of particular note is that the Biblical "day" can be interpreted as "as long as the stage took". Because does God really follow an Earth day? Or would God have his own timeline?
So about teaching creation is science? It's not science. It isn't in conflict with science, but it isn't science. It doesn't belong in science class. As part of social studies, history, theology, or a variety of other classes? Absolutely, as long as other religious viewpoints are included. Because the place for true religious doctrine to be taught is at home or in church or mosque or synagogue or whatever religious institution subscribes to that religion. (Even if you are Christian, do you trust that YOUR particular brand of Christianity will be taught? Because it just might be another group's viewpoint that is given.)
We've been sent back to the 1950s.
I have a few thoughts on this bit of legislation.
1) If you subscribe to any particular religion, you should absolutely defend the separation of church and state rather than argue that "it doesn't exist". The whole point of that idea is to protect religions from state interference. Why do so many forget that? And only when it is convenient. Is it ok to push a particular religion? If you are Christian and answer "yes" when it is yours but are disgusted by theocracies elsewhere in the world, think about what that means. Just remember that when a particular religion is protected, other religions suffer. You could be on the losing end.
2) Creationism is not science. Please don't argue that "evolution is just a theory" unless you really understand what a scientific theory is. Hint: it means a hypothesis has been proven. Think Theory of Relativity. Science uses particular methods to investigate how things happen. Creationism has not been tested using scientific methods. Is it a valid subject? In certain classes, yes. Not in science class.
3) Science tries to answer "how". Religion explores "why". These are different questions. The Theory of Evolution explains the process by which living things have developed. It actually isn't in conflict with creationism. This is why the Pope and Catholic Church, for example, endorses evolution as the process God used to create the world. (Science doesn't care if there is a Supreme Being pushing the buttons.)
4) For an interesting fictional take on the argument, I suggest Chapter 9, Cosmos, in Piers Anthony's For Eternity. This is the 7th book in the Incarnations of Immortality series. I highly recommend the entire series, but this chapter in particular is a trial of science (evolution and the Big Bang theory) vs. religion (Creationism). Of particular note is that the Biblical "day" can be interpreted as "as long as the stage took". Because does God really follow an Earth day? Or would God have his own timeline?
So about teaching creation is science? It's not science. It isn't in conflict with science, but it isn't science. It doesn't belong in science class. As part of social studies, history, theology, or a variety of other classes? Absolutely, as long as other religious viewpoints are included. Because the place for true religious doctrine to be taught is at home or in church or mosque or synagogue or whatever religious institution subscribes to that religion. (Even if you are Christian, do you trust that YOUR particular brand of Christianity will be taught? Because it just might be another group's viewpoint that is given.)
Friday, December 16, 2011
End of a journey
When Wil was 9 months old, Chris went back to school. He had found a Masters program he was interested in.
Now, 4 1/2 years later, he will graduate tomorrow.
While still in the same department, Telecom, he changed concentrations along the way, finding something (3D video production) even more interesting. Even better, it fits with what he does at work. And has opened opportunities. He enjoys working with 3D and he'll get to teach it this spring.
This isn't a very long blog post, but I wanted to say, "Congratulations. We're proud of you."
Now, 4 1/2 years later, he will graduate tomorrow.
While still in the same department, Telecom, he changed concentrations along the way, finding something (3D video production) even more interesting. Even better, it fits with what he does at work. And has opened opportunities. He enjoys working with 3D and he'll get to teach it this spring.
This isn't a very long blog post, but I wanted to say, "Congratulations. We're proud of you."
Tuesday, July 12, 2011
Education opportunities in Bloomington
It is pretty much acknowledged that the current state of education is not great. I don't know if I'd go so far as calling it abysmal in general, but there is so much to be sad about. There have been articles and articles and more articles written about the loss of creativity and innovation in education, about how our children are learning rote information to pass a test but not the skills needed to compete in the 21st century.
There are lots of ideas about how to change education. There are even alternatives to traditional public schools. There are several options even in Bloomington: Harmony School, The Project School, New Tech High School. I think it's great there are alternatives here.
But. I think our family is in a similar position to a lot of people in town. We just can't afford to pay tuition for 13 years of elementary, middle and high school. New Tech is part of MCCSC, but that's a long way away. Harmony School sounds wonderful, but when we've scrimped to afford preschool and have to save up for college, and we have tax dollars paying for the local public schools... well, 8% of monthly income for 1 kid or 12% for 2 is just more than we could swing.
And there are those tax dollars we are paying for our public schools. Are they perfect? No. Do they need improving? I'd say yes. But I want to see some of the innovations of private alternative schools, at least the ones that are doing a good job, be incorporated into our public schools rather than just see those who can afford it jump ship leaving a sub-par education for the rest of us.
Can we recognize that all this testing and teaching to the test is not the answer? We've tried it and survey says it's not working. Can we actually work to fix our public schools? Private, charter, alternative or religious - all these other schools aren't necessarily better. Some are and we need to look at what works. Some aren't and we need to learn from that too.
But this system is broken. And my kids will be starting school in the next couple of years. I just hope we can inspire them to be creative and explore and find science and art and music and all the stuff that's lost these days fascinating. I'm thankful we have things like Mythbusters to show them that science can be fun and Khan Academy to help them when their teachers are too busy trying to control 30 kids. We have resources in town because of IU and Ivy Tech that will hopefully inspire the boys.
There are lots of ideas about how to change education. There are even alternatives to traditional public schools. There are several options even in Bloomington: Harmony School, The Project School, New Tech High School. I think it's great there are alternatives here.
But. I think our family is in a similar position to a lot of people in town. We just can't afford to pay tuition for 13 years of elementary, middle and high school. New Tech is part of MCCSC, but that's a long way away. Harmony School sounds wonderful, but when we've scrimped to afford preschool and have to save up for college, and we have tax dollars paying for the local public schools... well, 8% of monthly income for 1 kid or 12% for 2 is just more than we could swing.
And there are those tax dollars we are paying for our public schools. Are they perfect? No. Do they need improving? I'd say yes. But I want to see some of the innovations of private alternative schools, at least the ones that are doing a good job, be incorporated into our public schools rather than just see those who can afford it jump ship leaving a sub-par education for the rest of us.
Can we recognize that all this testing and teaching to the test is not the answer? We've tried it and survey says it's not working. Can we actually work to fix our public schools? Private, charter, alternative or religious - all these other schools aren't necessarily better. Some are and we need to look at what works. Some aren't and we need to learn from that too.
But this system is broken. And my kids will be starting school in the next couple of years. I just hope we can inspire them to be creative and explore and find science and art and music and all the stuff that's lost these days fascinating. I'm thankful we have things like Mythbusters to show them that science can be fun and Khan Academy to help them when their teachers are too busy trying to control 30 kids. We have resources in town because of IU and Ivy Tech that will hopefully inspire the boys.
Sunday, May 15, 2011
TEDxBloomington
I spent the day yesterday at the Buskirk-Chumley Theater at the TEDxBloomington conference. There were many amazing speakers, all based around the idea of "The Wisdom of Play".
I admit, I'm a TED addict. I love watching TED talks. Despite freezing (the theater was cold!), I had a fabulous time.
Some highlights (the program can be found here):
Section one was about Wisdom.
Stephen K. Hayes, ninja, got things started with great stories about playing roles (the Dalai Lama) and having the wisdom to know when to fight and when to give in (magazine cover shoot). (YouTube video)
Debby Herbenick, Editor-in-Chief of MySexProfessor.com, likened sex to a tree house using aspects of both (perspective, exclusivity, playful discovery, risk, sharing ideas, the moment, getting back up). And she made everyone want to eat strawberries. (YouTube video)
Bryan Stuart talked about getting involved in One Laptop per Child even though he had no idea what he was doing when he started. (YouTube video)
Keith Johnson talked about organic gardening and permaculture. (YouTube video)
Nolan Harrison III is my new hero. He made me cry with his story about stepping up to the plate and being the superhero he had always aspired to be. Yep, his talk was about superheroes. (YouTube video)
Section two was about Learning. A lot of the ideas about rethinking schools really hit home for me. Shouldn't learning be fun?
Gever Tulley talked about his Tinkering School and Brightworks and how he is changing what school is all about. A lot of the principles he talks about can be used outside the classroom, but this is a good place to start the discussion about rethinking the classroom. I need to go buy "50 Dangerous Things (you should let your children do)" now. (YouTube video)
Sarah Elizabeth Ippel, founder of the Academy for Global Citizenship school in Chicago, showed another new model for a school. Some ideas that rattle around in my brain from her talk: "Play isn't what we do; it's how we do it." "Play is taking the ordinary and making it magical." (YouTube video)
Amy Yurko, an architect, showed some ways to use building design in rethinking schools. Why do we live in a world where we've partitioned play from learning? Kids don't distinguish until we tell them "play here; learn here." (YouTube video)
Lindsay Manfredi introduced us to Girls Rock and their mission to build positive self-esteem in young girls through music. If you have a daughter, this is something she should do. (YouTube video)
Edward Castronova talked about gaming and the importance of games. Games can help us learn about complex situations. And while people talk about games and virtual worlds as an escape, he prefers to think of them as a refuge, and a refuge is somewhere to look for home. (YouTube video)
Section three centered on Creativity. It started with a bang with a wonderful story from Arbutus Cunningham. (YouTube video)
Marc and Sara Schiller showcased street art and explained how street art isn't about vandalism. (There's a difference.) A lot of the art they showed was about rediscovering the world around us and seeing what is easy to miss. (YouTube video)
Jeff Nelsen, known for the Canadian Brass, talked about overcoming fear in performance. He pointed out that we perform all day, all over the place and fear is a choice. (It isn't the audience that makes us afraid; it's our awareness of that audience.) Performance is about 3 things - the What, the How, and the Why. Focusing on Why you perform can help. Surrender. Be creative - find ways to fool yourself, be solution-based, and perform as often as possible. Share your stuff. (YouTube video)
Charlie Todd, founder of Improv Everywhere, talked about how he started doing what he does and shared some of the group's missions. I have to admit I was really excited about this one and talked to him for a minute during a break to admit I'm a fan and love watching their videos. (YouTube video)
Stephen Volan, a local city councilman, told his personal story of learning to interpret social interaction through improv to cope with Asperger's Syndrome. (YouTube video)
Corey Jefferson got us all on our feet for a quick improv exercise. (YouTube video)
Section four centered on Play.
Robert Scoble led off with a sobering talk about how we need to make mastery trump knowledge. We need to teach kids skills. We're teaching to the test (something few will argue with) rather than the creativity that they need. "We have a strategic plan. It's called Doing Things." (YouTube video)
Seth Frey, founder of a local housing co-op, talked about learning to share and finding solutions to common problems (provisioning public goods, bargaining & coordination, sharing common pool resources). (YouTube video)
Jessica Quirk talked about the importance of clothing (not fashion). If you doubt this, "try running in flip flops." She asked us all to go home and give a piece of clothing some significance. She's been photographing her outfits for several years and posting them at What I Wore. (YouTube video)
Muffy Davis, a World Champion athlete, talked about her life, going from an up-and-coming young athlete to a para-athlete after a ski accident. She talked about not giving up. Difference isn't less. The phrase she used over and over was "If I can do this, I can do anything." It was really inspiring to listen to her. (YouTube video)
The final speaker was Shawn Achor, a positive psychologist. He shared his favorite fake graph, which he used to illustrate the idea that statistics removes outliers so we study the average. But if we study the average, we will remain average. The lens we look at the world through is important and we can't let the external world be equated to happiness and success. If we decide we will be happy when we accomplish something, the goal posts will always move and we will never be happy. When we are positive in the present, the brain works better (enjoy the now!). A lot of his research is what my philosophy has been (I just don't have the degrees and research) so I really got what he was saying. (YouTube video)
All in all, it was a really good day and I want to do more. I would love to see what we can take from yesterday and integrate into the local school system. And I really want to see a group in Bloomington do some flash mob stuff a la Improv Everywhere.
NOTE: Edited with the new YouTube links replacing the outdated ustream links.
I admit, I'm a TED addict. I love watching TED talks. Despite freezing (the theater was cold!), I had a fabulous time.
Some highlights (the program can be found here):
Section one was about Wisdom.
Stephen K. Hayes, ninja, got things started with great stories about playing roles (the Dalai Lama) and having the wisdom to know when to fight and when to give in (magazine cover shoot). (YouTube video)
Debby Herbenick, Editor-in-Chief of MySexProfessor.com, likened sex to a tree house using aspects of both (perspective, exclusivity, playful discovery, risk, sharing ideas, the moment, getting back up). And she made everyone want to eat strawberries. (YouTube video)
Bryan Stuart talked about getting involved in One Laptop per Child even though he had no idea what he was doing when he started. (YouTube video)
Keith Johnson talked about organic gardening and permaculture. (YouTube video)
Nolan Harrison III is my new hero. He made me cry with his story about stepping up to the plate and being the superhero he had always aspired to be. Yep, his talk was about superheroes. (YouTube video)
Section two was about Learning. A lot of the ideas about rethinking schools really hit home for me. Shouldn't learning be fun?
Gever Tulley talked about his Tinkering School and Brightworks and how he is changing what school is all about. A lot of the principles he talks about can be used outside the classroom, but this is a good place to start the discussion about rethinking the classroom. I need to go buy "50 Dangerous Things (you should let your children do)" now. (YouTube video)
Sarah Elizabeth Ippel, founder of the Academy for Global Citizenship school in Chicago, showed another new model for a school. Some ideas that rattle around in my brain from her talk: "Play isn't what we do; it's how we do it." "Play is taking the ordinary and making it magical." (YouTube video)
Amy Yurko, an architect, showed some ways to use building design in rethinking schools. Why do we live in a world where we've partitioned play from learning? Kids don't distinguish until we tell them "play here; learn here." (YouTube video)
Lindsay Manfredi introduced us to Girls Rock and their mission to build positive self-esteem in young girls through music. If you have a daughter, this is something she should do. (YouTube video)
Edward Castronova talked about gaming and the importance of games. Games can help us learn about complex situations. And while people talk about games and virtual worlds as an escape, he prefers to think of them as a refuge, and a refuge is somewhere to look for home. (YouTube video)
Section three centered on Creativity. It started with a bang with a wonderful story from Arbutus Cunningham. (YouTube video)
Marc and Sara Schiller showcased street art and explained how street art isn't about vandalism. (There's a difference.) A lot of the art they showed was about rediscovering the world around us and seeing what is easy to miss. (YouTube video)
Jeff Nelsen, known for the Canadian Brass, talked about overcoming fear in performance. He pointed out that we perform all day, all over the place and fear is a choice. (It isn't the audience that makes us afraid; it's our awareness of that audience.) Performance is about 3 things - the What, the How, and the Why. Focusing on Why you perform can help. Surrender. Be creative - find ways to fool yourself, be solution-based, and perform as often as possible. Share your stuff. (YouTube video)
Charlie Todd, founder of Improv Everywhere, talked about how he started doing what he does and shared some of the group's missions. I have to admit I was really excited about this one and talked to him for a minute during a break to admit I'm a fan and love watching their videos. (YouTube video)
Stephen Volan, a local city councilman, told his personal story of learning to interpret social interaction through improv to cope with Asperger's Syndrome. (YouTube video)
Corey Jefferson got us all on our feet for a quick improv exercise. (YouTube video)
Section four centered on Play.
Robert Scoble led off with a sobering talk about how we need to make mastery trump knowledge. We need to teach kids skills. We're teaching to the test (something few will argue with) rather than the creativity that they need. "We have a strategic plan. It's called Doing Things." (YouTube video)
Seth Frey, founder of a local housing co-op, talked about learning to share and finding solutions to common problems (provisioning public goods, bargaining & coordination, sharing common pool resources). (YouTube video)
Jessica Quirk talked about the importance of clothing (not fashion). If you doubt this, "try running in flip flops." She asked us all to go home and give a piece of clothing some significance. She's been photographing her outfits for several years and posting them at What I Wore. (YouTube video)
Muffy Davis, a World Champion athlete, talked about her life, going from an up-and-coming young athlete to a para-athlete after a ski accident. She talked about not giving up. Difference isn't less. The phrase she used over and over was "If I can do this, I can do anything." It was really inspiring to listen to her. (YouTube video)
The final speaker was Shawn Achor, a positive psychologist. He shared his favorite fake graph, which he used to illustrate the idea that statistics removes outliers so we study the average. But if we study the average, we will remain average. The lens we look at the world through is important and we can't let the external world be equated to happiness and success. If we decide we will be happy when we accomplish something, the goal posts will always move and we will never be happy. When we are positive in the present, the brain works better (enjoy the now!). A lot of his research is what my philosophy has been (I just don't have the degrees and research) so I really got what he was saying. (YouTube video)
All in all, it was a really good day and I want to do more. I would love to see what we can take from yesterday and integrate into the local school system. And I really want to see a group in Bloomington do some flash mob stuff a la Improv Everywhere.
NOTE: Edited with the new YouTube links replacing the outdated ustream links.
Wednesday, April 20, 2011
Decisions, decisions
As a parent, there are so many decisions to make, many of which have such long-ranging consequences that one could easily end up paralyzed in indecision.
We're currently facing the choice of which year of preschool to enroll Sam in. With his birthday falling when it does, he could be in the 3 year old room. But, despite how much he tries to keep up with Wil, I think the 3 year old room, which requires quite a bit of independence (along with being potty trained), might be too much for him. So he's going to be in the 2 year old room. It is much freer, with fewer expectations for sitting quietly, etc, that I just don't think he's ready for.
It's been a tough decision for a couple reasons. The preschool recommends him following through to the 3 year room the following year, then the pre-K class. The pre-K class really prepares kids for Kindergarten, when they will need to do a lot on their own because the teacher just won't have the time to devote to each kid in growing classrooms. And the 3 year old room prepares the kids for the pre-K class. So if we follow the pattern, he won't begin Kindergarten until he's 6. (If he started 'on time' he would barely be 5 and be the youngest in his class; starting at 6 he's be the oldest.)
Because I'm a planner, I'm already projecting where Sam will be in the future, even though he's only 2. Will he graduate at 17 or 18? Because when he starts Kindergarten affects that too.
Why is this such a tough decision? In so many ways, Sam has always been ahead. We have to stop and remind ourselves that he is just 2 because he tries to hard to do everything Wil does. Academically, my guess is he'd be fine. Knowing numbers, letters, shapes, colors... that's the easy part of school at this age. On the emotional maturity side, he's having a hard time being away from Mommy. He was thrown for a loop when Chris was gone for 3 days at a convention.
I guess it really wasn't that hard of a decision when we sat down and talked about it. It was more a matter of overcoming our own expectations. Really, just the fact that I was questioning what we should do gave us our answer. For Sam, he needs the extra hand-holding of the 2 year old room next year. He'll likely start Kindergarten at 6. It won't scar him. Graduating at 18 is still normal; Wil will be 18 when he graduates. And graduating at 17 might just be too young for him. And he won't be all that different from those kids with August birthdays.
As the preschool director said, she has never heard of a parent regretting waiting a year to send their child to Kindergarten, but she has heard several, including herself, regret sending them too early.
We're currently facing the choice of which year of preschool to enroll Sam in. With his birthday falling when it does, he could be in the 3 year old room. But, despite how much he tries to keep up with Wil, I think the 3 year old room, which requires quite a bit of independence (along with being potty trained), might be too much for him. So he's going to be in the 2 year old room. It is much freer, with fewer expectations for sitting quietly, etc, that I just don't think he's ready for.
It's been a tough decision for a couple reasons. The preschool recommends him following through to the 3 year room the following year, then the pre-K class. The pre-K class really prepares kids for Kindergarten, when they will need to do a lot on their own because the teacher just won't have the time to devote to each kid in growing classrooms. And the 3 year old room prepares the kids for the pre-K class. So if we follow the pattern, he won't begin Kindergarten until he's 6. (If he started 'on time' he would barely be 5 and be the youngest in his class; starting at 6 he's be the oldest.)
Because I'm a planner, I'm already projecting where Sam will be in the future, even though he's only 2. Will he graduate at 17 or 18? Because when he starts Kindergarten affects that too.
Why is this such a tough decision? In so many ways, Sam has always been ahead. We have to stop and remind ourselves that he is just 2 because he tries to hard to do everything Wil does. Academically, my guess is he'd be fine. Knowing numbers, letters, shapes, colors... that's the easy part of school at this age. On the emotional maturity side, he's having a hard time being away from Mommy. He was thrown for a loop when Chris was gone for 3 days at a convention.
I guess it really wasn't that hard of a decision when we sat down and talked about it. It was more a matter of overcoming our own expectations. Really, just the fact that I was questioning what we should do gave us our answer. For Sam, he needs the extra hand-holding of the 2 year old room next year. He'll likely start Kindergarten at 6. It won't scar him. Graduating at 18 is still normal; Wil will be 18 when he graduates. And graduating at 17 might just be too young for him. And he won't be all that different from those kids with August birthdays.
As the preschool director said, she has never heard of a parent regretting waiting a year to send their child to Kindergarten, but she has heard several, including herself, regret sending them too early.
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