The Power of Words

Out of curiosity, I looked up the words “school” and “education.”  Strange.  In neither of those definitions did I find the words “learn,” or “learning.”  Should I be worried?  Should I blame dictionary.com?  I see a lot about instruction, training, pedagogy, but nothing on students or learning.  Isn’t that a problem?

Worse yet . . . doesn’t that get at why we can’t seem to make the shift into new ways of thinking about teaching and learning that impact all of our students and teachers?

Seems like we may be long overdue for some name changes.  Most schools still fall under the category of “organization” (that’s changing more and more, but bear with me for now . . . ).  Instead of “schools,” why not “learning organizations?”  Instead of “education,” why not “learning experience(s),” with educators as “learning collaborators” or “partners?”

I’m struck by the ways in which these old standbys, education and schools, speak to a time that needs to be long gone.  I wonder if all of the new learning possibilities will make these words irrelevant in my lifetime.

I hope so.

Beyond the Workshop Model

Learning Forward (www.learningforward.org) is the new name for the National Staff Development Council, a really wonderful organization for teacher leaders, school administrators, and anyone who wants to learn more about effective practices for adult learning in relation to schools and schooling.

I just opened a box of books I’d ordered from them and found a great bookmark inside.  The bookmark title is, “If not a workshop, then what?,” and proceeds to list 30 alternatives for learning.  It’s a terrific list.  Here goes:

  1. Conduct action research projects
  2. Analyze teaching cases
  3. Be observed and receive feedback
  4. Join a cadre of in-house trainers
  5. Plan lessons with a teaching colleague
  6. Consult an expert
  7. Examine student data
  8. Be coached by a peer or an expert
  9. Lead a book study
  10. Visit another school
  11. Write assessments with a colleague
  12. Participate in a videoconference or conference calls with experts
  13. Do a classroom walk-through
  14. Given presentations at conferences
  15. Research on the Internet
  16. Lead a schoolwide committee or project
  17. Participate in lesson study
  18. Coach a colleague
  19. Be a mentor – be mentored
  20. Map your curriculum
  21. Join a professional network
  22. Use a tuning protocol to examine student work
  23. Maintain a professional portfolio
  24. Write an article about your work
  25. Observe other teachers teaching
  26. Read journals, educational magazines, books
  27. Participate in a critical friends group
  28. Do a self-assessment
  29. Shadow a student, a teacher or another professional in the field
  30. Keep a reflective log or journal

I might add a few more: develop an online learning presence (blog, tweet, develop a shared wiki resource, etc.), form a learning community – start small – at your school where you talk about teaching and student learning, and find ways to connect your students (and you) to people from around the world.

What would you add to this list?

Tools for (Re)construction

I’ve been following the exchange between Will Richardson and those who’ve commented on his recent blog post, A Parent 2.0′s Back to School Dilemma.  Will’s astute assessment of the current state of schools and schooling has fired up many of his readers and rightly so.

As a parent or guardian, what do you do when your expectations for schooling are at odds with the reality of the experience for your child?

My initial reaction, and it may be naive, is to take advantage of social networking tools to drive the changes we seek.  If public schools are everyone’s schools, then why not refashion them using the tools we value?  The world of politics, of business, of marketing, and of fundraising and development are taking full advantage of the power of these tools.  Why shouldn’t educators, families, parents and guardians be doing the same?

Why can’t we pool our local, regional, national, and global learning resources to transform schooling?  At the least, what about organizing a day or week of “We’re Keeping our Kids Home Today” to communicate our commitment to the changes we seek?  At the most, why not use these tools to create the collective learning spaces (virtual and real) that we want for our young people?

We want our schools to change.  We are our schools.  We fund them, and we populate them.  We must enact the changes we seek.

Freire and Illich say it much better than I ever could . . .

Dazed and Confused . . .

I’m curious about something that’s been bugging me.  I’m sharing it in this blog in the hopes that you’ll read this and let me know what you think.  Here goes . . .

Do we, in education, work against our own best interests when we use terms like, critical friends groups, or backwards design, or essential questions (I’m not even going so far as to say critical pedagogy)?  In other words, do we work against our own best interests when we use terms that are an accepted part of our field? Do we alienate teachers? Do you have to avoid using specific terms to effect change and/or to support teachers in rethinking their practice?

Is this a problem in other fields, like economics or sociology?  Is that like comparing apples and oranges?

Would we refrain from using helpful terms used within a particular field because they might intimidate or alienate the learner?  For example, in statistics, would we refrain from using the terms, chi-square test, to describe a particular approach because it would be anger or alienate the learner?

Am I comparing two different things here?

I’m befuddled and welcome your helping me to think this through . . .

10 Characteristics of a Good School

What do you think of the following 10 characteristics of good schools (according to Bill Ayers, Teaching the Personal and the Political)?

1. A Good School is Lived in the Present Tense

2. A Good School is a Workshop for Inventors

3. A Good School is Fearless

4. A Good School Honors Diversity

5. In a Good School There are High Standards and Expectations for All

6. In a Good School Adults Tell Children the Truth

7. A Good School is an Intimate Community Where Children Find Unconditional Acceptance

8. A Good School is a Thoughtful Place that Honors the Thinking and the work of Teachers and Students

9. A Good School is Simple, Dark, and Deep

10. A Good School is a Place Where People Make a Difference

I’d add that a good school is a place where everyone has opportunities to learn – students, teachers, staff, parents, administrators, etc. – and where learning is valued, where the cultivation of wisdom and reflection is encouraged, and where questioning and curiosity rule the day . . . oh . . . and where laughter and mistakes go hand in hand . . . and where we bring the outside in, where we draw on experts from around the world, and where we encourage self-directed learning . . . thoughtful technology integration is seamless . . . and is about solving real-world problems.

Do you have anything to add or change?