One of the best feelings is when you’re trying to write something and it just flows effortlessly. The words are practically fighting to get out of your head and typed up fast enough. It’s as… More
I had no classes today which was kind of great. Usually, I have one class, which is my English class, but today we had an “asynchronous class” instead. Basically, this is a fancy way of saying, instead of going to a specific room for an hour and ten minutes of “class” we just had an assignment posted (it wasn’t like a live video lecture or anything, just a normal homework assignment on the shorter side) that we need to have finished by midnight tomorrow.
I find the name “asynchronous class” a bit superfluous, but I very much appreciate the concept. Our professor when looking at her schedule for the semester knew that this was going to be a big week for us with three chapters of Shakespear reading, watching our next Disney movie, and finishing our first paper by Friday; therefore, she scheduled this asynchronous class as a way for us to be able to take ownership of managing our time. We could get our work done where ever and whenever we wanted to today. It was great!
Because of this schedule, it allowed me much more flexibility today and I didn’t have to waste time moving to and from a classroom, which was especially nice since I have a psych test I’ve also been studying for today. I’m glad that we have at least one other asynchronous class baked into the semester schedule because I’m sure it will also be at a much needed time. I applaud my professor for her forward thinking and teaching philosophy behind this.
I think more teachers should adopt the concept of an asynchronous class every now and then. It’s a good way to build student ownership into the class work when there is a busy week happening.
My family has always been known for doing things kind of spur of the moment. Like when I took a week-long trip to NYC with 30 minutes notice. Or when we just went for a weekend to stay in a cabin by a zip line place. Or when we planned a trip to Italy within a month’s times.
Well, this weekend we started fostering a puppy. We had been talking about getting a dog for a while and actively looking for the last few weeks but we hadn’t originally planned on getting a puppy. Saturday morning we were at a dog park meeting another dog who didn’t work out because she was too aggressive towards other animals and we knew we didn’t have the skills to help re-socialize her. Then as we were getting ready to leave we saw a bunch of tents where a shelter had set up and had some pups out, so we took a look and as the story goes we fell in love with this pup and are now fostering her.
So needless to say it’s been a pretty random weekend full of going back and forth between home and school for me. Then add to that tap rehearsal and seeing a musical at the new performing art center near my house. It’s just one of those times where you can’t really tell how productive you are or aren’t being and that’s just been my mood all weekend.
Sometimes it’s nice though to have random things happen in your life even if it does through off your original plans. I enjoy my family’s habit of making random decisions, and hopefully, this one works out well. So far the pupper has been behaving very well and it really sweet and smart which is a good sign.
I was asked to write this article/blog post over the summer for a fellow learner-centered practitioner, though I’ll admit I’m not really sure what happened with it; however, I was thinking about it today and figured I could at least post it on my own blog!
I graduated in 2017 from a recently turned learner-centered environment where I was fortunate to be highly involved in the process of transforming the school, but unfortunately higher ed is not so learner-centered. That was one of the biggest shell shock moments for me about entering college: going from a normal day involving working with clients from the CDC, City of Sandy Springs, and Chick-Fil-A to name a few, to a normal day now becoming sitting in long lectures and taking multiple-choice tests that make up 80% of your grade. As a learner now out of the k-12 system and in a non-learner-centered environment, I sometimes find myself feeling like an outsider in the Education Transformation Movement; however, as time passes I have come to realize that there are ample ways to forward the movement even as an “outsider.”
Despite moving into a less learner-centered environment, I always knew that I wanted to stay involved with this movement to transform education. I didn’t want to go into education as a major though because I believe part of the problem with our current education system is that we’re still teaching new teachers how to teach in a traditional way. Therefore, I’m studying Business Administration with a concentration in Leading and Managing Human Capital. I believe that if we think of schools as an innovative business it will help with the paradigm shift. I hope to learn more about change theory, risk management, social entrepreneurship, 21st-century leadership, and more to then apply that knowledge to help consult with schools trying to transform to a more learner-centered model.
Apart from my studies, I believe any educator wanting to transform the education system has a responsibility to stay connected with the larger national conversations happening on this topic – myself included. Being in college, it is harder to find opportunities to create change in my personal learning environment, but through social media, conferences, and writing articles I can still help effect change in other learning environments around the country.
I continue to stay involved with the national community primarily through Twitter and Slack conversations, attending conferences, blogging almost daily, and being Editor-in-Chief of Trailblazers, a student-driven magazine about the Education Transformation Movement. I believe as a young learner who graduated from a learner-centered environment, I, in particular, have a unique perspective that needs to be shared. A few years ago I stated in a blog post, “When teachers talk about learner-centered education people ask, ‘Where’s the evidence of this working?’ but when students talk about learner-centered education, we are the evidence. It is working.” – The Life of Pinya This quote has kind of served as my north star for the past few years. People want to know about the evidence, so I need to share my stories to prove just how much learner-centered education is bettering the lives of all kinds of students.
Since going to college, I have realized just how much more prepared I am for the world due to my k-12 experiences in a learner-centered environment. I have a deeper sense of self and can articulate my passions and goals in a comprehensive way. I have gotten feedback from professors about how impressed they were with my ability to send professional emails even as just a freshman. I have had the initiative to set up dozens of interviews with advisors to help me figure out my major. I sincerely believe I wouldn’t have had any of these important life skills if it wasn’t for my learner-centered high school; in my experience, traditional schools don’t spend a ton, if any, time on educating students about things like self-awareness, goal setting, professional communication, and taking initiative.
My life has been bettered immensely due to my participation in a learner-centered school and I hope one day that all students get the opportunity to learn under a more innovative model of education. I stay involved in the world of education for the future of those students – the ones who may not even know there are other options of schooling available. I’d love to see higher ed change their ways too, but for now I choose to focus my efforts on k-12 where I have the most background knowledge, even if I’m not in a k-12 environment. I hope other learners, of all ages, can come to realize that your environment doesn’t determine the level of participation you can have in the Education Transformation Movement. It’s always possible to effect change; start by sharing your story.
I truly value people who can give good feedback. It doesn’t necessarily have to be positive feedback, but just people who can balance between praise and critique and make suggestions without sounding like a know-it-all. People who know how to both point out specifics and provide examples of new directions to go in, but can also give general overall feedback on the piece as a whole.
I had a conversation with my bestie tonight about this and we both agreed that knowing how to give feedback well is one of the best skills you can find in a teammate. Yet at the same time, teaching “how” to give feedback never seems to me emphasized enough in school. There are some people that are just horrible at giving feedback. There are two spectrums of the people you don’t want to give you feedback: the know-it-alls who sound like snobs that can only give feedback “obviously you should’ve…” feedback, and then the people who don’t know how to critique at all so they just say everything is great even when you know it isn’t.
Personally, I wish there was more teaching on giving feedback. I learned through experience in the Innovation Diploma (ID) but sometimes it would be nice to get more feedback on how we’re giving feedback. It’s one of those things I really miss about high school/ID- more frequent practice of giving and receiving feedback.
Also, especially in college but I suppose for some high schools too, I wish more teachers facilitated first drafts and peer review. Sometimes you need that nudge to meet new people in your classes and some people need more guidance on how to give feedback if they never had that learning opportunity when they were younger.
I happened to be partnered with someone today in my English class who I found to be a particularly helpful feedback giver. There was great balance in the type and style in which he gave feedback which I truly appreciated. It will now make my second draft much easier to write.
I love when homework is actually really interesting!
We didn’t have psych class today because our teacher was out to due to religious reasons, so instead she had us watch two videos on our own and write an essay about what we found interesting and do some critical thinking about the two. I found one of the videos pretty annoying, and honestly still a bit annoyed that all of this work took almost three times as much time as the class normally would’ve; however, the second video I actually really enjoyed.
It was called “Power of the Human Brain” and some of the video I had already learned about before, like the concept of using a “memory palace” to better remember long random lists which is a technique mental athletes use. But I also learned some new stuff that really closely ties in with learning and memory and education practices in general which I found particularly interesting.
For example, there was a study done to see if we can train our brain to be less likely to “choke” under pressure. Turns out, the emotional part of our brain is right next to the working memory part. So when we get overly anxious or stressed, the emotional part of our brain can literally cloud up the working memory by overwhelming it with too many signals that take up brain power. Therefore, the study had half of a class take 10 minutes to reflect before taking a test about how they were feeling and get all there worries out, and the other half of the class just sat there. The half of the class who did the pre-writing ended up on average outperforming the control group by half a letter grade. The theory is that the kids who did the writing essentially “out loaded” their worries onto the paper and therefore, lessened the space they were taking up in the brain which allowed for the working memory to work more optimally.
Now I didn’t spend the time to look any deeper into this study or others about this topic after watching the video, but I still think the findings are pretty awesome- especially as a kid who is not the best test taker compared to what I feel my understanding of information is. I’m definitely going to try this pre-writing technique out and believe teachers should really try implementing this practice in classrooms as well. Getting learners to practice reflecting, creating a less stressed out environment, and having better performance result; sounds like a lot of wins for so little work.
I love reunions. Even if only a few people show, like what happened today with our Teck Trek Scotland reunion.
I can’t believe it’s been a little over a year since I backpacked through Scotland with part of my incoming freshman class. I still believe it was a great experience, that I’ll never probably do again. (I solidified the opinion of not being so much of an outdoors person while on this trip.)
I’m most grateful for the relationships we built on this trip. I’m still very close with several of my fellow Scotty Squad, and some I don’t get to see often but always happy when I do. We still keep up our group chat whenever we’re reminded of our adventures which is nice, but it was especially great to see some faces in person today at our Waffle House breakfast reunion.
I love reunions because I’m quite a nostalgic person – no surprise there considering its a good part of why I manage to keep this blog up somehow… I like reminiscing and catching up, and after seeing some old friends today it reminded me of other people I want to do a better job at staying in touch with.
I’m only 20 minutes from home at school, so there are a lot of people I’m close with who I’m also physically fairly close to and yet don’t see nearly as often as I’d like to. Some of my best friends live down the street and yet I have no idea what they’ve been up to lately now that we don’t have classes together. (Which is odd in itself since we’ve had almost all of our classes together since 7th grade.)
Perhaps it’s time I make a better effort to stay in touch.
Somehow I managed to forget to blog every night last week. Well I would typically remember, but not until it was almost 1am at which point I decided it just wasn’t going to happen.
It’s been kind of a crazy week looking back. I was at a wedding in North Carolina; ran a SlackChat for the Pioneering Education community (kind of like a Twitter chat, but on a project management platform called Slack); had my first test of the semester; performed an acro routine and had the kids I coach perform group routines I choreographed at what ended up being a huge event which ended up going well despite my stress on how they were looking up until the performance; had my first advanced tap class and got whiplash from the combo to a song from Hair the musical; joined an intermural ultimate frisbee team and won our first game; and that leads up to now pretty much.
Some weeks are just so busy you don’t always get the chance to stop and look back on all that was accomplished. There was an unusually large amount of stress and chaos last week, but looking back on it, I think everything turned out pretty well in the end.
In particular, I’m really proud of how the gymnastics performances went. The routines performed last Spring were not so great, especially compared to the year before, so I really wanted this show to be better. It was a challenge because we never really had everyone there on the same day many times between breaks and the Taylor Swift concert… So the girls maybe had 4-6 practices total with me and some were as short as under 30 minutes. Then to add to the chaos I found out on Tuesday that we had one of our top level girls hurt her arm the weekend before, so I had to fill in for her with one practice before show day to work out.
In the end, there were obviously parts that could have been more in synch (especially the endings) but the routines turned out really well under the circumstances and all of the parents and other members of the audience seemed to really enjoy them. It was also the first time in Jump Start Gym’s history that we had every team girl present at the same time for a show. It made my job so much nicer because I could choreograph for specific groups and kids without having to tweak things depending on who had to fill in from my original vision. Plus it meant we could have 4 different routines, and even though it made my life harder trying to divide my time between groups, it meant that we had a much more fulfilling show overall oppose to having to just do one routine and then basics which aren’t exciting to watch.
Sometimes the hardest expectations to live up to are your own. Not sure that these routines fully lived up to those expectations, but I was happy with how they turned out and proud of the performance from our gymnasts.
If you care to watch them, I’ve added the videos below:
The first week or so of a new school semester really sets the tone for the rest of the semester in my opinion. For me, there has been a bit of drama, a bit of stress, a bit of rescheduling, a bit of fun, a bit of gymnastics, a bit of emailing, but primarily a lot of trying to work ahead. This weekend is a long weekend, and a crazy one for me, and whenever there is a long weekend I try to get ahead on homework to have the least amount of work possible over the weekend.
Honestly, I’ve been pretty impressed with my ability to stay overly on top of things thus far and it’s been a pretty great feeling. Though at the same time, sometimes it can be information overload.
Like on days like today where I’ve been working intensely for the last few hours on some stats problems that were annoyingly worded and involved tedious steps. Now I’m just kind of mind numb and when I try to think about everything that happened today, I instead just see numbers and phrases scrambled up flying in every which way. It doesn’t help that I really should be sleeping more then I have thus far…
It’s days like today where I wonder if it’s really best for me to have classes where I’m given almost all of my assignments for the semester up front. In a way it almost makes me more anxious because I never get that feeling of being done when I always know there’s something else I could be working on. Meanwhile, when only given a few assignments at a time, then when I finish those, I have to be finished because there is nothing else I know to do.
It’s really a trade-off. I enjoy the freedom to work ahead and therefore get more of a say in how I distribute my time, but I also constantly feel the need to be working. I’ve gotten better at giving myself breaks though, like when I had a cookie dough and Netflix party a few days ago as a celebration for getting more done then I expected to that day. I think tonight will also be a break day because I’m not sure if I can handle much more after that Stats homework; it was much more laborsome then my first two Stats assignments.
Even if you can keep working, that doesn’t always mean you should; slowly learning that despite my occasional work anxiety…
There’s a recentish trend in education around trying to “gamify” certain lessons to make them more engaging to students.
Personally, I’m a fan of this concept, I even use the tool myself when teaching gymnastics sometimes by making conditioning into competitions or basics on beam into a repeat after me game as I did today. I think it can definitely be a useful tool for any teacher’s toolbag.
However, I also learned today that doing a poor job at gamify-ing actually makes things worse from a user end.
As part of my psych class requirements, I participated today in a research study. If it wasn’t giving me class credit I would say that it was the biggest waste of an hour and a half I’ve ever had; it still quite possibly could be. Some part of me hopes that the researchers can benefit from my involvement in the study, but I’m pretty sure I’ll be an outlier in their study.
The study description was:
The purpose of this study is to assess how information is valued when it comes at a cost and how time pressure influences information foraging. In this experiment, you will play a medical diagnosis game where you will select information to aid in your diagnostic decision-making.
So I come in, sign my release form, and then I was put at a desk with a computer in a small room that had a divider between me and the other participant. When I read that this study was being conducted in the form of a game I got excited thinking it was going to be a fun mental challenge with interesting rewards system; you know- game like.
Turns out this was not a fun game. The game worked by a patient “coming in” and telling you their symptoms. Then you could see the results of different tests like an MRI or Cat scan, etc. There were four symptoms, four tests each with three possible outcomes, and four potential diagnoses. Upon correctly diagnosing a patient you’d get $1000/points. Then there were different rounds that added different factors like time and hidden information which were meant to help get at what the study was trying to test.
In theory, you would have to guess at the beginning of the game and then would slowly recognize patterns to help you make informed decisions on how to diagnose each patient. The problem for me was that I never learned anything. To be honest, I got really annoyed with myself because I could not figure out the correct connections. It didn’t help that half of the test results looked the same and I didn’t realize during the instructions would be the only time they tell you the difference between the “positive, neutral, and negative” test results looked like.
What I do know though is that my feeling of “failure” to learn what I was supposed to be learning lead to exactly what you’d expect: I stopped caring to try. I just continued to guess and honestly, it made things faster and I was still having decent success in my opinion, though I have nothing to compare my game score against. At that point, I really just wanted to get out of there but knew I had to finish the study for my credit (and for feeling like a decent person purposes and helping with their study despite being bored out of my mind).
I couldn’t even tell you how many times I almost fell asleep out of boredom. This “game” turned into my clicking a mouse twice in two spots then clicking the space bar. Repeat. Over and over again. I then got to that point where I felt jumpy from sitting in one place for so long and trying not to think about going to the bathroom because I was just wondering how long I would have to keep playing the stupid game.
I’m pretty confident that there are a lot of other students out there like me in this story and even more that may have not even tried as long as I did to figure out the learning lesson. Students where if they were in the situation of feeling like they were never going to learn something, they stop trying to learn it if no one gives them a new way to approach the topic. I think people intrinsically know when a certain style of teaching is not going to work for them, so why keep trying to put the square into the circular hole when you know it will never fit?
And this goes even for exercises that seem “fun” and “game like”; they still may not work for everyone, no matter how excited you are about a new activity for teaching a topic. There always needs to be options and adjustments if we want everyone to succeed; we talk about that all the time in gymnastics. When we teach a new drill, we say it, show it, have the kids try it, and still sometimes need to give a few kids a spot through it for a little; it doesn’t matter how they get the information, but they need to be able to all safely try on their own.
It was honestly a big MoVe moment (moment of visible empathy) for me walking out of that room realizing how some students may feel fairly often at school when they just aren’t getting it and don’t know what to do about it.
There’s a lot of things that aren’t so great about being a freshman, and the even more upsetting thing is that you often don’t appreciate the great parts until you are no longer a freshman.
So far the thing I miss most about being a freshman is surprisingly being forced onto the Meal Plan. I say surprisingly because it isn’t that the meals were amazing. (Though I admit I’m still on a Meal Plan because I did appreciate having a wider variety of at least decent food that you don’t have to cook yourself.) No the reason I miss being forced onto the Meal Plan isn’t because of the food, it’s because of the meal.
The experience of having a meal was more than just the food. You’d accidentally bump into people you knew while you were there and catch up after not seeing people in a while. Or if you knew you’re schedule was similar to someone else you’d intentionally plan to have meals together knowing there were really only a couple of options of where to go. It forced you out of your room and into society. You struggled together running through the rain or scorching heat because if you wanted to eat you had to walk there.
Now living in an apartment, only partly on a Meal Plan while basically none of my friends have one, I feel as if I hardly see people anymore. We’ve started living more spread out. Our classes are more major specific. And we’re just busy in general. It’s easy to want to just stay in your apartment and work through lunch, or not bother walking late at night to a dinning hall when you can make pasta a few feet away.
I miss the meals I had with friends. Sure it’s only a week in, but the first week is an oddly good predictor of how the subsequent ones will go in terms of your routine schedule. We’re creatures of habit and I imagine if I’ve not really bumped into people yet, then there is a good chance I will not for a while without intentionally doing so. It’s not that I’m against intentionally planning to meet with people, but sometimes the spontaneous or necessary part of running into people is what makes it especially great; there’s no effort involved so it doesn’t feel like anything is being forced or like there is any pressure on that conversation needing to be particularly memorable because you don’t know when you’ll have another.
I wish I would’ve better cherished those Freshman meals.