“Right” versus “Next”

Having been a member of the Education Reimagined community for a couple of years now, some of the presentions at this Lab Training I’ve heard a few times before; however, each time I learn something new.

This time, I believe I’ve really enhanced my understanding of a paradigm shift and what that looks like.

Particularly, over the past few months since the last training I attended, I’ve started to realize the necessity to explain to skeptics of the learner-centered education paradigm that I do not believe even the learner-centered model is perfect. Perfect in this sense inferring that it is the 100%, undoubtedly, “right” way to think about education.

For one thing, it’s funny to even talk about the “learner-centered model” because part of the ideology is that there is no single perfect way to run a school; but there are elements of different school systems and models that make it learner-centered.

Then on an additional point, there is a distinction to be made between the words “right” versus “next.”

The way we think about aspects of life is constantly changing. The example we discussed today is how once upon a time we used to firmly believe that bleeding people was the way to treat illness. We may laugh at this notion now, but humans practiced this for hundreds of years before finally realizing that they needed to change the way they think about treating illness; thus the world of healthcare went through a paradigm shift and now we have modern-day medicine.

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Education is at this point in time where we as a community have started to question the current industrial age traditional paradigm (ie. way to think about education). One of our activities today was actually listing out some of the anomalies in our current education system- things that in theory should be happening a certain way based on how the model predicts outcomes, but for some reason, it doesn’t always happen this way. (My table’s list is shown to the right.)

It’s conversations like this where we have identified that there is something fundamentally flawed about the idea of teaching learners of the 21st century, information age with the same ideals and practices of the industrial age paradigm. We simply aren’t living in the same time; things are different now and the education system needs to reflect the new values and requirements of society.

This old paradigm is over and now it needs to be replaced. Thus the question becomes, “What’s the next paradigm?”

Learner-centered education may not be the “right”/”best” model for education- there’s really no way to know. Like everything, there are pros and cons and many unknowns that could be either or. However, I, as well as many other educators, do believe that learner-centered could very well be the “next” paradigm in the world of education.

This is an important distinction because I want people to understand that I haven’t been brainwashed to think that learner-centered schools are flawless. I acknowledge that every school still has their weaknesses, and in that regard, not every aspect of the old traditional paradigm is this terrible beast we must burn at the stake.

However, as a mindset, I do believe that the traditional paradigm is not meeting the needs of all students, parents, teachers, and other community stakeholders, therefore, it must be replaced by a new paradigm. The learner-centered education paradigm is just the next step in the direction towards trying to find that perfect education system we all like to dream of existing.

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#Adulting

Wow, today has been crazy! And I must say, I feel rather like an adult today, which is very weird. I could care less about how legally you are an “adult” once you turn 18. I’m 19 now, and I still feel more kid than adult about 90% of the time.

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Powerful quotes at the Martin Luther King Jr. Memorial.

Today was that other 10% though.

I’m writing tonight from San Fransisco where I’m serving as a “Community Builder” (somewhat of a mentor/coach/facilitator at the table level) for the Pioneer Lab Training hosted by Education Reimagined.

There’s a couple of reasons why this has been a big deal. For starters, just the fact that I was asked to serve in a leadership role at a conference is awesome! Then as an extra level, it’s kind of odd getting used to the fact that I wasn’t just contacted through Mount Vernon; I’m starting to become my own person which is… different.

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Behind the waterfall of the Martin Luther King memorial across from my hotel.

Furthermore, I’m attending this conference relatively alone. I happen to know people who are also here because I’m involved in the community; however, I flew across the country, found my way around town, and checked into a hotel (which I have to myself) all on my own which is not something I’ve ever done before or even really thought about.

Growing up is a funny thing, especially in those moments where we realize it’s happening.

Overall it’s been a pretty fun day though. I did some exploring before our kick-off dinner reception and had fun popping into a few places around town. Then meeting people tonight was great! I love talking to new people in the transformative education world because not only do I learn more about different education models, but I also find myself learning more about myself as I get asked

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Exploring the local center for the arts.

questions about how I ended up in the position I’m in. (Tangent: It’s amusing to me how as soon as people learn you’re in college they start asking about to what capacity you’ve thought about your future.)

I’m excited to see what new discoveries and insights come out of this conference, and perhaps just as interested to see how this adulting thing goes…

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Venturing around town and explored a “living house” exhibition at target.

Valued Learning Memories

Background

I am officially a week into my second semester of college. It’s truly a crazy thought to think that I’m theoretically an eighth of the way finished with undergrad already.

Ever since the end of my first semester in college, I’ve been in a reflective mood. Specifically, I started thinking about what things during high school most prepared me for my first semester in college. I was pondering what learning moments most stood out to me over those four years of my life, and not just specific to moments of learning actually during “school hours.” Then, I thought it would be really interesting to learn about what other members of my graduating class from Mount Vernon would include on their personal learning moment list. Thus began my mini research project.

I asked several other MVPS graduates of the class of 2017 to create their own list of memorable learning moments and send them to me. I received 12 responses (other than my own which are featured in the above image) and have spent a few hours comparing the results searching for trends in terms of actual events, skills learned, and ideas/concepts considered and am now excited to share what I found.

Defining My Purpose

Now before I begin to explain my findings, I must add the disclaimer that I know that obviously, this is a small sample size. Furthermore, while I tried to reach out to a semi-diverse group, there’s something to be said about the fact that these were all still students who were actually willing to respond to a random request from a former classmate of theirs even if they hadn’t talked to her in months in some cases. Finally, I must note that I acknowledge that every author has a bias, and I’m sure trends and conclusions that I noticed may have not been the same as others, but as much as I would’ve liked to discuss the responses with someone else, that was not the case this time.

Because of this bias, my conclusions about trends noticed can’t reasonably be said to apply to all 2017 MVPS graduates, but I still find them interesting for the sake of my little curiosity project. While I plan to include some of my own thoughts, I want to also clarify that my purpose of this post isn’t to convince anyone of anything; I simply want to show some student perspective about what, after a semester into college, stands out as memorable and useful learning moments from high school. 

Trends

Trends in Events

Trends in events I define as the actual moments that people recalled learning something from that they found important enough to add to their list.

Top 5 Noted Events:

  1. iProject/Innovation Diploma
  2. Community/Team Work
  3. Extracurriculars (Sports and Arts related in particular)
  4. Travel
  5. Service

One of the most interesting things I noticed was that as much as students may have complained about iProject, the semester or year-long passion project all high schoolers at MVPS completed, it was hands down the most mentioned learning moment. Seven out of the eleven students found some iteration of iProject to be particularly valuable in their learning journey. For most, this was valuable because of the real world lessons they taught themselves when they became responsible for taking control of their learning, such as time management and communicating with community members you’ve never met in person.

Another undeniable trend was the role that the Mount Vernon community played in fostering great learning. Even if not explicitly stated, most students mentioned how much they valued the unity our grade had and how it helped push and grow them as individuals.  One learner specifically said, “I think it’s so great that I have a place to come back to that I can call ‘home.”

I believe that this role of a family like community also contributed to why so many students also mentioned theater, sports, debate, band, or some sort of extracurricular club. Communicating and working with teams is something that everyone seemed to really value, and I think the reasoning is pretty simple, “It’s cool to see everyone getting behind a common idea.” Not all learning moments need to seem grand and life-changing, but there is no questioning that learning patience and teamwork are very valuable skills in life.

On the flip side, some moments can be very memorable in a grand sort of way, but maybe not have the clearest learning outcomes. Almost everyone mentioned at least one time during high school where they traveled somewhere with friends. Whether this be a lake weekend or a trip to France, it’s not surprising that traveling is memorable. However, most students couldn’t provide as clear of a “this is what I learned from this experience” antidote with their traveling memories compared to other experiences, though learning about your peers is definitely a valuable lesson in my opinion.

In terms of the last major trend, I noticed that a significant number of people had listed something that involved helping others. Service proved to be a powerful way to engage students, as many mentioned activities from helping other students with classwork to partnering with a nonprofit.

Beyond some of those major trends, there were some little assignments that I noticed were important to multiple people. Research papers from sophomore year, the Mongols debate, and reading Madea were all classroom activities that appeared more than once. What was notable about what people learned from these activities was how one activity could have such a different take away for different students. From one perspective the Mongol debate was an example of the benefits of teamwork and preparation, while from another the debate represented a time when people were in fierce competition to the point of being mean. When thinking about why these three activities might have stood out amongst all of the assignments we had in high school, I found this comment to be particularly interesting in reference to the research paper specifically, but I think it applies to all of these assignments: “Realistic to the real world, but also just good practice in research and analysing stuff for ourselves that our teachers weren’t already ‘masters’ in that subject area (we had stuff to learn they didn’t know already.)”

Trends in Skills

Trends in skills refer to skills that students specifically talked about learning that have been significantly helpful to them. My new hypothesis is that perhaps activities, despite what they are, if they can help students attain these skills, can be worthwhile memorable learning moments. This is not a comprehensive list by no means, but these are skills that stood out in particular to the students I surveyed. In theory, these skills have clear steps or practices that can help one attain mastery in the given skill.

Top Noted Skills :

(In no particular order)

  • Public speaking: including how “it’s important and helpful to know how to bs your way through some things”
  • How to send a professional email
  • How to see an argument from different perspectives
  • Formal writing
  • Time management/scheduling
  • Organization
  • Maker skills (such as: CAD, 3D printing, designing, and developing stickers, etc.) some maker skills have more practical specific uses than others, but as one student noted, learning how to make stickers can be worthwhile because it reminds you, “to have fun along the way, because learning should be fun.”

Trends in Ideas/Concepts

Unlike skills, ideas/concepts are trends that I noticed students discussing in their reflections on why events were memorable, but they aren’t the kind of knowledge one can attain “mastery” in like how you could with a skill. Similarly to skills, I imagine that if these ideas/concepts were important enough for multiple students to acknowledge them in these reflections, then they may be topics worth purposefully making sure students get exposure to during high school.

Top noted Ideas/Concepts:

(In no particular order)

  • Controversy/Competition: while contemplating right vs wrong and different perspectives students learned things such as how, “Real heroes are flawed, the scale of goodness doesn’t operate on a binary 0% or 100% scale.” “Sometimes big controversies can lead to great things.” “Some people, regardless of evidence, will never change their opinions.”
  • Age equal Skill: students gain confidence when making the discovery that teachers don’t know everything, and even young learners can be experts at times; “I even got to teach some chief engineers about CAD; I have never felt smarter!” “… sometimes your teacher isn’t great at their job and you have to teach yourself and learn with your classmates to keep up.”
  • Trust in a Mentor: “I am capable of doing great things as long as I set my mind on them and have someone that believes in me”
  • Find/Share Your Voice: “Staying silent only boosts the presently flawed power structure.” “Speak up and challenge the status quo, even if that means questioning those in a position of authority.” “Tell your truth in all its tainted glory, you have the right to.”
  • #FailUp- Mistakes and Values: high school is about learning about yourself, and what better way than by making mistakes, a significant number of students all mentioned on their list at least one time they made a mistake and “failed” from it, but learned a good deal from it; “I was trying to figure myself, and with each mistake I made, I kind of figured myself out more and more.” “Life keeps moving forward, so you can’t sit in the past and dwell for too long.”
  • Grit: several students mentioned applications, jobs, internships, or long projects and how they learned from these experiences how to work hard to make something happen despite the obstacles: “Devote yourself even more to a goal that you are striving for, even if you get turned down along the way; if it means a lot to you, keep going.”
  • Learning can be Fun: (I was personally happy to see that many students came to this conclusion at some point during high school, though I imagine this isn’t the case for all sadly.) “Every Latin class ever helped me learn to appreciate school.” “Learn things you are interested in” “really fun time” “super unique and cool”

Final Thoughts

There was no assignment or “reason” for me to write this post beyond me just being curious, but I’m glad I did because it reminded me of a lot of lessons I appreciate learning over the years.

My initial wonder stemmed from being curious about if schools really place emphasis on the learning moments that later in life become most valuable; thus I first wanted to figure out what those “valuable learning moments” are based on the opinion of students.

Through this process, it’s become even more apparent to me that you can never know exactly what lessons people will take away from different activities. I was pleasantly surprised that the lessons and skills that students seemed to learn actually align with what I hope schools should be teaching students. The fact that students acknowledged these lessons proves that I was correct in thinking that they are in fact valuable lessons to learn in high school for preparation for college and beyond.

I do still wonder though about the hundreds of other assignments and experiences that did not make these lists. How should we value those assignments?

Students over the years always manage to learn the valuable lessons in some capacity. But what I wonder is how as a society we can show that we value the learning of these lessons and skills more than just the number grade you get on the assignment itself.

As I said in the beginning, my primary purpose of this post was just to share my findings of what lessons students found to be most memorable and valuable from high school. While I’m not yet sure what will happen next, I’m glad to have some more clear data on what those lessons we should be striving to teach in education might look like.

Trailblazers Issue 2

What better way to kick off the new year than with another issue of Trailblazers, the student-driven magazine about the Education Transformation Movement! Hear from a new group of passionate learners about how they’re getting involved with the movement as we continue on our journey to provide student voices into the world of education with this second issue.

Articulating Myself

I know myself well, and I believe my blog is evidence that I can also talk about myself comfortably. This is a skill I’ve come to greatly value and highly attribute to my decision to start a blog three and a half years ago.

Over the past semester thus far I’ve been struggling to determine my major. Struggling, because I have a good grasp of what I’m looking for and just can’t quite find the best fit at my school. To be honest I’ve considered more than once if I should be switching schools.

Don’t get me wrong, Georgia Tech is a great school, but I’ve always known it’s not the best fit for me personally. I’ll be the first to admit GT was never at the top of my list college wise, but it was still the right choice in the end. How can the right choice not be the best fit?- it’s complicated. There are a lot of factors that play into that decision. The point is, I’m not going to be transferring schools.

This begs the question of, what next?

Personally, I’ve had to be very proactive. I’ve been talking to as many people as possible and doing research on my own to try to figure out how to make do.

That may seem pessimistic and perhaps sad to use the term “make do,” but I don’t see it that way because I’ve realized that’s just the nature of higher education. Not everyone ends up at the perfect school for them and I don’t think we should pretend this is the case. What I’ve also realized is that the real key to happy success, (not just success in terms of making it out with some major, but actually being happy while you’re working towards graduation) is to know yourself well enough to make what you want exists even in an environment where it might not noticeably exist yet.

Now, this realization did make me sad.

From personal experience, I know that not every kid graduates high school with a good sense of their self. Yet it’s what I think should be a number one priority of primary education.

We spend so much time trying to learn about the world around us and where it came from and where it’s going, but I don’t believe we spend enough time being introspective. There are educators that have realized this, and there are some techniques that try to get implemented into the classroom to focus students on being introspective. However, I feel like the go-to attempt at solving this problem is telling students, “Write a reflection on your recent assignment.”

There are a couple of reasons I don’t think this is a sufficient way to try and help learners better know themselves.

First of all, not every student expresses themselves best in a written fashion; if this is the case, writing won’t help all students equally.

Furthermore, knowing yourself takes looking at the big picture, not just reflecting on how you worked on one specific assignment.

It’s really about asking the right questions that force learners to think deeper about themselves, then let them figure out how they want to express it in a way that other people can understand. (Being able to articulte to others about who you are is the real key to finding happy success.)

In high school, I wish I would’ve spent more specific facilitated time being questioned about what I really enjoy doing with my life in terms of personal things, activities, and work. What type of environment do I like to be in? How do I work best? What role do I often play on a team, and why? What career areas might interest me in the future based on what I’m doing now? What are different major options I might not know of but might interest me?

Some kids get lucky. They take a CS course in high school and fall in love and know that’s what they want to do in the future. But what if they teach themselves CS and don’t realize what they thought was a hobby could turn into a career? What if they could’ve been pushed to get to that point even earlier and starting doing work designing apps as a high schooler and never realized that was a possibility at their age? What if you have a student who doesn’t happen to fall in love just after taking a class and is very undecided about their future? -You don’t all of a sudden gain clarity without talking to people, and I see no reason why these conversations can’t happen during primary education. It’s never too early to think about what you enjoy and value in your life and how those elements can help give you ideas about future options.

You don’t need to leave high school knowing your career plan. That’s unrealistic and way too much to ask of 18-year-olds. However, I think it is a reasonable goal to say that by the end of high school, learners should know themselves well enough to know what specific options are out there that they want to explore. Beyond just getting to college, k-12 education should graduate students that have an idea of what they want to do when they get there- that takes advising that I believe is lacking for most students and it doesn’t magically appear in college.

How might we graduate high schoolers who have a strong sense of self?

Mind-Mapping Education

This week in Grand Challenges we finally started working on the topics we formed our teams around. It’s probably not surprising that I’m on a team that wants to focus on education. The goal of this week was to start exploring the problem space, and since I’ve spent a lot of time thinking about the field of education and the Education Transformation Movement.

Because I find this more interesting to think about than homework, I ended up spending some quality productive procrastination time developing a quick mind-map around k-12 education. This mind-map highlights some big questions I’ve thought about, hunches I have based on experience and observations, and the start of some potential ideas that could stem from these thoughts. It’s not all encompassing, but it’s a start.

Just thought I’d add it to the conversation. Education Hunches MindmapIMG_9392 2

Mental Health in Education

If you ask a random Yellow Jacket to describe the last two weeks on campus, the majority would most likely respond with, “extended hell week.”

On the one hand, there was the academic side of hell week: first midterms in multiple classes on top of lab reports and extra curricular’s starting to pick up. It was tough, but everyone here chose to be somewhere where we can be academically challenged.

But then you have the emotional side of hell week… Many people know that GT has been on the news a lot recently. And not in a positive way. There was Irma, then a shooting, then a riot, then a fellow scholar died from an illness, and I recently heard that there may have been a few robbery’s as well (though don’t quote me on that one). Not to make light of any of these things, but I list them for the sake to say that our campus has not been getting the greatest press in the past few weeks, and I thought now that I’ve made it through hell week, I should take some time to reflect.

Thus I come back to my blog because it seems this is where my best reflections come out. (Even though they typically are written in about an hour with me just word vomiting onto a page, so who knows where this will go because I surely don’t right now. )

Anyway, as I was saying, it all started with Irma. The first wave of the storm. It feels so long ago, but then again so does the start of the school year, and yet we’re really it’s hardly been more than a month. I went home for the hurricane and got lucky that our power didn’t even go out, and GT wasn’t in too bad of a situation either so we got back in school by the Wednesday after with seemingly no problems jumping back into things.

Then there was the shot hear around the campus. I’ve been told it was the first time in GT police history that a gun was fired by a police officer on campus. I didn’t know Scout, but like everyone at Tech, I’ve been wishing for the best for Scout’s family and friends. And the peaceful vigil turned protest just seemed to come out of no where to me, because as I told friends who reached out to me around that time, it’s the kind of thing you hear about happening on college campuses but never really expect it to happen when you’re there. I was lucky enough to be in my dorm room at the time, and thankfully everyone I knew also stayed safe.

As for the death of Tessa Powers, I don’t know how public this was even made. All we were told was that she was sick and it was a sudden and unexpected death. I have friends who saw her two days prior at a coffee house I was invited to but couldn’t make it to. I can’t say I knew her well, though she was a member of one of my programs, and thus I knew several people who were close with her and her loss was felt deeply by the community.

To be honest, I maybe wasn’t worried enough about these potentially emotionally scaring events. I felt removed in some weird way, maybe because I was distracted by midterms and am also just not the most emotional person for better or worse. What I will say bothered me though, was that the protest was started by non GT students. Outsiders came onto our campus, caused a bunch of problems, and then GT is now has to deal with the bad press.

I don’t really follow the news as well as I should, but here on campus there was a lot of talk about that and it was making a significant number of students upset to see our school community being judged so much for a lot of things that just kind of happened to be on our campus. In times of struggle it’s at least nice to see a community come together, and I’d just like to acknowledge that tech did a great job of always alerting us when things happened on campus (I got at least 5 notifications telling me to seek safe shelter and then reporting when everything was under control). Furthermore, there have been lots of emails and announcements about events for people to pay their respects to Scout and Tessa and their families, and there has been lots of talk about mental health on campus with many resources for those in need of counseling.

Mental health actually has been a huge topic of discussion since I’ve gotten to Tech

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Student story: We need mental health education in schools

because my Grand Challenges problem is all about the evident stress problem on campus. And if feels like yesterday, though it was two years ago, that I was looking at this same problem at the Stanford d.School with the Innovation Diploma for interim. It seems that college campuses and mental health problems are becoming more and more of a conversation these days. I wonder why.

I haven’t done enough actual research to make a big statement at the moment, but my hypothesis is that it has a lot more to do with academic pressure from grades then schools would like to admit. The past two weeks have been very emotional for a lot of people and a lot of professors made the call to change schedules some because of that. Tests were pushed back in freshman chemistry. A few classes were canceled. Some classes became more of a discussion around the events of the past few weeks and were used as check ins to make sure everyone was doing relatively okay. Etc. That was great; I know it helped a lot of people.

Though I know some people still aren’t doing better. There are people on campus still overwhelmed with the events of hell week and can’t seem to find themselves taking time for themselves. Are we just going to be in this constant loop of people getting worked up, then something bad happening and then we address things, and then the cycle repeats? I’m curious as to what will actually change.

I know some people are advocating for more mental health services, though personally I have to wonder if people who really need help will take the time to utilize them. But I’m sure that will help lots of people who can’t seem to get off the wait list because their problems aren’t “urgent enough.” – yes, I had a girl tell me that.

Personally, my education oriented mind believes this is yet another example of why education needs to change specifically in regards to how we assess students. Assessment is a good and needed thing, that doesn’t mean number grades are the only way to assess knowledge and capabilities. I don’t have the answer for the “best system,” to be honest I don’t even know at the moment what I would suggest, but I know that students get too stressed over grades and these past two weeks have made me even more annoyed about it.

IT’S TIME TO CHANGE THE WAY WE ASSESS!

How might we get authentic feedback and assessment? The kind that truly allows us to have a safe space to fail and then learn and grow from our mistakes, without this looming fear of a few bad grades recking our future? What does a number really tell us? If people keep saying grades don’t matter after you get your first job and gain some credibility for yourself, then why do we keep grades at all?

I could go on, but I may just start sounding repetitive because I can feel myself verging into rant mode because this truly makes me deeply upset. I’m more than a number; and I want work that I feel is meaningful enough to work on for a reason better than just because “I want a good grade.” Isn’t that the real reason we still have grades? – because once they’re gone it will require us to give students different kinds of work which leads to a lot of new systems we need to prototype and explore?

It seems that the fact that people keep asking me, “how was your first hell week?” is reason enough to believe that this mentally and emotionally stressful environment wasn’t just because of the unfortunate and unpredictable situations of the last few weeks. If this is an inevitable unhealthy environment, that also means we should be able to prototype and test ways to avoid it, and I personally think that with some creative thinking there are a lot more options worth pursing than just increasing the number of counseling resources. (Counseling is still a great cause to fund, but there is always more than one way to solve a problem, and it seems like this is the only way being talked much about so far.) My vote is to rethink assessment since from interviews I’ve conducted and observations I’ve made, it seems to be a clear cause of a significant portion of stress and is something very controllable by schools, but it’s not the only way to tackle this challenge.

So what’s going to be our experiment to improve mental health in education?- and I’m not just talking about at Tech, because this problem is by no means isolated to GT, or Georgia, or even just higher ed.

Clubs for Credit

I did 17 theater productions in high school, so it’s no surprise that once getting to college I immediately found out how I could get involved in theater. It turns out that there are lots of different ways to get involved with DramaTech because the blackbox is pretty much completely student run, everything from acting, directing (sometimes), lights, sound, set, costumes, makeup, marketing, even choosing which shows to do for upcoming seasons is decided by groups of students.

I’ve been debating joining the group that reads the plays in order to pick upcoming seasons, and I remember thinking, “Wow that sounds like a lot of work, I don’t know if I can make that time commitment on top of other things.”

Then yesterday, I was walking across campus heading from math to English and I was just thinking about how we are required to take classes for English credit if we didn’t come in with AP credit. I started thinking about how my English class at a tech school is very untraditional; it’s all about sound and listening and hearing. Then I was thinking, “Well the play reading group may not be a class, but they probably do as much work as any English class.” Now I’m not in the club, so I don’t know exactly how it functions; however, I imagine that they read at least a dozen plays and have multiple meetings where they have discussions about the shows and their themes and messages, etc. And I’m sure they have to take a lot of notes so that when they go to meetings they remember the show, and for the future at the end of the year they can remember older plays they read.

So they read pieces of work, annotate and take notes while reading, then use these notes to have analytical discussions, and finally have a final task of putting together the next years season as a culmination of their hard work. This sounds like an English course to me… Can you imagine if it counted as one?

Honestly though there are all sorts of clubs in both college and high school that I feel like could count as credit hours and it’s too bad that they don’t.

I even if you could take it a step further and what if there was a high school course that was similar to this play reading club where not only did they receive credit, but what if they were then also given the option to take the AP Lit exam at the end of the year and potentially get AP credit?!? I mean really what’s so different between the club and an AP Lit course? They both do a lot of reading, analyzing, and discussing, but one probably does a lot more multiple choice tests… Meanwhile in the other assessment is pretty straight forward- if you didn’t read the book you can’t productively contribute to the conversation/debate about if it should be included in the next season.

I love the idea of being challenged and learning at a level that is naturally more vigorous, but I truly wish AP courses would disappear or that at the very least the notion behind them would change. There are so many creative and engaging ways to learn and I wish more teachers would start to explore what they can do even within the boundaries of “AP classes,” because I’ll admit, it stinks to have to re-take a class you feel competent in already from high school so APs are great for getting college credit. (I speak from experience being one of those people who bombed the short answer in AP Calc BC and now must re-take calc 2…)

I wonder with the future of education how we might take the concept of APs- more challenging courses for learners who want to push themselves and could potentially get exempt from into college courses- and yet still have classes, or maybe even specialized clubs for credit if they meet certain standards, that are unique and support using the idea of using what you learn for a greater purpose.

I suppose this is the constant struggle and really I may not even be coherent at this point because I started this post one day and then picked up when today even though my mind is not in the same place as when I started, but those are my thoughts.

I wish clubs, in which members truly do a significant amount of work related to a specific subject area, could actually receive credit for required high school or college graduation requirements. (I bet some schools do already, now the rest of us just have to catch up.)

Climbing Mountains

The last few weeks have been crazy and I really should be sleeping but it’s been far too long since I last blogged and I want to continue to make this a priority of mine.

I’m a college student… This is finally starting to really sink in now that I’ve officially completed my first week of classes. And I’ve had a pretty solid few weeks so far since orientation.

I backpacked in Scotland which was a crazy experience unlike anything I’ve ever done before! I can’t say I’ll necessarily go backpacking again for a while, and decided I’m really not a camping person, but it was an experience I’m glad I had. You grow close to people while hiking for a total of 52 miles in 4 days and 17,411 ft in elevation.

It was long and tiring and there were several moments where we all just wished we could stop and be in a hotel in the city with a nice non free dried meal and a hot shower. However, when you’re hiking up a mountain with the weight of a small child on your shoulders in 50 degree whether while it’s pouring down rain, there is only one way to go and that’s forward. We just had to keep climbing and working together as a team to make it through the hard times because there was nothing for us if we turned around and went back.

Instead of complaining, we developed a saying that kept us going, “I didn’t come here for nothing.” We knew at the top of the mountain there would be incredible views, and at the end of the hike there would be a bus taking us back to the city of Glasgow for a day and then there’d be a plane home. We all knew that we’d have to work hard for these rewards and we weren’t about to do all of the work to stop short of our goal.

Sadly there were the occasional false submits where were very depressing because we would think we were at the top of a mountain, and then discover there was just further to go. But that’s life for you, there is always another mountain to climb. It’s when we started setting smaller goals and celebrating when we reached them that we found ourselves keeping a better moral and making more distance.

The mountains really taught me just how important it is to set high goals but also set little goals along the way and I think that’s been a really positive reminder as I’ve started out here at Georgia Tech.

So far at GT I keep hearing, “You get in what you put out.” I know it won’t be easy to be successful (which I’ve already started to discover as we’ve started getting more homework with each new class), but I also know from all the upperclassmen I’ve talked to it’s very possible to achieve success if you really put your mind to it.

I’ve already started to feel at home here even. Between the friends that I came with and the new ones I’ve gained I’ve started to find a good group of people I feel like will support me through anything. Plus I’ve already gotten involved with theater and my first performance in the blackbox went really well with me playing Bottom from A Midsummer Nights Dream (again) in a 10 minute part of the DramaTech open house performance this past weekend. And I’m also really excited to continue my work with the Education Transformation Movement as I’ve found my team for Grand Challenges that wants to focus on education and I’ve started to network with people at GT  involved in the movement.

(I haven’t really blogged much about Grand Challenges, but it’s a very similar concept to the Innovation Diploma in the sense that we meet twice a week for an extended period in order to bring together learners with different backgrounds and use design thinking to try and solve wicked problems in the community.)

So yes I know there are a lot of mountains in front of me as I start my new journey into college, but in this moment after week one, I’m feeling pretty good about where I’m at. I didn’t come here for nothing, and I’m ready to keep climbing till I find my new path.

fuse17 Here We Go!!!

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It’s finally Fuse17 week!!!! That means dozens of educators from around the country have gathered at our school to learn about design thinking and how it’s applicable in the real world, including/especially within education. Plus, unlike a normal conference (says the 18 year old…), we get the joy of working alongside of 3 non profits as we go through a lap of the design thinking process.

I’ve been waiting all year for this event and am so glad it’s finally here and that we have such an amazing group of people gathered!!!

Now I’m really tired and should probably sleep seeing as tonight’s only day 1 of the 3 day conference. However, I couldn’t help but reflect a little on my already uncontainable excitement from day one, so I’m going to try to make this short, which is a struggle of mine.

Today was a day of really gearing up for the Moonshot of the conference. Participants started the day in a lab either dt101-Flashlab or dt102-Consultivation; these labs allowed participants to get an extra lap through the design thinking process (at whatever level suited their past experience) under their belt before we head into the big design challenge working with our non-profit partners. Then the evening was really spent diving deep into MoVe Talks where we heard from the various non profit organizations (GA Farmers Markets, Beds 4 Kids, and Love Beyond Walls) as well as some MVPS speakers who focused on how we use DT at MVPS for all ages in various capacities.

What really stood out personally for me today was to see how far we- MVPS, MVIFI, Innovation Diploma, even fuse itself- have come in the past four years. (I guess when you graduate you can’t help but spend the summer reminiscing on how much things have changed over time because it seems to be a recent theme of mine.)

Hearing the MoVe Talks today from MVPS people made me realize how many more stories we have to share than four years ago and how we have so many people that could give a MoVe Talk if needed, students included. We have 6 total Innovation Diploma members at fuse17 which is a much greater turn out than the last two years where we had about 3 max, and I’ve already been hearing so many comments about people being impressed by the students they’re working with or hearing from. And projects that ID has worked on over the past few years came up myriad times over the course of the day, which just goes to show that we’ve done some pretty awesome noteworthy stuff in the past three years.

Furthermore, facilitating the Consultivation session allowed me to experience and feel how far we’ve come.

This may sound odd, but there was an almost physical vibe about how comfortable things felt in terms of the DT process/facilitation/coaching going smoothly. We’ve facilitated dozens of design challenges in the past four years- yes I say we, I may only be a recent grad, but I have done my fair share of facilitating- and we are still constantly prototyping new ideas on how to run them, but today just felt so organic and there weren’t a million questions about, “Wait I don’t understand this, how do I use this tool?” It was great! (Wow that was a run on sentence, but I’m just so empowered right now that I can’t help but think and type faster than my poor grammar can try to keep up!)

I’m going to cut this post shorter than my normal reflections because I need to get some rest, because these next few days are about to be full of hard purposeful work- so obviously it’s going to be too much fun to want to spoil by being sleep deprived!