Play to Learn

I feel like one of the most untapped pieces of potential for great learning is playing games.

Today I spent just about all day in a game store where they have bookshelves full of IMG_0965.JPGrandom games you can play. As a student, it’s $5 for me to sit at a big game table in the store and be able to play as many games as I want from 8am to 11pm and can even leave and come back for no extra charge. We played from 1:30-11 only taking a little more than an hour break to eat dinner at a nearby restaurant and it really was a fantastic day.

We challenged ourselves to learn new games so we played two rounds of two new games and then ended the night with 15 minutes of one of our favorite “classics” for our family to play.

I had forgotten how hard it can be to learn a new game. So often when playing games, at least one person already knows how to play and they can help explain as you go. When no one has ever played the game, you can easily spend 20-30 minutes just doing reading comprehension to try and understand setup and how things work in this particular game world.

We found also that after learning our first new game, learning a second new game became easier because we had more confidence at being able to piece together and remember odd assortments of rules; games push your creative muscles.

Games are so great for all sorts of brain activity. On top of the reading comprehension needed to understand instructions and the communication skills to explain the instructions to the rest of the players and the questioning skills to truly know the instructions, we had all sorts of learning moments: We had to challenge our memory, quickly develop strategy, be able to plan for 3 steps ahead, prioritize, consider risk management, communicate our ridiculous sounding ideas, and in one game we even had to work on our geography knowledge.

Honestly, I may have only played games all day, but my brain “hurts” so to say, and I feel physically tired from all the processing I did. Mind challenges are some of the best ways to grow our brain capacity and therefore expand our learning toolbox.

I wish there were shelves of games at schools. I wonder what it would be like to be able to just get a group together and pick out a new board game to try learning over lunch time. Games are such a great way to build community and brain muscle it just seems like a naturally benefiting idea for schools to incorporate more game time into school.

That was part of the reasoning why I created the Kemps Khoas club way back when which was a club devoted to a card game tournament building community between faculty and students. One of my wishes that I never got around to in high school would’ve been to really develop the club to go beyond just the one card game.

Playing is such an essential part of learning. I wish I saw more games at schools.

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Prepared Beyond

Today I heard a former classmate of mine say that after 12 years of schooling he found himself not having any skills marketable for applying to the workforce as much more than a dishwasher.

I couldn’t help but laugh.

I mean the time old story of school is that it was established during the industrial revolution in order to prepare kids for the workforce. That is supposedly the mission of a traditional school system: “to prepare kids for the workforce.” However, the irony is that apparently, the traditional system isn’t even a good job at that anymore.

Joining the workforce no longer means being prepared to work on an assembly line day in and day out. The world has changed. Jobs are changing. Schools need to change and maybe so should their purpose; life is more than just work.

I want to be prepared beyond the workforce.

Leaving with Action

Today was the last day of the International Seminar on Amplifying Student Voice and Partnership. It was a much more laid back and open space kind of day, which was honestly really great. It allowed everyone to make what they wanted out of the conference and have the conversations most meaningful to them.

During my first session, I ended up in an informal group that gathered together and started talking about the college application process. Two rising seniors were stressed about the process and therefore, myself and a few adults were giving tips about researching and applying to schools. This conversation made me realize I actually have a lot to share on the topic and reminded me that most students don’t have the amazing college councillors that I had who helped me navigate the process. Additionally, most students don’t have practice in talking about and essentially pitching themselves. Due to my blog writing, I had ample experience with talking about myself by the time I had to write those essays, but most students don’t have a blog and never really practice this skill in high school. Talking about yourself is a huge part of life because after college then comes job applications where it’s a similar process all over again. For that very reason, I wish more schools spent time talking about identifying key stories in your own life, and pitching your own story and knowing your strengths and skills that can be brought to the table in various situations.

These two students I was talking to come from learner-centered environments, and even there this process is stressful and these two believed they don’t have a story to tell. Let me tell you, these kids have incredible stories to tell and I only know parts of them, so it’s crazy for me to think that they don’t believe they have a story. It just goes to show that even great schools still have room to grow and that was a humbling experience today. Every student should feel like they have a story worth hearing and get the opportunity to practice telling it.

Later in the day I got to achieve my personal goal for this conference. I came to this conference really wanting to have a take away- an action step I could take in order to start moving beyond just talking and sharing with other communities and head towards working together on project work to advance the movement. Proud to say that I have my next project to start tackling. IMG_0930.JPG

Whenever I go to a conference there are multiple people who ask about how the community will stay connected. Then there end up being group chats and social media accounts created and they’re explosive with reflection for the first few weeks after the conference is over, but they fizzle out over time. Why? My assumption based on observation is that most forms of connection post-conference have been simply for the sake of connection/networking, but in order to sustain connections we must have a unified purpose that brings us back to the conversation wanting more.

I’m not yet sure what this purpose is; however, I’m excited to start working on figuring out how we can build upon the community by finding ways to connect with purpose. Three other young learners and I, started brainstorming potential designs for a website based on what menu items we wanted as possibilities for ways the community to connect. For example a blog to share out work in different environments, a directory to know who’s doing what kind of work, a jargon translator to serve as an explanation guide for all the different terms we like to use, a project space for people interested in partnering on projects, a monthly chat around essential topics, etc.

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Then we broke our work down into four areas: user feedback, research, “playing around”, and mission development. We hope to each spend the next month working in our areas to learn about what the community would want in a connection tool and figure out a game plan for the best tool to make these ideas a reality by playing with existing tools while experimenting with what building your own website would take resource wise.

IMG_7624.jpegThe key wonder I have right now though is: what already exists? There are a lot of groups that keep trying to create something very similar to this and yet don’t seem to be working for this or that reason, but why? I’m not sure entirely. I hope to find out and I have my assumptions based on personal experience. I’m happy to be leaving with a game plan but to help get further in our efforts, if you read this post and believe you know of sites or organization or groups or social media connections, etc that sound similar to this kind of work, I would love to see things in the comments to guide our upcoming research. (Even if I’m technically taking lead on user insight gathering, so I’d be happy to hear that too even before I get more focused questions to ask on the topic.)

Different Pages

Day two at the International Seminar was a lot of fun (as expected) especially when you end the day with an Escape Room! (Even if we didn’t escape…) What I found particularly interesting about today though was that we broke off into stakeholder groups for a large chunk of today’s conversations. Therefore, I was in a room with all of other students/ young learners/ youth advocates/ whatever you want to call us (I think there were around 18 of us total).

I realized that this is the first conference I’ve been to where there are young learners in attendance that are not either from my learning environment and/or the SparkHouse community that has been developing over the past two years.

There are about 9 other SparkHouse members here, which is great because one of the main things that the SparkHouse has helped facilitate is more common language between learning environments. A common language is key because it allows us to move past the point of debating and distinguishing jargon and just get to the point faster about the why and how we currently do things and our hopes for the future. Not to mention even with our still existing gaps in communication, working with people you’ve met and worked with before typically makes working together again easier.

The complication is that not everyone is a part of SparkHouse currently, so half of the room is on much more of the same page than the other half which could in itself be on three different pages.

This wasn’t an overly complicated challenge but it struck me as an interesting dynamic today. It struck me because it made me realize that learners at a conference like this are often used to being the center of attention to some extent. They’re often leaders in their own community who are used to having one of the only student voices represented in a given convening and therefore, become a novelty of sorts who everyone wants to hear from. Now when you put 18 of these students in the same room who are used to having a prominent role in the conversation around education due to their student voice, all of sudden there is bound to be a power struggle because no one is a novelty anymore.

My hope is that one day this is the problem at a faculty meeting. No one is a novelty.

This is not to say that I hope there becomes a power struggle between students and adults, actually, I hope for just the opposite. One of the big points us students talked about today when discussing successes and challenges in our stakeholder group was the idea that there are a lot of adults who believe that giving students a voice/leadership/agency/power thereby means that power must be lost by another stakeholder group. What we strive for though is equal voice, equal representation, equal power. If either side of the equation is a novelty, then there will never be equal power and our education will be incomplete.

Timing is also key for this to be a reality. Giving students a voice doesn’t mean just give students a survey at the end of the term about giving teachers feedback; that’s just asking for student voice when convenient and wanting to confirm what’s already happened in class. The student voice we strive for is when students are brought in beforehand and are involved in the creation of school work, then sure you can get feedback in the end as well, but from both sides of the equation, students and adults alike, and discuss the outcomes and next steps together as well.

 

I’m going to be quite honest, at this point in writing this post I’m not super on the same page with where this train of thought was going… I’ve read it over and realized I’ve attempted to synthesise a lot of different highly debated topics into one train of thought and I’m not sure if I’m being all that coherent. So, therefore, I’m going to stop writing now. When you lose your train of thought, sometimes it’s best to just stop where you are and let the thoughts exist until maybe at a different time or with a different person the train reappears in a more insightful way. Until tomorrow then.

Invite Curious Community

Today has been long and tiring. Starting at 4:50am after about three hours of sleep, my day consisted of first travelling to Vermont and then have the whole second half of the day engrossed in day 1 of the Amplifying Student Voice and Partnership International Seminar hosted by Up for Learning at the University of Vermont.

IMG_0910Like most first days, we started our conference getting to know our community which is always fun! I love networking with new people and reconnecting with those whose paths have crossed with mine before. We started the day with a poem activity where we were given a powerful piece by Margaret Wheatley (featured image) and then asked to pick out a sentence, phrase, and single word that stood out to us in regards to our conference. We then shared with our table and then did a “wave shareout” with our one word to the entire room. I found that if you took the most commonly chosen single words we got an interesting sentence to describe what this gathering is all about:

“We invite a curious community to trust in brave conversations.”

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Personally, I had some good “ah-ha” moments today that are going to frame the next two days for me:

  • Most students don’t just decide one day to researchabout innovative schools, and therefore, they remain unknowing that there is anything besides the traditional system even as a possibility for their education. Yet we know the movement will be strongest if learners are driving the change since, after all, learners are the largest population in a school community. So how might we engage students from traditional school systems who aren’t being supported in thinking about alternative education paths? How do we help these students know what their options are because from my experience when presented with the option of a traditional school versus a learner-centered school, learners almost always choose the later.IMG_0919-1.JPG
  • There is an interesting distinction between student voice, student agency, and student-adult partnership which I haven’t considered before. Students/learners can feel like they have a voice, but that doesn’t mean it’s being heard; students can have agency in their work, but not take ownership of the work. How might we achieve various levels of all of these distinctions of student worth in our everyday learning communities?
  • In education, we often are debating the semantics of what it is that we do in our learning environments. However, perhaps we need to spend more time focusing on why we do it then thinking about how we do it before we start to dive into what exactly it is. With this in mind, I believe I need to spend time with our production team taking a deeper dive into why we do what we do with Trailblazers in order to start exploring what the future may hold in terms of possibilities for growth.

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Old Ideas Brought to Life

I’m a proud advocate of taking time to acknowledge and celebrate the little wins in life. Today I had a double little win party.

First I discovered that I have officially written over 700 blog posts and am celebrating the beginning of my fifth year now of blogging! I mean five years is a pretty long time- it means I’ve been blogging for over a fourth of my entire life.

With the realization of this momentous anniversary, I decided it was time for an upgrade of sorts. Time for me to finally do something I’ve been talking about doing since only a short bit after I started blogging: create business cards.

I’ve been to a number amount of conferences and events in the past five years, and beyond that, I’ve run into dozens of people outside of event situations whom I’ve met and thought, “Well too bad I don’t have a business card to easily give this person all of my information…”

Thus I made it a goal of mine to prototype some business cards this weekend before heading off to the International Seminar in Vermont tomorrow.

I don’t think I realized how much I had been anticipating doing this over the years, but when I finally got them to print correctly I most certainly did a little happy dance and let out a little “YESSSSSS!”

Sometimes it takes a big realization to finally set in motion old ideas, but that doesn’t make those old ideas any less exciting when they finally come to life.

Trailblazers: Issue 3!

It’s finally here! Issue 3 of Trailblazers, our student-driven e-magazine about the Education Transformation Movement, is available for viewing now! Hope you enjoy these remarkable articles written by spotlight learners from around the country including one global perspective. Congrats to all involved with the process of creating this latest issue!!!

View Issue 3 

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Spotlight Learners:

Sophie Haugen – SMforSM: An Educational Partnership 

Bridges by Empathy and Friendship

Lucy Conover – Insπiration

Hannah Bertram – What Learner-Centered Education Did For Me

Innovation Diploma Update – SPARK: A Playground for Creative Thinkers

A Chance at Greatness

Earlier today I read this article about the application process to get into middle schools and high schools in New York. It’s crazy!!!

(I’d strongly encourage reading this article before reading the rest of my post because it provides helpful context.)

I remember applying to colleges all too vividly and it was stressful and tiresome and promoted all sorts of self-doubt amongst teens. For students applying to some schools, your shot all boils down to a bunch of numbers – that’s terrifying. From what I can tell, it seems like some kids go through this same process as early as when they’re 10-11 and only just about to enter 6th grade- that seems outright wrong.

Even looking past the equality debates and economic pull for a second (though very real issues as well), what 10-year-old should have to be thinking about how their grades will affect the rest of their life: the odds of getting into a good middle school leading to odds of going to a good high school leading to odds of being well prepared for college. Sure you may think, “Well the child probably isn’t worrying about all of the grades and applications and portfolios; the parents are the ones to really send stuff in,” but what is the likelihood parents don’t start pressuring their kids more and more with each year the academic game gets more competitive? Parents just want their kid to go to a good school, but what has to happen for them to get there?

And let’s keep in mind elementary school “grades” are basically assessing things like multiplication to the power of 12 and a few basic sentences written in a row.

I couldn’t read well until 2nd grade, does that mean I shouldn’t have gotten a chance at a good education?

This article honestly made me consider even beyond this apparent problem with New York City schools. I realized that there are often complaints about the ways that higher education admits students, but how often do we consider all of the k-12 schools who also have application processes? How do they work? How heavily are grades and standardized tests considered? Are children truly looked at holistically?

I’m just throwing out questions because I really don’t know how it works. I had never considered how lucky I am to have gone to the same school for middle and high school. A lot of kids go to a different school every four-ish years of their life because that’s just how neighbourhood schools tend to work. I, on the other hand, switched to a private school when I was going into 6th grade and then got to just stay at that school. I didn’t have to deal with applying to a new high school, or meeting new friends, or getting used to a new school system.

I vaguely remember the application process going into 6th grade. I’m sure my records were sent in and then I remember having an interview where they asked me to solve some basic math problems and take a few “creativity tests.” I only applied to one school. If I didn’t get in and didn’t get financial aid, I would’ve gone to our local middle school despite it being known as, “not a good school.” I was fortunate to make it in and to be on scholarship, but many don’t get that same chance.

My life would be completely different had I not switched schools in 6th grade. Completely and utterly so, I’m certain of it.

I hate that there even exists rumours of “not good schools.” Shouldn’t every child get to go to a great school? School is honestly one of the biggest parts of childhood. We spend 35+ hours a week in school for roughly 180 days a year. That amount of time spanning from age 5-18 (and some kids spend longer than that), adds up to an underestimate of about 16,380 hours spent in k-12 school during childhood. That’s a ton of time!

Obviously, this article I read is focused primarily on how the system to apply to schools is corrupt, but in my opinion, if the schools supposedly “not good” we just transformed to be better, then maybe the application system would self-fix to some extent. Every school has a different culture. Two schools can be entirely different and yet both equally great for the right child. The school application process should be about finding what culture of a school is best for each individual child, not about children competing to be admitted into the select few great schools.

School influences life; there is no questioning that anymore in the age we live in. Being okay with some schools just not being great is like saying not all kids deserve a chance at a great life.

We need all schools to be great.

Inspiring Perspiration

Yesterday was a crazy day ending with a gym sleepover I worked for 50 some kids ages 5-15, so sadly I couldn’t blog until tonight.

It was the last full day of two big events I was working: the Olympic Gymnastics Camp (OGC) and the DT/sustainability course I was co-teaching at Paideia high school.
Last days can often only be described as being “happy-sad.” I was so proud of how far all of the kids came, but it was also sad to think our time together is over now. The OGC kids I may see again next year at camp, or at gymnastics meets throughout the year, but for the Paideia kids, who knows if I’ll ever see them again.
After 18 days working at Paideia, we successfully ended the course with each team having a prototype of a composting toilet and a deeper understanding of design thinking!!! I had to miss a few days during the last week due to working OGC, but I’m so glad I made it to their final pitches because they turned out really well for first-time design thinkers.
While we obviously had a schedule planned out before the course started, I was still a little nervous about if we would really be able to get all the way through a design challenge with newbies in only 18 days of about an hour and a half meeting each day. I was even more worried when we didn’t have full attendance until day 4… But we powered through!
Internally, I think we did a great job of really inspiring the kids early on and making sure to get everyone connected with each other to feel more comfortable before tackling some uncomfortable topics and situations- like talking about toilet habits.
Honestly, that’s probably one of the greatest takeaways I’ve had from this course: to have perspiration you need inspiration, and with the right inspiration, anything is possible.
I am planning to do a follow-up blog post after my Wish for WASH team who taught the class gets together to have our internal reflection meeting about the course. There are things I would change if we were to do it again, things I would like to further explore, and things that I was surprised about, etc, but I’ve not had a good chance to sort through all of my opinions just yet.
For now I just want to think about how crazy it is to believe we are finished, and how proud I am of the high school learners and of our Wish For WASH team for accomplishing our big goals: the learners built their own composting toilet prototypes that a panel of experts were interested in and they demonstrated a deeper understanding of design thinking and sustainability topics through their final pitches and reflection surveys.
#ProgressBell !!!!

Leader of the Day

If we were to replicate the course we are currently running at Paideia, one of the big things I think we need to spend more time on is team roles. I think I forgot that most students haven’t worked on design teams before and aren’t quite use to the unique dynamics of this kind of work.

I remember before I was introduced to design thinking, and even afterward sometimes, if I was working on a project with a bad team, I would just make sure everything got done in the end. Maybe I would talk to the teacher at some point, but overall the norm would be to just work with the people actually working.

However, in a design team, we try to encourage the ideology that everyone has their strengths and weaknesses and is a valuable member of the team. With that, we want project leaders who not only lead by example with getting work done but also try to pull in their distracted team members to include them in the work.

Today we made a point of sharing about this kind of leadership because we had a 3D printed “trophy” we were giving out at the end of class. I think making this point helped a lot because today both teams really made an effort of keeping everyone involved in finishing up our toilet prototypes.

It was great to watch!