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.

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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.

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

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!

Trailblazers- Student Driven EdMagazine

It’s official, the first edition of Trailblazers, a student driven magazine on the Education Transformation Movement, is here with young writers from around the world contributing!!!! My peers in the Innovation Diploma, Abigail Emerson and Kaylyn Winters, and I have been working at this project all year after some last minute edits over the summer, we now feel it is time to ship the idea and get it out into the world.

So please check out our first edition which includes:

A Letter From the Founders

Meet the Curators: Anya Smith-Roman, Kaylyn Winters, Abigail Emerson

The learner-centered movement: Q&A: Sparkhouse Conference

Creating Something New: Brady Vincent

Change is a Conversation: Neel Pujar

Free Ranged vs. Caged: Kim Mi Yeoh

Intelligence: Cali Ragland

Community Connections

Good Reads

 

Thanks to everyone who helped make this possible!! Can’t wait for issue 2!

The Unpaved Path

C_egitqXkAAEVE4In two days I graduate…. That’s crazy. I’m a very nostalgic person, and, therefore, I have been doing a lot of reminiscing by reading old blog posts, emails, and in general having conversations with friends about the past four years of our lives. So when we decided that we wanted our ID seniors to give MoVe Talks to the younger cohorts and some admin as a way to share our parting advice, it didn’t take long for me to come up with the story I wanted to share.

Towards the end of sophomore year I wrote a blog post reflecting on some of my favorite memories of freshman year. In this post I questioned the idea of students walking on an already paved path, well this thought has now come full circle as I’ve learned through my work in the Innovation Diploma that the path unpaved is a path worth taking.

Below is the script I used for my MoVe Talk which is as close as I have to the exact words I used to attempt to impart this idea on to the younger cohorts.

“I could list a ton of things I learned from these experiences, but the grades don’t matter a smidge  to me (most of them didn’t even have real grades, but I still learned and enjoyed the moments enormously.) These stories I shared were all moments were I had incredible joy and also felt incredibly proud of my work because I took part in the creation of the end product and felt connected to the outcome; a teacher hadn’t predesigned what would come from the experience.

When you think about it, it makes a lot of sense; if the teachers already have the path paved for the students, how will they ever learn to make their own path? “- Paving a Path; The Life of Pinya

Before I begin, I want everyone to close your eyes and imagine standing on a path in a forest. There is gravel and some large rocks, and it’s evident that people have walked this trail before. From where you stand you can clearly see the end of the trail.

Now turn to your left and right. There are trees everywhere and some flowers growing on the ground. There is no paved path in this part of the forest, but the unusual flowers and glimpses of multicolored light shining through the trees are intriguing. If you are pursuing innovative education practices, then you are in this unknown part of the forest and are pioneering a trail on the unpaved path.

IMG_1634.jpg

This is me back in middle school, and today I want to tell the story of how I got from there (point to screen) to here (tada) because I’ve taken a fairly unusual path.

Back in 8th grade when this picture was taken, I was honestly pretty much your stereotypical try hard, nerdy, rule following student. In fact I won the award for highest gpa at the end of the year. I say this not because I feel like this award was all that important or because I want to brag about myself- I mean, it’s middle school let’s be real all of that is trivial in that regard- but I say this so hopefully you can better understand where I was coming from when going into high school.

My understanding of a successful student was someone who made all As, got a few awards, and then eventually got into a good college with scholarship money, and if you could become Valedictorian then you were really set for life.

At this point in my life, I was playing the game of school well and thusly believed I was on this path to success, and I was perfectly content with just that.

It wasn’t until freshman year that I started to believe that maybe there could be more to school.

Big History.pngNow some of you may recognize this picture because it’s a picture from the moment I describe as my clicking moment. The moment where I realized success in school could be so much more than just good grades, and realized that school needs to change in order to meet these new standards of success.

After participating in the 2013 Council on Innovation, I learned that I as a freshman had the ability to give advice and pitch ideas to community leaders that they actually valued. That was huge and stuck with me into my classes. In particular, freshman world history.

Here is where I believe my unusual journey begins.

Everyone in the grade had been tasked with the assignment of creating a project about whatever we wanted and would then present for 5-10 minutes anyway we choose fit. I had chosen a topic, but after a few days of working on the assignment I was getting frustrated because I didn’t want to just give a presentation of facts that anyone could easily look up online for themselves if they really wanted to know about it.

I talked to my teacher and after a few more days we agreed I needed a new topic, so instead we had the idea for me to present a project on “hmw redesign projects?”

C_jWuzOXYAAtNSR.jpgLong story short, I took this 5-10 minute project and turned it into a 45 minute lecture complete with a slide deck, prototypes, and 3 videographers.

This wasn’t the “normal” thing to do for my ideal path to success, which just made me even more incredibly nervous that no one would like it and it all would have been a huge waste of time and I would just fail the entire project. And I couldn’t tell you now what grade I made on that assignment, but I can say that it ended up being one of the most empowering and fulfilling experiences of my high school career which meant more to me than any grade in that moment.

This all started with me questioning a teacher’s assignment. Now I’m not saying you should go off telling all of your teachers that you could make a better assignment than them, but I do believe one of the most important things I’ve learned is that you should never be afraid to ask a mentor for guidance if you feel like you have feedback that could help improve your school experience. Nothing will change that isn’t first questioned.C_jWuz8XYAAhWUT

As you can imagine, my path to graduation only got more unusual as I got older. For starters, I joined ID– a new vague program that promised to help nurture students into innovators. I jumped at the opportunity, but not everyone was quite as on board with the latest edition of Mount Vernon’s attempts to instill the mindsets in us.

To be honest, probably the hardest part of deciding to take an usual path was the social struggles I faced due to it. I wouldn’t be surprised if many of you in here, especially the IDers who have been around for a little now, have at some point in time heard negative comments about ID, and maybe even felt like you were being offended because you are involved in the program. I know I did especially since I was around back during the dark ages when we really didn’t have much to show for ourselves and people tend to be skeptical of ideas without a proof of concept.

2014-09-12 14.49.57And this social tension around my path to graduation only grew when I got to junior year and made what many people believed to be an incredibly unusual decision for myself: I didn’t take all APs. (hu!!)

It is my belief that AP history courses are often trying to cover too much information in not enough time, and the content is a lot of reading and memorizing, and the writing is very dry and the AP doesn’t even require everything to be factual to get full credit. Thus I decided I would not take AP History because I didn’t feel interested in that kind of learning and would rather give myself more time to devote to attending education conferences, and working with community leaders, and talking to interested families about ID, and writing articles for magazines about education transformation, and all sorts of other projects that were truly meaningful to me because they beneficially impacted others.

However, this decision was still incredibly difficult for me because to me it symbolized taking myself out of the game.

Let me remind you that my vision of success basically meant the path to becoming valedictorian. Going into and early on in high school I truly thought that was what I wanted. But as many of you know, the class of 2017 is incredibly competitive when it comes to playing the traditional school game of grades, so by choosing to not take all APs, this also meant choosing to not be able to have as high of a GPA as my peers, and therefore I knew I would not be valedictorian despite originally being on this path if I made this choice.

DAH2mT5XsAAKMKvPeople, including some of my best friends, would tell me this was a bad idea for all sorts of reasons. They would say that I was too smart to not take all APs, or they would say that they didn’t get why I would take myself out of the running for val, or they would say that I was taking the easy option and I’d be less competitive to colleges, etc. etc.

And despite whether or not you are in the position to be the potential val of your grade, to some extent we can all relate to this struggle of wanting to maintain a good gpa for college and what not, but also wanting the time to work on things other than just grades.

I didn’t let the opinions of others influence me too much, and I’ve been very satisfied with my decision to drop AP History courses. And in general I have always loved and appreciated all of the opportunities I’ve had through ID, but I’m not gonna lie that I was often still nervous about what colleges would think of everything I’ve done because the scariest part about taking your own unpaved path is that you can’t possibly know how others will react to it.

How would they view a kid who didn’t take as many AP courses as others, who joined a new program with only two other graduates, who co-created her own non-traditional AP Lang class, and who took an independent study instead of the traditional economics course amongst other things?

But now I’m on the other side and I believe I’ve exceeded my original vision of a successful student.

I…

  • Presented a MoVe Talk in front of over a hundred educators
  • Facilitated hundreds through design thinking Flashlabs
  • Participated in a week long experience with the Stanford d.School#fuse15 MoVe Talk.jpg
  • written 611 blog posts in not even 3 years, and created a network of over 250 people
  • Co-created and attended the first ever AP Course (approved by the College Board and the admin of our school) with a syllabus created by teenagers
  • been commissioned to write a number of magazine articles and guest on two podcasts about education transformation
  • Worked with the Center for Disease Control and the mayor of Sandy Springs
  • Co-led sessions at faculty meetings on “day’s off”
  • Pitched business ideas in a 3-Day Startup Program
  • Re-designed a classroom into an innovation studio
  • Changed the way 23 freshman experienced World History by forming the Design Team
  • and many more…

And now I am about to graduate with two diplomas which means not only can I say that I had all of these incredibly unique and fulfilling experiences, but I also believe I’ve achieved many of the “traditional school goals” as well.

I have had all As throughout high school, will be attending a well respected school (Yup it’s official go Yellow Jackets because I’ll be at Georgia Tech next year!!), got into a selective honors program, and even got a full ride scholarship!

Again my point to all of this isn’t to brag about myself, but for years when I talk about all of the innovative work we’ve been doing in ID in order to transform the “norm” about education, people have been asking me “Well where’s the evidence that this works? How do colleges and the ‘real world’ respond to this kind of thing?”

WScreen Shot 2017-05-18 at 10.32.51 PM.pngell I’m proud to say that I- we- can finally answer them. Even after having two graduates last year, it didn’t seem like enough of a statistic. But we are now about to have 6 total graduates from the Innovation Diploma program who have been highly successful no matter how you look at it, and that to me is a huge win for all of us. We have always believed what we are doing is great, and every year even more believe it too.

I feel more than prepared for college because I feel like I’ve been exposed to the real world all ready due to the choices I made to put faith in things that had never been done before.

So, I hope all of you remember that yes the path we educator pioneers tend to walk on that’s untraditional, unknown, un-”approved” can be scary because you don’t know how others will receive it, but don’t be afraid to question and take action about things you believe in because the chances are that others will believe in them too.

And even the unpaved path can be very successful in the school game if you work hard at whatever path you choose.  And if you’re like me, you’ll find yourself more empowered, fulfilled, and prepared for the next chapter of your life than you ever would have found possible without the Innovation Diploma.

 

Oh How Far We’ve Come

C4y7nuiWMAMPqgN.jpgI always love Thursdays because they feel so productive. Until 1:10 I get to spend my day working on Innovation Diploma related things, and with such a large chuck of time, I often have my most productive meetings, brainstorms, and build days on Thursdays. This past Thursday was a really interesting day because our newest members of the Innovation Diploma (the Gates Cohort) experienced what it was like to give a pitch to a client for the first time.

C4zAo-fWYAEiFFd.jpgThe Gates kids have been spending the last few weeks working on what we call an adVenture. An adVenture is a design challenge where someone in the immediate MVPS community is the one to initiate the problem being investigated. Based on my understanding, the Gates kids were tasked to come up with solutions for Mr. Edwards (Tedwards) to help better organize the HIVE (our maker space) and get more people into the space.

These teams of 3-4 people then gave their final pitch to Tedwards as well the 2nd and 3rd year ID kids (Pixar kids) last Thursday. They were far from perfect, but what amazed me is that they were lightyears ahead of what the inaugural cohort was doing the second semester of our first year.


screen-shot-2017-02-22-at-12-14-06-amIt was crazy to sit there and think about just how far the program has come in the past 3 years since the Innovation Diploma began. These newest members had slide decks, story lines, and prototypes that were just about at the professional level, and it was also satisfying to hear the quality feedback they received from the returning ID kids because there was a true sense of wisdom to it.

What really impacted me the most was when I realized the lessons that Gates kids were learning in an internal environment:

  • Pre-planning is mandatory: When you have a client coming, you have to think about more than just what you’re going to present. You also must consider: how you are going to set up the space? When you will get tech situated? How the client will check in? Who will meet the client at the front and take them to the space? What would you say when meeting the client? Etc. 
  • The story is key: Giving a good pitch is often more important than the quality of the prototype, and the way you give a good pitch is by taking the audience on a journey. You must explain what the problem is, what insights you discovered from users, how your prototype meets the needs of the users, why your prototype is the best answer, what the next steps are, and how you can help make the prototype come to life.
  • Take pictures throughout the process: The story is the most important part of the presentation, however, pictures and slide deck quality is what makes a good pitch into an incredible and professional looking pitch. To get these pictures, you really have to take pictures of everything along the way, otherwise you’ll start your slide deck and just realize everything you missed a great picture of.
  • Redefining “low res”: Every prototype has different stages. After a quick day long brainstorm you can expect a few prototypes made of construction paper and popsicle sticks; this is not the prototype you present to your clients. By using digital technology we can make relatively fast prototypes that have a much better quality appearance.
  • Always rehearse: The best pitch you will ever give will never be your first. The more you practice and receive feedback, the better a pitch will get. Teams often get feedback on their prototypes, but not always the presentation, but the presentation is critical as mentioned before. If you plan an internal practice pitch a few days before the actual pitch, you can receive game changing feedback that will take your presentation to the next level.

These are just a few of the lessons I heard the Gates kids discuss as takeaways from their first pitch. The crazy thing is though, that while the Gates kids discussed their takeaways, all of the Pixar kids just looked at each other in amazement because we had to C3xAbL6W8AEW556.jpglearn these lessons the hard way- while in front of an external client… It’s so incredible that now first year Innovation Diploma kids are learning these lessons. By the time they’ve had the experiance of a few years, who knows what these kids will be doing.

The program is getting better and better each year, and a lot of it is because of what we’ve learned through trial and error with past cohorts. As a member of the inaugural cohort I have faced a lot of challenges within the Innovation Diploma, as any pioneer must face when embarking on a new adventure; however, I wouldn’t trade the role I’ve gotten to play in the program in order to have been entering after some of those initial kinks have been prototyped for. By being a first year member I’ve worked through the hard times and learned so much from our fail-up experiences, and now I get the extreme pleasure of looking at these new members and seeing just how far we’ve come as a community. It’s incredible.C3xAbK4WQAALlIX.jpg

When I walked away from the pitch on Thursday, I couldn’t help but think about further feedback for the Gates kids, but I also couldn’t help but just smile for the past and the future of this incredible journey I’ve been on with the Innovation Diploma.  

The Independent Project

The past few weeks I have been conversing with Mary and Cali Ragland, two seniors from Perkiomen Valley High School in Pennsylvania. These two are are currently taking an independent study course around the essential question: “How might we design an educational system that best meets the 21st learner’s needs by valuing curiosity?” They reached out to me after having been introduced by a teacher to some of my blog posts and learning about my work in the Education Transformation Movement. Furthermore, my work designing the AP Lang Collab Course last year, where I co-developed an AP Language and Composition course, was intriguing to them because they wanted to learn about how to push through the “dark night of the soul” in the life of an self-guided project.

These two have been doing some great work interviewing teachers and students and pulling away key insights about the role of curiosity in education. I especially love the quote that they describe as really encompassing what made them interested in education transformation:

“Education is not the filling of a pail, but the lighting of a fire.” – W.B. Yeats

I would definitely encourage reading more about their work on their blog:  Curiosity in Education. Personally, talking to these two has been great because it’s reminded me of how far I’ve come in the past few years, and reminded me how important it is for me to always go back to where I started- this blog.

Senior year has made blogging very difficult because I have spent most of my “non homework writing time” working on college essays and scholarship applications. Then when I kind of have “free time” (which basically just means I have finished homework and have no planed activities or meetings at the time) I find myself wanting to savor the moment to take a break from intense mindfulness. However, I know how important it is to blog to not only share my story with others, but to reflect for myself and capture my learning journey. After all, I started this blog for me -not because I wanted hundreds of followers or felt like my voice was something that just had to be heard by others- I started it because of what I thought was a silly challenge to observe and reflect on the world more intently.

In fact, I haven’t blogged in so long that I haven’t yet reflected on the fact that I was approved to embark on another curriculum creation opportunity by designing my own Independent Project!!

For my last semester of high school I am exploring the connection point between film, change theory, and education which will also apply towards my last needed half of a social sciences credit. Often times social science credits are just assumed to be a history course, whether it be world history, US history, economics, US government, etc. However, social sciences by definition are “social” meaning, about human society and social relationships and how they function, which does explicitly mean just IMG_6689.JPG“history.”

I say “just history” because I believe everything involves some understanding of history, because everything has a history and thus History is Everywhere. An essential question to all learning is, “How can we use the knowledge we have gathered over time (the past) in order to better understand and design for our present and future?”

So yes I believe you could call my course a “history course” because I’m definitely researching the past. However, for my particular project, I really wanted to explore society from the perspective of how we create change in society to then apply this knowledge in the world of education. The final product of this work will be a high quality documentary video focused on the Innovation Diploma and the moment that I call the “clicking moment”; that moment when students realize that the world is changing and education should be too, and they start to take ownership of their learning in order to make a difference now, not “when they are grown up.”

Now the main reason I haven’t mentioned this project yet is because it was a last minute project that got put into double time in order to come to life. At the end of last semester I knew I wanted to devote more time second semester to exploring and contributing to the education transformation movement. However, I’m always so busy and yet their is a finite amount of time in the day. I had to figure out what in my daily schedule could give a little time. What I realized is that what I wanted to work on would likely hit a lot of social science credits, so we thought, “What if this was my ‘history’ class?”

I worked on overdrive with my mentors in order to put together a document to pitch the idea of an Independent Project to our administration. The end of the semester though was a very crazy time for me both in and out of school, so I got approved with the intent of needing the first few weeks of second semester to still work on the planning details.

 

One of the first tasks I had was to figure out how I would devote my ID time, especially after the reMoVe10 design brief gained so much momentum after first semester. The design brief given to us by the Mayor of Sandy Springs, was designed to be a project we worked on during a single semester. However, our school admin, representatives from the Sandy Springs Council, and our new partners at Georgia Commute Options all got so fired up about the work we’ve been doing, that we realized this project needed to continue. 16387341_10154593513538277_4820722959124524604_n.jpg

Because of this decision to change the scope of the project, our team had to look back at our team roles and norms and decide how best to continue based on plans that were already set for second semester. I already had plans to work on my Independent Project work, and another team mate was already in the process of another design brief opportunity. Therefore, we added a new member to our team, and I used the month of January to waning out of my position as team leader to make a smoother transition for the new team. My plan is to continue to work with the reMoVe10 team, but more as a consultant for them to help give feedback and provide assistance at specific events.

{Small necessary tangent: This last month was honestly really hard for me, because I naturally find myself in a leadership role in the sense of “project manager,” so it was challenging to work on stepping back and being a leader by pushing others to take a leadership role. However, I think it was something important for me to work on because part of a leaders role should always be to coach others to lead.}

IMG_6691.JPGWhile continuing to work with the reMoVe10 team this past month, I used 4th period (my Independent Project time) to start further brainstorming what my video will look like, while getting a Film Course 101 tutorial from a mentor, and continuing to find ways I can discover and experiment with changes in education specifically in regards to the role of student voice. So far I’m diving deep into essential questions such as “What motivates people to learn?” “Where does ‘passion’ fit into education?” and “What gives students agency?” as my design drivers, though I believe as I start to interview people the story line will become even more clear.

I’ve learned that with documentaries one of the best things to do is to just press record and start filming. So now that I’ve officially had my last day full time with the reMoVe10 team (last Wednesday) I’ve been gearing up to dive all in on this Independent Project using my 8 hours and 40 minutes a week (between ID time and my new Independent Project specific time) to research, film, and synthesize information about the social science of education change. We pushed “purchase” on some new awesome film equipment yesterday, and now the fun (and intense) work is about to really start!

Community of Learners

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It’s always such a relief to meet with an entire conference of learners who really see the world of possibilities that lies in the future of education! These past few days I have had the immense joy of attending the Pioneering Lab Training hosted by Education Reimagined here in Atlanta, Ga. I was blown away by the people in attendance so much that I needed to take a day before blogging to really process everything.

C10L7mtWEAIktyS.jpgIn my own words, the PioneeringLab is a gathering of educators (of all ages) from learner-centered environments that come together for inquiry sessions around major components of the education transformation movement. What I attended this past week was the training for this lab. The purpose of the training (also in my own words) is to prepare learners for the lab itself by establishing a common understanding of language to use within the learner-centered community.

Having common language is really important for a movement, because if I tell you “x” is a dog and another person tells you “x” is a giraffe, then you will end up just being confused as to what “x” really means. In the world of transformational education, there are lot’s of different words that get used, so the Pioneering Education community has done some intensive ontology and semantics work to create a lexicon which distinguishes key elements of a learner-centered environment. Screen Shot 2017-01-11 at 11.24.14 PM.png

After the close to 24 hours I spent with the attendants of this training, I have come to realize there isn’t really a “short way” to distinguish what these words do and don’t mean in a way that feels satisfactory. While I could try (and have in fact practiced explaining to others during role playing exercises at the training itself), I would prefer to use this space to reflect on what I learned rather than just summarize it; however, here is a link to where you can read more about the context of these words in a learner-centered paradigm.

One of the important distinguishes I learned that I will discuss though, is about the differences between a network and a community. In a network people are connected through one to one relationships because each person has an interest in being connected to the other. A network is similar to a web in this case because not everyone in the network necessarily comes into contact with others. Jack might know John, and John might know Sally, but that doesn’t mean Jack knows Sally. A network is great for solving one time challenges/problems like finding a job based on who knows who; however, a network is not very helpful when trying to do something that requires a lot of people to accomplish a task that will have many little challenges arise throughout the process, like trying to build a house. -This is where a community is required.

1280x960.jpeg.jpgIn a community, individuals elect to contribute their gifts to some greater purpose/task/challenge. A community requires synchronization, timing, and nurturing from others in the community in order for a product to be created, but really the bonds formed amongst community members are just as important as the final product. A community can build a house.

This particular distinction really stuck with me because I know that I personally have used the words network and community interchangeably in the past because I had never found thought about the differences. After this training I now realize that these words have very different meanings.

I believe I have been involved in this movement since my sophomore year of high school in 2014. But I’ve really been involved on more of a network level. I’ve connected with people through Twitter and connections from my school. However, I think now I’m finally starting to feel a real part of the community outside of my school. Screen Shot 2017-01-12 at 12.06.42 AM.pngI’ve been blogging, facilitating, and speaking with groups of people for the past three years; however, in this past year, since the summer really, I’ve begun to find myself working with more teams of people with an intent to make change outside of just my own school. I didn’t fully realize this until the last few days, but it’s crazy to think how much has changed since my sophomore year. Now I show up at conferences already knowing and working with some people!

Now to be a tad backwards and give some background context, I came to this training because I am passionate about the movement to transform education due to my own first hand experiences with how different forms of education can effect learners. I dream of the day where every student has the opportunity to experiance learner-centered education because I know it has changed me for the better. It has made me feel more confident in myself, passionate for those around me, and empowered to enact change now rather than waiting to get to the “real world” after graduating.

Furthermore, I came to this training because I believe it is vitally important to include student voice in this movement because students are one of the primary users of school.

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. Everyday I feel like I know myself a little bit better and am improving my skills as a learner a little bit more due to the opportunities I have to take ownership of my learning and blur the lines between school and the real world. – The Life of Pinya; The Movement: Transforming Education

I was thrilled that out of the 70 some people at the training, there were about 14 young-learners in the room; I’m ready for even more! Sometimes when wanting student voice, adults gather a group of only young-learners to discuss education transformation topics. While I love speaking with a large group of young-learners, when adults are still in the room there is still this power struggle with the idea that the adults still have the superiority in the room. Something I loved most about this experiance was that everyone-no matter age- was treated the same. There was no separation of groups by age, there were no limits on talking either because C1vNnIzXAAAyjjq.jpgyoung-learners felt overpowered or because adult-learners were prohibited from talking, there wasn’t even the specific placement of more or less of one aged learner at a table. The balance is starting to become more equal, and it was extremely powerful! It was evident by the way conversations were held that no one felt limited by their age to participate or felt forced to hold the pressure of representing all of the student voice by their self.

I personally hope to continue to empower more young-learners to be involved in the movement, because it’s always helpful to have some smaller people in your community in order to hold up the part of the house wall that’s closer to the ground.