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.

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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.

 

A Babies First Steps: “I’m Fine”

IMG_7409.JPGWith the end of senior year rapidly approaching, I can safely say I have not had senioritous hit me. I have been working like crazy to the point where I haven’t been able to blog. However, tonight I don’t care what I’m procrastinating by taking the time to write this post because I’m so happy to have just made it through the most stressful day of my entire high school experience!!!

A year ago I asked the 5 other Thespians in my grade if they would be interested in working on a senior theater project. Little did they know when they agreed that we would end up writing, directing, and performing our own hour length show and putting the entire production side of the show together in under two weeks.

First semester we met once every other week for under an hour to work on writing the script which we then did a live read through of at the semester to get feedback on our work so far. When second semester rolled around, we still only really met on Wednesdays for an hour, but we decided we needed to come in every week not just every other. Then, once our spring musical, The Addams Family, closed, we had 8 rehearsals to put together the set, tech, and blocking for our show. Furthermore, only 4 of these rehearsals really had every cast member present.

Then today was the big day…

To be honest, our show was a mess even just this afternoon. Lines weren’t fully memorized, and transitions were sloppy, and our techies were just recently pulled into the show because we realized we needed more help and convinced some non Thespian seniors to help out. We barely finished by 6 and then sprinted to cars in order to try and grab something to eat before our house opened at 6:30. We had a small turn out, but a turn out none the less, and our nerves were higher than they had ever been for anything.

IIMG_7386.JPGt’s really hard to spend a hundred hours working on an art piece on controversial mature topics to then put it out in front of an audience for the first time. This show is about so much more than our acting because it’s about everything we had to do to bring the show to life, and it’s our final theater production in high school which is a big deal to all of us. We want to go out with a bang to show the culmination of all of our dedicated time doing what we love. For those people that come to see our show, I’ll admit it’s probably not the best show you’ve ever seen, and I’m sure more time would’ve helped the acting quality and stage relationships; however, this show is about so much more than just the acting, which is why we were even more nervous than normal.

I’ve grown to love our show like a baby, and it’s exciting and a little scary to see your baby take it’s first steps.

But today was the day to stand up because whether we wanted it to be or not it was preview night which means we did an entire run through for a live audience of parents and teachers– Man was I proud of the work that happened on the MVPS black box stage tonight!!!

IMG_7309.JPGNone of us felt like it was the performance of a life time, and there are definitely things that can and hopefully will be improved upon tomorrow and Thursday for our opening and closing night. However, like I said before, this was about more than the acting. This run through was the moment of truth to see if all of our hard work would pay off: could we really pull this off?

I think we did.

By the time we got to the last few scenes we knew we were going to make it through and were trying to hold in our excitement like a kid in a toy store who’s told not to touch anything. We had to keep going out into the cafeteria just to do a little happy dance so that we wouldn’t be too noisy backstage during the show because we just couldn’t contain our excitement.

We did it. We made it through smoothly. People enjoyed it! We made people think!!

I can’t imagine a better team of people to have been working with, and I’m so glad to have been a part of this process. I found myself doing lots of things I never had before from writing a script to crafting all of the light cues to thinking through marketing logistics, I really learned a lot from this process and am happy we put up with the stress it took to get here.

I’m still a little stressed and nervous, as one should be putting on a show, and especially one that you’ve directed… However, now I’m finally at a more normal show stress level where I truly believe it’s going to be something amazing, but don’t want to get over confident and not stay on top of my game.

Now we have two more shows left to really pull all of the bells and whistles together and truly make this show a show to remember. As my acro coach says, “The first time is to make sure you don’t die, now it’s time to do it for real with all you got.”

 

Latin Class Goes Underground

WE’VE ARRIVED IN FRANCE!!!! It’s Interim Week for MVPS which means that groups of high schoolers and faculty are off to different places around the world for a week of learning while immersed in cultural experiences. Personally I’m on the France trip where we will be spending 7 days in Paris and Normandy this week.

IMG_2351.JPGWe landed at 5:30am and have been going non stop ever since, so I’m exhausted and jet lagged like everyone else; therefore this post will be short. I’d also like to preface this post by saying that like most of my posts, I wasn’t required by any teacher to write this as a form of assessment, but I will be reflecting on my learning adventures throughout the week.

First off, it goes without saying that the food was AMAZING!!! I’ve had a lot of oddly timed meals since getting to the airport at 2pm on Friday, but ever since arriving in France we’ve been eating some amazing breads, cheeses, and meats as expected.

IMG_6771.JPGHowever, my favorite part of the day was exploring the catacombs. Even though we had to wait in line for about 3 hours in fairly chilly weather (we did take turns leaving the line for another pastry thankfully), the catacombs of Paris were entirely worth the wait. It was incredible to see the walls of bones still perfectly stacked up after hundreds of years. And also, being 1 of 3 AP Latin student and having 2 of us plus our teacher on this trip, I actually really enjoyed getting to translate some of the written pieces in the tunnels.
IMG_6772.JPGNo one really speaks Latin anymore, and people constantly say it’s a pointless language to take, but I enjoy the stories, culture, and history we get to learn from reading ancient works. However, there aren’t many chances we have to actually practice Latin in the “real world,” so it was really fun to get to be one of 3 people nerding out about being able to actually understand some of what was written on the walls. It was also really gratifying to know after taking Latin for 6 years that there’s clear evidence we’ve improved, because now we can somewhat translate on site things we’ve never seen before. A grade only tells you so much about your abilities, but being able to actually apply what you learn while out in the “real world” is so much more fun and proving of your knowledge growth over time.

Needless to say, the trip’s off to a great start and I know there’s more greatness to come!

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!

“I’m Fine” Live Read Through

At the end of Junior year I had an idea about how I wanted to end my last theater season with the MVPAllstars. For my last year I really wanted to do a powerful show that left the audience contemplating life as they walked away.

A show like this requires a certain type of experienced cast though, so who better to perform it than all of the senior members of the Thespian Society?

I then talked to each of the other five senior Thespians at the end of last year about this idea of mine and everyone agreed, so to make sure we got this last theater moment, we formed “The Senior Theater Project.” Since the end of our junior year, the six senior Thespians have been working on writing, directing, and performing our own show and with first semester now over, I thought it was a good time to reflect on the progress so far.

Semester one was really focused on writing the script. We knew that we wanted a theme around identity, and after some summer interview work we were able to develop a clearer vision during our first semester meeting. The show is about the struggles that students face that don’t really get discussed at school or on social media; the idea is to demonstrate how much goes on in students lives that we don’t always know about.

At the end of first semester we had a live read through of our script in order to gain feedback about our story thus far. This was a hard goal to meet-having an entire script done to a point where we could share with an audience-and we even knew that it wasn’t finished when we presented; however, I’ve learned over the years how important it is to get feedback early on if you want the best possible final product.

Our team was working until the last second, literally creating the title, “I’m Fine,” for the show about 30 minutes before going on stage. It wasn’t perfect, but it was a complete story that made sense, and the feedback was amazing!

Everyone in attendance seemed to really enjoy the show and where it is headed, and on top of boosting our confidence, they also provided helpful feedback about things that they still didn’t quite understand and suggestions for our next edits. It was useful having outside people give feedback on our show, because those of us who have been writing the script have been so involved in the world of the show that we don’t know sometimes if we are showing enough backstory on parts of the story and characters.

Since then we have been continuing to meet and plan because we officially have less than 20 days of rehearsal left before we perform the show in full! It’s been a crazy process so far, and it’s insane to think how little time we have left. While the show doesn’t go on stage until April, we only meet once a week until two weeks before preview night so we’ve been trying to think through everything from blocking to set building to our photo shoot. (Sometimes I forget just how many little things have to happen for a show to be put on stage, but being the director and co-writer of a show makes that impossible to forget…)

However, despite how stressful it’s been at times to try to work on our show on top of school, college, and other theater productions, we all know that come this April when we take those last bows, it will all have been worth it. To be able to say that we created our own show and it actually went well, will be amazing! It’ll be even more amazing knowing how much work we have put into this brain baby of ours.

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.