Today has been long and tiring. Starting at 4:50am after about three hours of sleep, my day consisted of first travelling to Vermont and then have the whole second half of the day engrossed in day 1 of the Amplifying Student Voice and Partnership International Seminar hosted by Up for Learning at the University of Vermont.
Like most first days, we started our conference getting to know our community which is always fun! I love networking with new people and reconnecting with those whose paths have crossed with mine before. We started the day with a poem activity where we were given a powerful piece by Margaret Wheatley (featured image) and then asked to pick out a sentence, phrase, and single word that stood out to us in regards to our conference. We then shared with our table and then did a “wave shareout” with our one word to the entire room. I found that if you took the most commonly chosen single words we got an interesting sentence to describe what this gathering is all about:
“We invite a curious community to trust in brave conversations.”
Personally, I had some good “ah-ha” moments today that are going to frame the next two days for me:
- Most students don’t just decide one day to researchabout innovative schools, and therefore, they remain unknowing that there is anything besides the traditional system even as a possibility for their education. Yet we know the movement will be strongest if learners are driving the change since, after all, learners are the largest population in a school community. So how might we engage students from traditional school systems who aren’t being supported in thinking about alternative education paths? How do we help these students know what their options are because from my experience when presented with the option of a traditional school versus a learner-centered school, learners almost always choose the later.
- There is an interesting distinction between student voice, student agency, and student-adult partnership which I haven’t considered before. Students/learners can feel like they have a voice, but that doesn’t mean it’s being heard; students can have agency in their work, but not take ownership of the work. How might we achieve various levels of all of these distinctions of student worth in our everyday learning communities?
- In education, we often are debating the semantics of what it is that we do in our learning environments. However, perhaps we need to spend more time focusing on why we do it then thinking about how we do it before we start to dive into what exactly it is. With this in mind, I believe I need to spend time with our production team taking a deeper dive into why we do what we do with Trailblazers in order to start exploring what the future may hold in terms of possibilities for growth.