There’s always value in revisiting conversations. Today at SparkHouse I got the opportunity to re-experience a conversation around distinctions which I thoroughly enjoyed beause it’s one of my favorites. (This link actually connects to my post from Day 1 of SparkHouse 1 from two years ago, and it’s funny now looking back on that day compared to today and how many similar thoughts I had.)
I loved this conversation and many others of the day and was inspired as always by the energy of young learners gathered together to discuss what education could look like in a learner-centered paradigm.
However, what really stood out to me today, because it was unusual and disheartening, was when I heard a learner say they think their environment is too untraditional sometimes and should have more busy work in order to be prepared for college.
My heart was actually broken.
And I believe that the fact that a statement like this could come up at a gathering of learners from all learner-centered schools goes to show how we still have so much further to go in transforming the education system paradigm.
So despite it being 11:45pm after a long day of heavy thinking, high energy, and additionally having to do psych homework even while traveling, I needed to take time to reflect and respond to this comment because it’s been bugging me all day.
First off, I just have to ask, what does it say about our education system when students think college is all about busy work and doing busy work is what prepares you for college?
Second off, I don’t believe we should be conforming and confining k-12 education to doing things only based on what “colleges want.”
This comment was made innocently and honestly and while I don’t agree with the statement if you look deeper into what was being implied, the real problem being described is valid to address: learner-centered high schools and most colleges do not work off of the same paradigm. Therefore, this creates dissonance for everyone involved in our education system– students, parents, teachers, faculty, admissions reps, professors, etc. The proposed expectations, purpose, and methodology behind teaching in these two worlds (learner-centered high school and traditional college) are foundationally different, which can make communication and movement between the worlds challenging.
Moving from a learner-centered high school to a traditional college is hard. I know because that’s my current reality. The thing is, the reason it isn’t easy has nothing to do with “being prepared.”
The number 1 question I have gotten asked since entering college is:
“Did you feel like your high school prepared you to do well in college?”
YES!!! – That’s my short answer.
The long answer is that I’ve felt more than prepared because of all of the skills I learned that are actually useful for life, unlike just learning how to be a really good test taker.
Because being prepared for college is about more than being ready to take tests.
Being prepared for college means that you are mature and responsible enough to live on your own and take ownership of your learning. Being prepared for college means you have a keen sense of self-awareness in order to make informed decisions about your future. Being prepared for college means you are able to clearly and strategically plan and articulate your goals and curiosities to advisors, professors, job interviewers, etc.
You would think it would be obvious that college is about more than just test taking, but apparently, it isn’t because that’s all I seem to get asked about. And yet, while actually in college, I have plenty of advisors telling me almost daily “GPA doesn’t really matter beyond getting your first job/internship- then it’s all about networking, experience, and selling yourself based on your skills.”
So when I say, “switching from a learner-centered high school to a traditional college is hard,” I say that because it’s hard to deal with the culture change. It’s hard to move into a reality where your voice is no longer heard, where you can’t easily pitch new ideas to leadership, where you get lectured at and talked down to constantly, where you are more frequently viewed as a statistic rather than as a holistic person. That’s hard.
It’s not hard to learn how to take tests. Plus every professor is typically a little bit different. For example, one of my current classes does pretty much all assessing online, so all you have to figure out is that the homework questions and practice problems are all potential test problems, then you’re pretty much guaranteed an A on every test. Don’t get me wrong, I’ve had some hard tests in college, but that’s just because it’s new material and challenging. The test wouldn’t be any easier if I had done more busy work and test taking during high school.
So back to this issue of the dissonance between learner-centered high schools and traditional colleges. Something that extends this challenge is that we too often try to silo our education system by looking at just k-12 or just higher education.
If we are going to “transform the education system” that takes the ENTIRE SYSTEM.
We can’t ignore the fact that the education system doesn’t stop at high school graduation for the majority of learners.
So in order to bridge the gaps between the two worlds, one student today proposed, “We should have more busy work,” and I propose an alternative: Colleges also need to change their education system.
And I’d like to believe the alternative is the more likely option because it’s the more promising option. When I talk to college admissions reps, a student from a learner-centered high school is the ideal college candidate. They are mature and responsible. They have a keen sense of self-awareness. They can clearly and strategically plan and articulate their goals and curiosities. And they have all sorts of stories and evidence of their experiences that they can share to prove this learning.
However, as more and more learners start to graduate from learner-centered environments, I imagine there will be more and more pushback about why we have to then transition into a traditional college environment. Then these great, college and life ready learners will find alternative solutions of their own. They’ll attend the hand full of non-traditional colleges, or they’ll just continue on with internships from high school, or they’ll study in a different country, or something I’ve not even thought of. Colleges will have to change if they want these great learners in their learning environments.
That’s my hope/belief at least. I hope this process moves father than I anticipate, though unfortunately, bureaucracy and the fear of risks seem to be much more present struggles for colleges to overcome.
I could talk on and on about this struggle of learner-centered high school to traditional college, and to be honest I didn’t even go to one of the more unique high schools out there. There’s so much to be said about transcripts, assessment methods and “How do colleges interpret them?”, my advice to learners making the transition, my desire for a working compilation of non-traditional colleges, etc.
However, the important point here is that it is all a conversation. If you are aware of the two world struggle then you are already making the first step towards being able to respond to the struggle. But I want to make explicitly clear that I don’t, by any means, think the correct response is “Let’s be a little more traditional to prepare for college.”
Struggles are solved by compromise, not conformity.
I have felt beyond prepared for college because of my learner-centered experiences. And even now being in college and knowing what it’s like, I would never trade those experiences for the opportunity to have had more time to practice taking standardized tests to, “Get used to them for college.” Switching worlds is hard, but not because of the tests, it’s because of the culture.
Weirdly enough, upon further reflection, I’m actually glad that this comment was made about wanting busy work to be prepared for college. It brought up a very important question for education in terms of how we distinguish “college ready” from “not college ready” and definitely challenged me to think carefully about my own distinguishment for this topic and even on distinguishing “learner-centered education” as a whole.