An Easy Write

One of the best feelings is when you’re trying to write something and it just flows effortlessly. The words are practically fighting to get out of your head and typed up fast enough.

It’s as if you’ve rehearsed what you’re going to say to the point where writing it down feels as natural as blinking.

Now if you’re thinking carefully you’ll realize “blinking” was an intentionally odd choice of word here because sometimes we blink naturally and sometimes we force ourself to or to not blink. I think this is kind of how writing is. Sometimes it feels forced, but sometimes it just happens.

Mondays are oddly nice days for me, which I never thought I’d say, but this year I have pretty relaxing Mondays. I got a full 12 hours of sleep last night, which was very needed after the long (not in a good way) weekend I had, then I woke up and went to lunch with friends, had my one class where we talked about Beauty and the Beast, and since then have just been working on various things that needed to be done without the stress of a time crunch.

A good chunk of what I was working on had to do with applying for a study abroad opportunity next summer. It’s a nine-week program called “Leadership For Social Good” where we get 9 credit hours (which happen to be in my major concentration) for coursework around social entrepreneurship and leadership. We travel to Chez Republic, Austria, and Hungary and what I’m most looking forward to is the 6-week internship with a non-profit in Hungary. The program just really feels perfect for me and thus writing an essay today felt like no big deal – it was just typing out what I’ve been saying about why I want to go so badly! (I even stayed within the word limit on my first draft, which is a big deal for me because that never happens, so I guess I was more to the point than normal.)

I really do love that feeling of productive easy writing, so hopefully, this ease continues as I start working on other essays for the trip in terms of both applying for the program and for financial aid.

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Asynchronous Class

I had no classes today which was kind of great. Usually, I have one class, which is my English class, but today we had an “asynchronous class” instead. Basically, this is a fancy way of saying, instead of going to a specific room for an hour and ten minutes of “class” we just had an assignment posted (it wasn’t like a live video lecture or anything, just a normal homework assignment on the shorter side) that we need to have finished by midnight tomorrow.

I find the name “asynchronous class” a bit superfluous, but I very much appreciate the concept. Our professor when looking at her schedule for the semester knew that this was going to be a big week for us with three chapters of Shakespear reading, watching our next Disney movie, and finishing our first paper by Friday; therefore, she scheduled this asynchronous class as a way for us to be able to take ownership of managing our time. We could get our work done where ever and whenever we wanted to today. It was great!

Because of this schedule, it allowed me much more flexibility today and I didn’t have to waste time moving to and from a classroom, which was especially nice since I have a psych test I’ve also been studying for today. I’m glad that we have at least one other asynchronous class baked into the semester schedule because I’m sure it will also be at a much needed time. I applaud my professor for her forward thinking and teaching philosophy behind this.

I think more teachers should adopt the concept of an asynchronous class every now and then. It’s a good way to build student ownership into the class work when there is a busy week happening.

The Gift of Feedback

I truly value people who can give good feedback. It doesn’t necessarily have to be positive feedback, but just people who can balance between praise and critique and make suggestions without sounding like a know-it-all. People who know how to both point out specifics and provide examples of new directions to go in, but can also give general overall feedback on the piece as a whole.

I had a conversation with my bestie tonight about this and we both agreed that knowing how to give feedback well is one of the best skills you can find in a teammate. Yet at the same time, teaching “how” to give feedback never seems to me emphasized enough in school. There are some people that are just horrible at giving feedback. There are two spectrums of the people you don’t want to give you feedback: the know-it-alls who sound like snobs that can only give feedback “obviously you should’ve…” feedback, and then the people who don’t know how to critique at all so they just say everything is great even when you know it isn’t.

Personally, I wish there was more teaching on giving feedback. I learned through experience in the Innovation Diploma (ID) but sometimes it would be nice to get more feedback on how we’re giving feedback. It’s one of those things I really miss about high school/ID- more frequent practice of giving and receiving feedback.

Also, especially in college but I suppose for some high schools too, I wish more teachers facilitated first drafts and peer review. Sometimes you need that nudge to meet new people in your classes and some people need more guidance on how to give feedback if they never had that learning opportunity when they were younger.

I happened to be partnered with someone today in my English class who I found to be a particularly helpful feedback giver. There was great balance in the type and style in which he gave feedback which I truly appreciated. It will now make my second draft much easier to write.

Decreasing Choking Under Pressure

I love when homework is actually really interesting!

We didn’t have psych class today because our teacher was out to due to religious reasons, so instead she had us watch two videos on our own and write an essay about what we found interesting and do some critical thinking about the two. I found one of the videos pretty annoying, and honestly still a bit annoyed that all of this work took almost three times as much time as the class normally would’ve; however, the second video I actually really enjoyed.

It was called “Power of the Human Brain” and some of the video I had already learned about before, like the concept of using a “memory palace” to better remember long random lists which is a technique mental athletes use. But I also learned some new stuff that really closely ties in with learning and memory and education practices in general which I found particularly interesting.

For example, there was a study done to see if we can train our brain to be less likely to “choke” under pressure. Turns out, the emotional part of our brain is right next to the working memory part. So when we get overly anxious or stressed, the emotional part of our brain can literally cloud up the working memory by overwhelming it with too many signals that take up brain power. Therefore, the study had half of a class take 10 minutes to reflect before taking a test about how they were feeling and get all there worries out, and the other half of the class just sat there. The half of the class who did the pre-writing ended up on average outperforming the control group by half a letter grade. The theory is that the kids who did the writing essentially “out loaded” their worries onto the paper and therefore, lessened the space they were taking up in the brain which allowed for the working memory to work more optimally.

Now I didn’t spend the time to look any deeper into this study or others about this topic after watching the video, but I still think the findings are pretty awesome- especially as a kid who is not the best test taker compared to what I feel my understanding of information is. I’m definitely going to try this pre-writing technique out and believe teachers should really try implementing this practice in classrooms as well. Getting learners to practice reflecting, creating a less stressed out environment, and having better performance result; sounds like a lot of wins for so little work.

The Editor

I’ve recently been giving a lot of feedback on senior’s college application essays. It’s been an interesting process helping with the editing of all of these essays.

First, I’ve realized just how lucky I was to have gone to a school with such an amazing college counseling program. So many of the kids I’ve talked with barely know their college counselor and don’t really get much time for feedback from them.

Second, I’ve realized that I’ve gotten so much better at giving feedback and mostly because of the amount I’ve learned to ask for feedback. It’s a pretty straightforward concept really: the more you get feedback, the better you become at giving feedback to others. I just had never thought about it before, but while talking with these seniors I even find myself quoting feedback that I’ve been given by other friends and mentors of mine.

Then again, I know some of my feedback is still probably much too wordy, though none-the-less I think the content of my feedback has been on point. I didn’t realize how much my skills as an editor have grown between giving feedback to people on their essays as well as my role in Trailblazers with helping with the editing of those stories.

In school we spend a lot of time trying to become good writers, but there’s a lot to be said of having a good editor. I cherish the people I ask to help edit my writing. They know me, my style, and help with the grammar skills I lack and organization skills I’m still developing.

Plus I think the more you practice editing someone else’s work, the better your writing can become. For example, I’ve gotten much better at noticing when people aren’t really answering the prompt directly in their work which has made me more cognitive of trying to stay focused during my own writing.

Yet I’ve realized, being a good editor is not a natural skill. It’s hard to figure out how to word feedback in ways that will inspire new ideas from a writer; giving constructive criticism while also proposing potential new approaches/suggestions for the work. Part of my role in Trailblazers has been helping with not only the editing process, but also giving feedback to the high schoolers about how to be an effective editor. These conversations involve discussing how to help with prompt creation, key things to look for in an article, and how to keep a writer motivated long enough to get a good end product. It hadn’t occurred to me before the past year that people don’t naturally have a sense about how to give feedback in this way; I only knew the role of an editor because I had worked with one a few times when I myself wrote for an e-magazine.

I wish in school we spent more time focusing on how to be a good editor not just a good writer, I think it could benefit everyone.

The Outline of the Future

I hate being assigned to write an outline. Most of the time they are graded which I find ridiculous since it’s basically grading a brainstorm… Plus every teacher always wants a different level of thoroughness in the outline, so you never know how much or how little to write. For some teachers, an outline is literally just a bullet-pointed list of a few words, but for others, it seems like we write enough to where we basically have the entire essay minus a few words.

What I especially dislike most of all about assigned outlines is that it always feels like we are formatting it for the teacher and not for ourselves even though the entire point of doing an outline is to better organize YOUR thoughts. You should be able to organize your thoughts any way you choose that works best for you.

For example, I am much more of a visual/kinesthetic learner, and therefore, I gravitate towards making storyboards/story-archs as my prefered method of essay brainstorming. I take a bunch of different colored sticky notes and jot down ideas that I continue to move around and maybe add side notes to until I feel like I have a solid story that I can then just type out. Since I’ve started this method I have found the pre-writing process so much more successful: I’m faster at generating good ideas and faster at organizing them.

Wouldn’t it be cool if when assigned to turn in an outline we could just turn in a picture or physical copy of a story board? I can’t wait for the day that simple ideas like outlines have more options for different kinds of learners.

Long Term Policy

These past few days have been a lot to handle. Gymnastics training in Tennessee, moving into my dorm, having a first assignment before classes started, and then today was our official first day of sophomore year at college.

I couldn’t blog with the horrible wifi at the camp this weekend, but I have lot’s to say on a later date about how much I learned at this training and how I was yet again hooked on gymnastics. However, today I thought I would post my first assignment which I was emailed about last night to be due at noon today. It’s for a public policy course that I’m probably dropping for a number of reasons. I signed up for the course because I thought having a policy course in my toolbox could be useful in the education world; however, the course was not as expected when I attended today and my lack of interest and already full workload lead me to think I should drop it since it’s just a free elective random class.

I realized that there is a reason I’m not a public policy major- I’m not very interested in it and could tell when I started getting distracted and overwhelmed in class. This also made me think about how while it may be nice to have a class like this, all about long-term policy decision making, it’s okay for me to not have everything in my toolkit and to let others bring those skills to the table.

Ironically my favorite part of the course was actually this first assignment which had stressed me out so much the last 24 hours. We were asked to write a creative narrative thinking about what the average day for a future student of Georgia Tech would look like in 2048. Besides being stressed about trying to finish, I enjoyed the process of future thinking about education and what changes might occur or will at least be protested. My vision I think is rather hopeful and positive compared to the more negative approach some of my peers seemed to believe in terms of how technology would affect our lives in the future. In fact, I think the hardest part of this assignment was trying to balance between dreaming about what I want the future to look like ideally and yet being realistic about the potential downfalls that could occur.

Without further ado, my first assignment of the year:

 

In the next thirty years, by 2048, the education system will have to go through an enormous change in order to keep up with the reality of life that kids in the 21st century are experiencing. Unfortunately, higher ed as a whole tends to struggle with change due to bureaucracy issues and traditionalist norms, but the world of k-12 education will have changed so immensely in the next thirty years that universities like Georgia Tech will have no choice but to change the ways they think about technology, culture, and core academics.

For a technical school, the growth of technology in the classroom seems to be a reasonable assumption to predict. From the use of self-driving cars to virtual reality entertainment, students will be accustomed to using technology is all aspects of life – for better or worse. Even in the classroom we will likely see changes in how students interact with technology. An average day will involve tablets synchronized with presentations for interactive lectures. First years already being apt at controlling power tools and CNC machines in makerspaces. Physical textbooks rare as e-books and online quiz and homework tools become more and more prevalent. We have already begun to see all of these changes with how students interact with current technology and there will only be more change as new technology is invented. There may even be virtual reality classes so students can be studying abroad while still taking a lab, and then who knows what’s next, but the role of technology will certainly become more prevalent in education.

As elements like the use of technology in the classroom begin to change, the culture of Georgia Tech is bound to shift. This shift will come in two-fold: the designer mindset and the value of the whole student. Already at Georgia Tech, we are seeing cultural shifts as more programs are established to give students opportunities to take on “wicked problems,” learn design thinking methodology and develop their own startups and businesses. This cultural belief that students can do great things today no matter their “expert level” and therefore, need real-world opportunities in order to grow as learners and leaders will continue to advance in the next thirty years with the growth of learner-centered education in the k-12 system. Already today, high school students are creating design thinking workshops for professionals, designing new prototypes for companies like Chick-fil-a, conducting empathy interviews and feedback for AT&T Foundry, running full businesses, and more. As high schoolers begin to expect more from their education, high ed will have to allow more spaces for this culture to grow beyond primary schooling. An average day at Tech will have college students learning skills like design thinking, no matter their major, which will encourage more mixed-major classes, capstone projects, and work studies for younger years.

While we experience the push for designers in all departments, simultaneously there will be a growing cultural movement to better acknowledge the “whole student.” This movement is even more likely to evolve than the push for designers because of growing rates of student mental health disorders and pushback from families, schools, and individuals alike to consider more than academics when admitting students to colleges/universities. Students will outright demand changes in how Georgia Tech handles mental health if the school doesn’t naturally place a greater emphasis on the well being of health at school. While it’s certain something will change, it is not as clear as to how. The likely scenario is that people will request more therapist on campus and easier access to health help, though seeing as this solution has been tried in some capacity with not a great impact, perhaps more creative solutions will come about. For example, perhaps upon discerning what the primary causes of mental health problems are, the causes could be altered to lessen the problems rather than just trying to pacify the end resulting student with medicine and therapy. Either way, by 2048, student mental health will either be improved or there will be campus-wide protests.

In tandem with cultural shifts, the core academics at Georgia Tech will, in theory, become more flexible if the university truly wants to implement more time for the designer and whole student. Disappointingly though, changes in the academics are arguably the least likely thing to change for a student in 2048 at Georgia Tech. The school has been set in its rather traditional ways for decades and the core of any school is its academics which is why it is often the last thing to change. In a hopeful world, there will become more flexible learning plans for each individual student depending on the specific areas they want to go into. Furthermore, credits will be able to be gained in ways other than sitting in a classroom; perhaps your internship or a private project like writing a book could give a student credit even for core courses. The underlying concept here is that the notion of “core classes” will have a lesser role in the academic experience because there will either be less specifically required classes or more creative ways to gain credit for these classes in place of taking them. This will allow students more time to focus on their specific interests and goals for their future work. If the ways in which credits, and furthermore, degrees are earned changes, likely the assessment process will change as well. There are ample reasons that 0-100 grading systems should change from practical notions of how “real world” assessment looks to the underlying principles of how grades are increasingly destroying the mental health of students. There are multiple prototypes of how the assessment process may change which are already being tested in k-12 schools and programs, thus it is likely high ed will adopt these methods once further testing and research on the outcomes have been conducted. If these changes do occur in places such as Georgia Tech, which the push from k-12 environments makes seem reasonable, they will likely be some of the newest changes of 2048 or perhaps still yet to be adopted; this advancement in education will be the most highly disputed and considered far-fetched to traditionalist which will slow change.

This outlook on the 2048 version of Georgia Tech is rather hopeful. Based primarily on the changes already occurring in k-12 schools and the way families are already speaking up against traditional norms in higher education, changes in the role of technology, culture, and core academics are inevitable. The speed in which these changes occur is what is most debatable due to the nature of how slowly changes come about at the university level, especially in regards to core academics; though in terms of the 21st Century, change happens relatively rapidly nowadays let alone by 2048. In this optimistic view, the average day will have technology being used to enhance classes in more interactive ways, culture inspiring collaboration on solving wicked problems while paying strong attention to the value and mental wellbeing of every student, and more flexible core requirements and learning plans for all learners. However, on the flip side, the lack of congruency in these changes could inspire discontent and outrage amongst the community at large from students, to parents, to faculty and staff which would make an average day much more social protest heavy. The next generation of learners coming out of innovative k-12 environments will have new needs and new expectations of schooling which are on path to the changes listed above in technology, culture, and core academics. If Georgia Tech wishes to continue to be considered an innovative, world-renowned school in 2048, it will need to keep up with the rapid education changes happening already nationwide.

Changing the Prompt

I’ve been working today on writing an article for an organization about,“Why/how I continue to be involved with the learner-centered movement despite no longer going to a learner-centered school/being in college not k-12.”

I’ll end up posting the article here once I get some feedback and finish editing it, but for now, I’ll just say that I rather enjoyed writing it. Writing the article made me realize that I’ve managed to do a good bit this past year in terms of transformative education stuff even despite not being in a k-12 or learner-centered environment.

It’s been more challenging to stay involved in the movement, but it’s also meant that I’ve been growing more independent and learning to find opportunities on my own and make them happen.

I’ve often been very negative about the fact that I’m in such a traditional environment now, but perhaps in a weird way, it’s been helpful to others at least in the big picture of things. Now I just have another perspective to add to the table as somewhat of an “outsider” in the movement and yet still very much involved.

Sometimes it takes changing the prompt to realize the good in a not ideal situation.

 

Technological Chaos

Signing up for classes is one of the most stressful things.

It’s chaos online between trying to hunt down what classes you need to take, what classes are open, trying to schedule enough time to run between buildings while still not being totally spaced out.

Personally, I still am yet to get into an English 2 class, a class normally taken by freshman in the spring. I couldn’t get off of a waitlist in the spring, then I signed up during phase 1 registration only to have my class get cancelled over the summer, and now most of the classes are full and the online program is saying I’m too old to sign up for the few free spots. I’ve sent three emails to different people that could potentially help in this situation, but so far haven’t received a response. I’m not super surprised since the emails were sent today, but I guess I’m weirdly used to people responding fairly timely to emails; just another way higher ed is different from k-12 I guess…

It makes me crazy how difficult online systems can be sometimes. Technology is supposed to make lives easier, but sometimes it just drives lives more insane.

Progress Made, More to Go

Ever get so involved in a project that you forget you’re technically “working” in a sense?

I did a very poor job blogging over the past year of school. I procrastinated and the more I felt like I didn’t have the time or energy to blog, the less likely I was to blog at all unless the urge and the timing were too strong to not right; which only happened about 12 times. I found that without blogging that I was taking less time to reflect upon my successes and failures, and reflection is a key part of learning so I was disgruntled with my lack of writing- especially since I know a lot of the time I didn’t write was just out of laziness.

The more time I spent not blogging, the harder it became to feel the urge to actually want to spend the time writing out blog posts, even when I thought of things to write naturally during the day. (This is significant because most days I don’t know what I’m going to write about until I get my computer out and just start typing, but some days I start blogging already with something very specific that I need to talk through and get off of my mind. When I write those kinds of posts the writing comes easily because the need to share is so strong and typically these end up being some of my better posts. However, I also know it sometimes takes longer to write those posts because I get so into it; therefore, I would tell myself I wouldn’t have the time to properly write the post, so I just wouldn’t at all.)

Due to my “writing block”, as I called it, I assigned myself a second 100-day challenge to blog for 100 days in a row. I guess at some point along the way, my little challenge stopped feeling like a challenge because it turns out I have surpassed my 100 days! I technically completed my challenge almost two weeks ago, and I wouldn’t have noticed if I hadn’t had put the date on my Google Calander and then happened to look at my calendar this week to schedule a meeting.

I know I didn’t quite blog every single day, but I’m pretty sure I did a fairly good job at only slipping up a few times, so I’ll take it; no challenge is ever executed perfectly according to plan.

To be honest, it’s not become “easier” to write so to say. Every other night I find myself thinking “Ugggg I don’t know what to write about!” Sometimes I say it out loud, especially over the summer where more days than normal turn into “lazy days” where I just read a bunch or play games or get work done on my computer. Yet, somehow I find myself having the will to type something down each night and most of the time I think it’s blah but sometimes I find myself impressed with my own discoveries that would’ve have come up had I not started writing about the day. I know too that if I had decided not to write anything for every day I complained about not having anything to write about, then I never would have had those good discoveries either, so I’m grateful for my persistence (stubbornness, commitment to a challenge, whatever you may call it) and hope to try and continue the habbit of blogging despite my challenge completion.

I can honestly say after 100 days back that it feels good to be in the habbit of blogging again, yet I still don’t feel like my posts are as good as they maybe once were. I suppose I still need to work on my habbit of observation and mindfulness so that I have better things to actually blog about.