One year later—wayfinding continued

One year ago—passioned, savoring my journey as a PLP community leader—

Feeling exhilarated, bungling, practiced, ineffectual, poised, uncertain

And finally thinking I was on the cusp of moving beyond the tensions, the dualities I found inherent in the role of community leader—

One year later—perhaps a little wiser

Just a touch more widely read—

Privileged to be mentored by Sheryl and learning from her brilliant expertise and exceptional, sophisticated understanding of online communities of practice-

Engaged with two vastly different evolving PLP communities – PEARLS and Ohio Consortium-

Each unique, with its own politics, personalities, passions and focus-

Yet sharing the common ground of a exigent learning journey-

Arrogant in suggesting a year ago that the “perhaps less need for me to make those difficult choices” as the community evolved-- of what, and when and how to nudge, to cajole and to be silent—

Yet right spot on in predicting “special” learning journeys--

Finding that wayfinding, despite the markers with which Sheryl lights the way, always is infinite and never-ending—

Finding that wayfinding, always is fraught with tensions and dualities – jumping in, sitting on my hands, nudging, holding back, encouraging—

Finding that wayfinding continues to invoke inexplicable, disparate feelings – joy, insecurity, fervor, doubt, excitement, indecision, zeal, awe —

Learning, forever learning-- reveling in the messiness, the tensions, and the day to day need for nuanced silence or responses—

Now a bit more certain, in any emergent, evolving community, as a community leader, finding my way never will be less difficult or demanding, never less exciting or invigorating—

Absolutely loving the ambiguity and the complexity--

Truly hoping that each community member sees their personal wayfinding in the same light—

And is able to share, as I will, wayfinding one year hence--

Yes, let's!!!

"Let's make school a place where we meet students in their mind's eye, where we encourage the square pegs to stand atop the round holes, to build not a standardized future but a wildly innovative and creative future, beyond anything even the best drillers of round holes could have imagined." -- ASCD Inservice

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Missing, Celebrating, and Wondering

Thinking about blogging –

Seriously and thus this subsequent post--

Prompted by a gnawing emptiness— missing opportunities to have windows on the classrooms of two accomplished teachers and their students through their blogs.

Finding real value in returning here to think “out loud”— to create some record of my continued journey into learning— continuing attempts at articulating a lifelong passion for learning and education--

As Anne Davis and Darren Kuropatwa found new directions in their lives, I celebrated with them; and selfishly regretted the loss of the opportunity to connect and develop relationships with their students. And just as great the loss of their transparency in their practice surrounding blogging which was and continues to be a beacon -shining on the potential for making student thinking transparent, for building communities of learners and bloggers, for enabling student ownership of learning, for extending learning through audience participation , for collaborating and reflecting, and for promoting learning in which mistakes become avenues for continued learning.

On Darren’s class blogs, student authors composed daily scribe posts and expert voices projects which not only made their understanding of the concepts of the day transparent but also helped deepen their learning as they taught others through their blogging. Classmates helped with understanding by noting and suggesting in the comments. Excellence was expected; mistakes were viewed as a part of learning. I shall forever be eternally grateful to Darren for accepting me as a mentor for a number of years, trusting me to comment to his students. His transparency in describing his ever evolving and ever more accomplished practice was a source of great joy and learning for me.

As well, the years that I had the enormous privilege to be a commenter for Anne’s 5^th graders and learn from Anne and her students profoundly touched me. I learned so much more about joy in learning --particularly blogging, and reflecting. Anne’s process of developing an understanding of blogging for her students seems to me to be exemplary as they examine and explore the concept of blogging framed by the traits of writing plus linking and gradually move from commenting on other blogs to designing and writing their very own posts. Anne always recognized the importance of audience for student voices and consequently Harley and I were delighted to become 2 of many who were contacted in advance and invited to become a part of the group of commenters. Posts were never reviewed by her prior to publishing; commenters often provided pointers for improvement. Anne often asked them to “bump” their writing later in the year by going back to a post and revising and she developed a process for proof revising with podcasting which was very effective. Her kids truly enjoyed collaborating and connecting with Darren’s high school and Clarence’s middle school students. I’m really looking forward to the chapter publication of her work on building a community of bloggers that describes the complexities and nuances of blogging with young people.

Involved as a mentor with Darren’s students and as a commenter with Anne’s, I had the sense that something pretty special was occurring. Now, upon lots of reflection and collecting all these resources (and I’m missing many) I’m wondering if they don’t they point to pedagogies that epitomize the potential of and the reasons for blogging? What keeps us from offering such incredible opportunities for joyous, authentic, collaborative, student owned learning for all our students? Don’t all our children deserve these kinds of opportunities?

At a crossroads--

"...what America needs is an education system that cultivates a diversity of talents and develops “unique niche talents” that are not available at a cheaper price elsewhere in the world or that cannot be replaced by machines." --source

Yong Zhao

Sees American education at a crossroads—

Zhao’s perspective truly resonates with me both on his blog and in his recent book, Catching Up or Leading the Way

On national standards and NCLB--

As a result of adopting national standards, schools will produce a homogenous group of individuals with the same abilities, skills, and knowledge. Such a result will be disastrous to America and Americans because as globalization and technology continue to change the world,

America needs a citizenry of creative individuals with a wide range of talents to sustain its tradition of innovation. Americans need talents and abilities that are not available at a lower price elsewhere on earth. American education, despite its many problems, has at least the basics that support the production of a more diverse pool of talents. However these basics are being discarded by NCLB and similarly spirited reform efforts.

In a way, the reforms that aim to save America are actually putting America in danger. NCLB is sending American education into deeper crisis because it is likely to lead increasing distrust of educators, disregard of students’ individual interests, destruction of local autonomy and capacity for innovation, and disrespect for human values. --source

On our country failing to compete with other countries, particularly in math and science--

Last week, a comprehensive study based on analysis of major longitudinal datasets found “U.S. colleges and universities are graduating as many scientists and engineers as ever before.” The study was conducted by a group of researchers at Georgetown University, Rutgers University, and the Urban Institute. “Our findings indicate that STEM retention along the pipeline shows strong and even increasing rates of retention from the 1970s to the late 1990s,” says the report. However, not all STEM graduates enter the STEM field. They are attracted to other areas. --source

From Education Week Curriculum Matters on the need for niche talents, and passionate people:

"The American education system now is driven ... to push us toward standardization, centralization, and embodying test scores, which actually I think is moving American education away from the future," he says in the video, produced by the Mobile Learning Institute and sponsored by the Pearson Foundation, the philanthropic arm of the publishing giant. "The global economy requires niche talents, requires people to become artists, become creators, become musicians, become innovators, become people who are passionate about their work."

From Teacher Magazine Living in Dialogue on testing and monolithic thinking--

Zhao makes a strong case that uniform tests result in monolithic thinking. In the modern global economy, the passion that results when people are allowed to develop along diverse paths is far more precious than the large scale mediocrity that results from national standards and a test-centered (or "data-driven") school culture.

Most pointedly, he questions the contradiction between President Obama's condemnation of the emphasis on tests, and his embrace of "tougher, clearer standards" as the key to reform.

From his book—on the strengths of American education and suggested changes--

The traditional strengths of American education—respect for individual talents and differences, a broad curriculum oriented to educating the whole child, and a decentralized system that embraces diversity—should be further expanded. Page 182

Offering suggested changes--

expand the definition of success, personalize education and view schools as global enterprises. P 182

And in his book, he concludes--

American education is at a crossroads. Two paths lie in front of us: one in which we destroy our strengths in order to catch up with others on test scores and one in which we build on our strengths so we can keep the lead in innovation and creativity. The current push for more standardization, centralization, high stakes testing, and test-based accountability is rushing us down the first path, while what will keep America truly strong and American prosperous should be the latter, the one that cherishes individual talents, cultivates creativity, celebrates diversity, and inspires curiosity. As we enter a new world rapidly changed by globalization and technology, we need to change course. Instead of instilling fear in the public about the rise of other countries, bureaucratizing education with bean-counting policies, demoralizing educators through dubious accountability measures, homogenizing school curriculum, and turning children into test takers, we should inform the public about the possibilities brought about by globalization, encourage education innovations, inspire educators with genuine support, diversify and decentralize curriculum, and educate children as confident, unique, and well-rounded human beings. From page 198 also quoted here

So much more in his book, documented— with suggestions for global and digital competencies-

Isn’t this powerful, good thinking? How can we persuade policymakers to read and listen?

Core standards--

A move to standardized standards—

By folks who feel it’s in the best interests of students and our country—

But is it?

Lots of articulate folks adding to the discussion-- with reason and some with more passion--

Tom Hoffman’s 10 Reasons you should care about the Common Core State Standards Initiative's Draft English Language Arts Standards-

“Your state has probably already committed to using them.

The federal Department of Education is exerting heavy pressure on states to adopt the Common Standards.

An impressive and powerful list of partners and supporters are backing the Common Standards initiative.

These "college- and career-ready" standards, if implemented, will become the basis of all subsequent K-12 English Language Arts standards.

These standards, if implemented, will become the basis of all subsequent K-12 English Language Arts curriculum and assessments.

The results of those assessments will, if implemented, be used to evaluate not just schools and students, but the performance of individual teachers.

The creation of data systems to attach test scores to individual teachers is a basic requirement for federal Race to the Top grants and a top priority for the federal Department of Education and other powerful interests.

The Common Core State Standards Initiative English Language Arts Standards are not actually English Language Arts standards.

The Common Standards for English Language Arts are narrower, lower, and shallower than the Language Arts standards of high performing countries.

We are inviting testing companies to determine the future of our schools with virtually no accountability or public input.”

Deborah Meier’s Standards and Passing on the Idea of Democracy

“On standardized standards: I'm a fan of disagreements and messiness—and maybe that's beyond the call of Reason. But here's a try.

If we all agreed on everything, or even came close, democracy would be an inefficient and cumbersome business and a luxury we could ill afford in tough times. Yet getting agreement is no easy matter. Democracy was "invented" to do that—when needed.

My default position: leave it to those most affected to settle it.”

Chris Lehman’s Core Standards Sound Bites and Standardization

“There are plenty of reasons to question this movement, but here's the scariest part for me. This Core Standards movement should scare everyone who believes that meaning and learning is still most powerfully made in the spaces that students and teachers share.

This is about how students are taught that information, how they are assessed on that information, and on the role of big business in teaching and assessing them.”

Karl Fisch’s What’s Core? summarizes and extends many of the points in all the conversations.

“I would strongly suggest that you take some time to review the standards and some of the thoughtful posts about them, and then provide your feedback. Particularly if you’re a Language Arts teacher, but even if you’re not because, as Tom points out, as they are currently worded all teachers will be responsible – and held accountable – for students meeting these standards. And, as he points out in another post, it appears as though the end goal just might be high school graduation requirements.”

As Karl notes:

“Where can you provide some feedback? NCTE has issued a statement and is soliciting feedback, and you can provide feedback directly to the validation committee by October 21st. If you’re a member of NEA or AFT, you might also consider letting them know what you like or dislike about these draft standards.”

Isn’t this a time to raise your voice and comment?

Caught my attention--

Stephen Downes' post caught my attention--

His analogy of 21st century skills as an operating system for the mind resonates with me, really paints a picture--

Not wanting to lose it--

"21st century skills are, in short, an operating system for the mind.

They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks."

Beginning--

Anxious yet eager--

Apprehensive yet confident—

Never really knowing the ending, yet perceiving an exciting journey--

Always upbeat and hopeful—

From kindergarten through 35 years in education, more than 55 years (oh my goodness), always the delight and thrill of a new beginning—the first day of school!

Tomorrow— again a new beginning with the Ohio Consortium PLP cohort and Sheryl and Will—

And still, those same feelings -- and an additional sense of urgency-- to get to the work that I passionately believe can result in a more accomplished global practice, a practice that seizes the potential of collective action to make this world a better place.

This beginning is really very special.

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