For decades, I have marveled at the vehemence with which seemingly reasonable adults defend not teaching kids to program computers. Aside from the typical (and often dubious) justifications popularized by politicians, Hour of Code, and the Computer Science for All community, I know how learning to program in the 7th grade was an intellectual awakening that has served me well for more than four decades.

So, when #1 Canadian, Dean Shareski, posed the following tweet, I decided to take “his” question seriously and offered to speak with him about the top online. Then another person I don’t know, Shana White, called in.

I hear some suggest everyone should learn to code. Ok. But should everyone learn basic woodworking? electrical work? cooking? plumbing? automotive? Those are all good things but is time part of the issue? How do all these good things get taught? Just thinking out loud.— Dean Shareski (@shareski) September 10, 2018

For what it’s worth, some of y0u might find the conversation interesting or just use it to lull yourself to sleep.

You may listen to or download the podcast here.

#basta


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

Following speaking at the prestigious WISE Conference in Qatar (November 2017), Gary Stager delivered a keynote address on learning-by making at a conference held at The American University in Cairo. The video is finally available. Enjoy!


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools and designed one of the oldest online graduate school programs. Learn more about Gary here.

In May 2018, Gary Stager sat down with Change.School founders, Bruce Dixon and Will Richardson for their Modern Learners Podcast, to discuss learning, teaching, school improvement, and a host of other provocative topics. The title of the podcast is “The Lost Art of Teaching with Gary Stager.”

You may listen to the conversation or download the audio podcast here or watch the Zoom video below.

The heartbreaking tales of teachers earning $320/week and buying classroom supplies or feeding students should finally lay to rest the lie that teacher unions are all-powerful and have a stranglehold on American democracy. Nothing could be further from the truth, as evidenced by the pay and funding crisis rolling across red state America.

Arizona teacher: Daughter makes more as a nanny — CNN Video

The only way Americans will wake up to the American crisis in funding and teacher pay is for every teacher in America to go on strike. Yes, I mean it. Shut the sucker down!

In 2012, I wroteabout how the Education Minister in an Australian state said something that offended teachers and how the entire system went on strike and took to the streets until he apologized.

25,000 teachers stayed home, 10,000 marched on Parliament and they closed 150 public schools. Parents were politely alerted in advance to make other plans for the day. Many principals supported the strike and even marched with their colleagues.

Click above for news coverage of the strike

Teachers in Australia are not human piñata or professional victims. They don’t fundraise for crayons. They stand up for themselves, their students and their communities. Aussie educators enjoy medical insurance, secure pensions and enjoy long-service leave.

(Read Throw a Few Million American Teachers on the Barbie)

Don’t you dare tell me that it is illegal for teachers to strike. One thing I learned working in civilized countries, like Australia, is that there is no such thing as an illegal strike. It is a basic human right to withhold one’s labor, otherwise we are slaves.

It is time to fully wake up!

At the risk of being accused of blaming the victim, teachers have brought some of this upon themselves. Every time a teacher dismissed the role of organized labor, begged for a freebie, just followed orders, was a cheerleader on standardized testing day, failed to question the Common Core/Race-to-the-Top/No Child Left Behind, held a fundraiser for copy paper, enforce a zero-tolerance policy, or dress unprofessionally, they contributed to the neglect that America is finally becoming aware of. When teachers send their own kids to a charter school or believe that they are just like public schools, only better, they contribute to $320/week salaries. When teachers allow their voices to fall silent on matters of curriculum, assessment, calendar, or working conditions, they create the conditions for classrooms that insult the humanity of their students.

Fight, damn it! You are all that stands between kids and the madness! If you won’t fight for your own dignity and paycheck, how can we trust you to create the most productive context for learning? Go to a damned school board meeting and speak up! It is literally, the least you can do.

Normalizing deprivation

Over the past several years, I have written several articles about how common practices contribute to normalizing educational deprivation and impoverishment. We live in the richest nation in the history of the earth. Our students deserve better. So do their teachers.

Re-read and share…

Educators, citizens, and policy-makers would benefit from remembering two salient truths.

  • We stand on the shoulders of giants.
  • “Every problem in education has been solved somewhere.” (Bill Clinton)

For those reasons, I have finally finished curating a seminal collection of progressive education texts for an anthology entitled, “Dreams of Democratic Education: An Anthology for Educators Wishing to Stand Between Children and the Madness.” The eBook contains full texts by Ferrer, Dewey, Patri, The School of Barbiana, Malaguzzi, Papert, Lakoff, and a guy named Stager.

This 785 page eBook (in PDF format) is now available for download via this web page.

We hope to be able to help organize book clubs, discussions, and courses built upon the eBook’s contents in the future.


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

Originally appeared in The Huffington Post on 10/19/2010

Shouldn’t people bold enough to call themselves “school reformers” be familiar with some of the literature on the subject?

Most of the school leaders who signed last weekend’s completely discreditedmanifesto,” are unqualified to lead major urban school districts. Michelle Rhee and Joel Klein are not qualified to be a substitute teacher in their respective school districts. U.S. Secretary of Education Arne Duncan could not coach basketball in the Chicago Public Schools with his lack of credentials. Therefore, it comes as no surprise that they advocate schemes like Teach for America sending unprepared teachers into the toughest classrooms armed with a missionary zeal and programmed to believe they are there to rescue children from the incompetent teachers with whom they need to work. In public education today, unqualified is the new qualified.

The celebration of inexperience and lack of preparation is particularly disconcerting when it comes to education policy. When you allow billionaires, ideologues, pop singers and movie viewers to define reform, you get Reform™.

Reform™ narrowly defines school improvement as children chanting, endless standardized testing preparation, teacher bashing and charter-based obedience schools who treat other people’s children in ways that the rich folks behind Reform™ would never tolerate for children they love.

If that were not bad enough, Reform™ advances a myth that there is only one way to create productive contexts for learning. It ignores the alternative models, expertise and school improvement literature all around us. Public education is too important to society to allow the ignorant to define the terms of debate. Great educators stand on the shoulders of giants and confront educational challenges with knowledge, passion and intensity when afforded the freedom to do so. There are a great many of us who know how to amplify the enormous potential for children, even if we are ignored by Oprah or NBC News.

Reading is important for children and adults alike. Therefore, I challenged myself to assemble an essential (admittedly subjective) reading list on school reform. The following books are appropriate for parents, teachers, administrators, politicians and plain old citizens committed to the ideal of sustaining a joyful, excellent and democratic public education for every child.

In A Schoolmaster of the Great City: A Progressive Education Pioneer’s Vision for Urban Schools, school teacher and principal Angelo Patri identifies and solves every problem confronting public education. This feat is all the more remarkable when you learn that the book was published in 1917!

Recently deceased Yale psychologist Dr. Seymour Sarason published forty books on a wide range of education issues well into his eighties. A good place to start is The Skeptical Visionary: A Seymour Sarason Reader. You have to admire a guy who published a book with the title, The Predictable Failure of Educational Reform: Can We Change Course Before It’s Too Late, twenty years ago! Books written in the 1990s, And What do YOU Mean by Learning, Political Leadership and Educational Failure and Charter Schools: Another Flawed Educational Reform? remain quite timely and instructive.

No serious citizen or educator concerned with the future of education can afford to ignore the role of technology in learning. Jean Piaet’s protegé, Seymour Papert, began writing about the potential of computers to amplify human potential in the mid-1960s. His view is a great deal more humane and productive than using computers to quiz students in preparation for standardized tests. All of Papert’s books and papers are worth reading, but I suggest you start with The Children’s Machine: Rethinking School in the Age of the Computer.

Want to see what sustainable scaleable school reform looks like where children are treated as competent? The Big Picture: Education Is Everyone’s Business by Dennis Littky with Samantha Grabelle describes urban high schools with small classes, consistent student teacher relationships and an educational program based on apprenticeship. Students don’t go to “school” on Tuesdays and Thursdays. They engage in internship experiences in the community in any field that interests them. The other days of the week, the curriculum is based on whatever the students need to learn to enhance their internships. This is not vocational. It prepares students for university or any other choice they make. The Big Picture model has spread across the United States with impressive results.

The biography of Big Picture Schools co-founder Dennis Littky, Doc: The Story Of Dennis Littky And His Fight For A Better School, by Susan Kammeraad-Campbell may be the first school reform thriller. The book chronicles how Littky transformed a failing school and was wrongfully fired the second political winds changed. Anyone interested in “reforming” public education would be well advised to read this exciting page-turner.

MacArthur Genius Deborah Meier has forgotten more about effective teaching and urban school reform than today’s entire generation of “reformers” ever knew. Meier is often considered the mother of the small school movement and her work as the founder of the Central Park East Schools and Mission Hill in Boston remain influential inspiration for parents and educators committed to the preparation of learners with the habits of mind required for a healthy democracy. Her book, In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization, is a masterpiece sharing the wisdom developed over more than a half century of teaching and school leadership. You should also read Meier’s weekly online discussion with Diane Ravitch, the Bridging Differencesblog.

The Schools our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” is but one of the many terrific books by Alfie Kohn in which he challenges conventional wisdom on sacrosanct topics like homework, grades, standardized testing and rewards with clarity and evidence. His books are fearless and make you think. His articles are collected at Alfiekohn.com. Alfie’s small book, The Case Against Standardized Testing: Raising the Scores, Ruining the Schools should be on the kitchen table of every parent and teacher. If you’re tired of reading, you may watch two terrific Kohn lectures on the DVD, No Grades + No Homework = Better Learning.

Dr. Theodore Sizer was a school principal, Dean of the Harvard Graduate School of Education and unofficial leader of the high school reform movement over the past twenty-five years. His intellect, calm demeanor and practicality led to the creation of the Coalition of Essential Schools and a template by which any secondary school could improve from within. The first book in his “Horace trilogy,” Horace’s Compromise, tells the story of American high schools, warts and all, through the eyes of a fictional English teacher, Horace Smith. This book and the two that follow share Horace’s epiphanies about the shortcoming of American high schools, their strengths and how he and his colleagues can make their school better. The organization Sizer founded, The Coalition of Essential Schools, continues to inspire such local reform efforts one school at a time.

National Book Award-winning author, educator and civil rights activist has been giving voice to the poorest children in our nation and the injustice they face since the 1960s. All of Kozol’s books are equal-parts profound, infuriating and inspirational, but the tender and beautifully written, Ordinary Resurrections: Children in the Years of Hope, reminds us why we should care about public education.

Herbert Kohl has shared his insights as a teacher and teacher educator in dozens of brilliant books. His recent anthology, The Herb Kohl Reader: Awakening the Heart of Teaching, should whet your appetite for reading many more of his books.

There is no more fierce or tireless critic of the higher tougher meaner standards and accountability movement than Susan Ohanian. The book she co-authored with Kathy Emery, Why is Corporate America Bashing Our Public Schools? engages in the old-fashioned “follow the money” journalism we keep waiting for from news organizations. This book will help you understand how we got to reform being defined and advanced by billionaire bullies.

Right before he died last year, respected scholar, Gerald Bracey published, Education Hell: Rhetoric vs. Reality – Transforming the Fire Consuming America’s Schools. This book disembowels many of the premises and data used to justify the high-stakes accountability rhetoric and school reform strategies currently being advanced. It’s a must read!

Not With Our Kids You Don’t! Ten Strategies to Save Our Schools by Juanita Doyon is a short must-read book for parents tired of their schools being turned into little more than Dickensian test-prep sweatshops. The book was written by a fed-up mom, turned activist from Washington who has upended her state’s political establishment in defense of the sort of high quality education Americans came to expect before No Child Left Behind.


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

America once again is in mourning over the 18th or 19th school shooting of 2018. Surely, common sense gun safety legislation is necessary, but educators also need to look in the mirror and ask why kids feel so alienated and aggrieved by schooling that they choose to shoot up their classmates and teachers.

Earlier tonight, I tweeted, “Can we please cool it with the irrational mean-spirited bullshit about banning cellphones in schools? They quite possibly saved lives today.” Immediately, I received a supportive response about the pedagogical potential of cell phones. With all due respect, this issue is much simpler and more fundamental than whether cell phones have a place in the curriculum,

There are two reasons why schools should stop banning cellphones.

  1. It is wrong to be arbitrarily mean to children. If learning is to occur, educators need to do whatever they possibly can to lower the level of antagonism between adults and children.
  2. The school has no right whatsoever to endanger my child or cut her off from communication. 

This has nothing to do with standards, teaching, or curriculum. It is a simple matter of human decency or common sense.

Then I remembered that I wrote about this very issue in the long-defunct Curriculum Administrator Magazine back in its November 2001 issue. For those of you playing along at home, that is nearly 17 years ago.

In 2001, I wrote the following in my column, Back to Rule:

Some technologies make our students and staff safer

Cell phones are perhaps the most often banned legal devices in American schools. Aside from the obvious convenience they afford, cellular phones have become lifesaving tools. In both Columbine and the terrible terrorist strikes on the World Trade Center and Pentagon, cell phones preserved life, called for help or offered comfort for family members. My childrens’ high school has unilaterally banned cell phones from the campus as have many schools across the country.

I adamantly believe that a school has no right whatsoever to jeopardize the safety of my daughter who is forced to wander a dark locked campus at 10:30 PM after drama practice. The payphones and vending machines are often more secure then the children. As a parent, it is I who should have the right to locate my child and have her call for help in case of an emergency.

Reducing classroom distractions is often cited as the rationale for this rule, but this is nonsense. If you walk into Carnegie Hall or an airplane, a polite adult asks that you please turn off your phone for the comfort or safety of those around you. Why can’t teachers do the same?

If a student disrupts the learning environment then that action should be punished in the same way we address spitballs, note passing or talking in class. It is irrational to have different rules for infractions involving electronic devices. We must address behavior, not technology. This approach will make our schools more caring, relevant, productive and secure. Our kids deserve nothing less.

Read the rest of the column for other examples of callous authoritarian school assholery and then be extra nice to some kids.

Thankfully, NYC students are no longer being robbed to store their cellphones outside of their schools

You might also be interested in my 2014 column, Why the NYC Schools Must End the Student Cellphone Ban.

Hello World is a free, glossy, well-edited magazine for educators published by the Raspberry Pi Foundation. Gary Stager has written two featured articles in the first four issues of the publication.

His latest article, Professional Development Gets Personal, shares lessons learned over a decade of Constructing Modern Knowledge.

Download the complete issue

 

Read Gary’s PD Article

 

Download Issue 1 of Hello World

Read Gary Stager’s profile of Seymour Papert

 

 

 

 

 

 


Veteran educator Dr. Gary Stager is co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom and the founder of the Constructing Modern Knowledge summer institute. Learn more about Gary here.

We are excited to announce that the Constructing Modern Knowledge summer institute will be returning for an 11th year, July 10-13, 2018. Discount early-bird registration is now open!

Constructing Modern Knowledge 2018 Guest Speakers
Reggio Children President Carla Rinaldi • TV’s Paul DiMeo • Author/Historian James Loewen • MIT Professor Joseph Paradiso • Inventor Eric Rosenbaum

Sylvia Martinez and I created Constructing Modern Knowledge more than a decade ago to build a bridge between the learner-centered ideals of progressive educators and the modern knowledge construction opportunities afforded by new technological material. CMK 2017 was such an extraordinary success, that the summer institute tradition will continue next summer. Checkout recent project videos and read participant blog posts to appreciate why you can’t afford to miss Constructing Modern Knowledge 2018.

“For four days, throughout the ups and downs, I had a bounce in my step and a smile on my face. I still wear a large smile and speak excitedly when asked about CMK. If this is what learning can feel like, surely we all deserve to learn this way.”Kelly Watson. 5th grade teacher. Geelong, Australia.

The following is a wrap-up report on the exciting 10th anniversary Constructing Modern Knowledge institute this past July. Where else can you imagine that Alfie Kohn or Peter Reynolds just drop by?


K-12 educators from around the world gathered recently in Manchester, New Hampshire to learn about learning by learning themselves. The 10th annual Constructing Modern Knowledge summer institute, July 11-14, was the place where educators could spend four days working on personally meaningful project development combining code, cutting-edge technology, and timeless craft traditions. For a decade, CMK has demonstrated the creativity and competence of educators while challenging accepted notions of what is possible in classrooms today.

Digital arcade game

Participating educators learn to program microntrollers, design their own software, fashion wearable computers, make films, invent fanciful contraptions, bring history to life, 3D print their creations, embed Raspberry Pi computers in working machines, and much more. Each year, teachers with little or no computing or engineering experience create projects that two years earlier might have garnered them a TED Talk and five years ago might have resulted in an advanced engineering degree. When you liberate the learner lurking inside of teachers, they create the conditions for amplifying the potential of each student.

Constructing Modern Knowledge begins with a process of sharing ideas for what people would like to make. Then they then enjoy the luxury of time to pursue what might seem impossible. This year’s dozens of CMK projects included “Fitbit” sneakers that change color to indicate the number of steps you have walked (or run), digital carnival games, a helium balloon-powered drone, an automatic LEGO sorting machine and a fully programmable greenhouse. An accomplished faculty supports CMK participants, but most projects were created by educators with little or no previous experience with the technology used and they learned to invent such magnificent projects without coercion or any instruction. Constructing Modern Knowledge models the Piagetian adage, “Knowledge is a consequence of experience.” Participants at CMK take off their teacher hats and put on their learner hats to experience what learning could be in 2017.

Ayah Bdeir taking a photo of her audience

Unlike conferences where you sit through a series of lectures, CMK is about action. However, each day is punctuated by a conversation with an accomplished expert or thought leader. The past ten institutes have featured a remarkable assortment of educational visionaries, technology pioneers, and experts as guest speakers in fields your high school guidance counselor never imagined. We pride ourselves in offering educators opportunities to spend time with their heroes, rather than listen to them from afar.

Neil Gershenfeld & colleagues describe the next 50 years in 10 minutes

This year’s guest speakers included MacArthur Genius Award-winning educator Deborah Meier speaking about democracy and education, MIT Professor Neil Gershenfeld and his colleagues projecting a vision for the next 50 years of “making things,” and MaKey MaKey co-inventor Eric Rosenbaum teasing the future of Scratch. littleBits Founder and CEO, Ayah Bdeir, shared her remarkable life story and the values that make littleBits such a spectacular success. Our participants were inspired by Ayah’s presentation and delighted in sharing their work with her.

Deborah Meier & Alfie Kohn explore projects

In addition to our guest speakers and visit to the MIT Media Lab, the 10th anniversary of Constructing Modern Knowledge was celebrated by authors Alfie Kohn and Peter Reynolds visiting the institute. Participants in our pre-institute Introduction to Learning with Electronics workshop began the day learning with the new littleBits Code Kit!

Best-selling artist/author Peter Reynolds takes a project for a spin

Team discounts allow schools and universities to build community around the CMK experience and better implement what was learned in the coming school year.

“Constructing Modern Knowledge is the best “conference” you will attend as an educator searching for answers or strategies for progressive education.” Maggie Barth. School leader. North Dakota.

“Fitbit” sneakers

You don’t want to miss


Veteran teacher educator, speaker, and journalist Gary Stager, Ph.D., is the founder and CEO of Constructing Modern Knowledge. He is the co-author of Invent To Learn – Making Tinkering, and Engineering in the Classroom, called the “bible of the maker movement in schools.”

Pointing in the Wrong Direction
© 2003 Gary S. Stager/District Administration Magazine

Published in the January 2004 issue of 

The good news is that my daughter’s teachers are at last beginning to use computers. The bad news is they are using them to make PowerPoint presentations. Frightening images of my high school algebra teacher with the indelible blue arm from the ceaseless writing and erasing at the overhead projector flashed through my mind during my recent trip to Back-to-School Night.

Monotonous lectures at the overhead are quickly being replaced by the even more mind-numbing PowerPoint-based instruction. While the overhead projector allows a presenter to make changes and annotations on the fly in response to the needs of the audience, a PowerPoint presentation is a fossil created earlier that day — or during another school year — with low expectations for audience engagement.

Allow me to set the scene, a drama familiar to parents of secondary school students. Your child writes his or her daily school schedule for you to dutifully follow during Back-to-School Night. You rush through dinner to attend the PTA meeting, where the details of the latest fundraiser can be revealed. This year you will be inflicting $20 gallon drums of cookie dough on your innocent friends, colleagues and relatives. Next, you run a half-marathon in less than three minutes on a pitch-dark campus in order to make it to your first-period class.

The teacher, a new devotee of PowerPoint, has a problem to solve. The low-bid PC in her classroom is broken and the school district cannot afford an expensive data projector for every teacher. Undeterred by these challenges and buoyed by a motivation to convey critical information to the assembled parents, the teacher does what any good problem solver would do. She prints out the PowerPoint presentation. The teacher carefully hands each parent a copy of her presentation one at a time. This takes approximately four minutes (and uses all of the toner in the hemisphere).

The title page contains her name and contact information, but no details about this particular class because the presentation needs to be generic enough to use all evening. Upon opening the stapled packet one is treated to a couple of dozen slides detailing the teacher’s gum rules, incomprehensible grading system and ways in which students will be punished for breaking any of the innumerable classroom rules. Since the “presentation” was prepared with a standard PowerPoint template, each page is dark and the school will be out of toner for the remainder of the year.

Teachers like the one I describe are well-meaning, but their reliance on PowerPoint undermines their ability to communicate effectively. Such presentations convey little information and reduce the humanity of the presenter through the recitation of decontextualized bullet points. Such presentations require expensive hardware, time-consuming preparation and reduce spontaneity. This eight-minute presentation was a test of endurance. I fear for students subjected to years of teacher-led presentations.

As a service to educators everywhere, I have prepared a one-slide PowerPoint presentation (above) to help them with Back-to-School night.

What’s the point?
Somehow the making of PowerPoint presentations has become the ultimate use of computers in American classrooms. Perhaps we are emotionally drawn to children making sales pitches. Adults see these children playing Donald Trump dress-up and overvalue the exercise as educational. Teachers refer to “doing PowerPoint” or students “making a PowerPoint” and this is unquestionably accepted as worthwhile.

The desire to create a generation of fifth graders with terrific secretarial skills fails on a number of levels. PowerPoint presentations frequently undermine effective communication. The time spent creating PowerPoint presentations reduces opportunities to develop important storytelling, oral communication and persuasive skills. The corporate look of PowerPoint creates an air of false complexity when students are really constrained by rigid canned templates and the use of clip-art. Class size and time constraints frequently deprive students of opportunities to actually make their presentations before an audience.

Kids should be conducting authentic research, writing original ideas and learning to communicate in a variety of modalities. PowerPoint is a poor use of technology and trivializes the development of communication skills.