Dr. Gary Stager recently authored Intel’s Guide to Creating and Inventing with Technology in the Classroom. The piece explores the maker movement for educators, policy-makers, and school leaders.
Download a copy here.
Gary was recently interviewed by the National School Boards Association for the June 2015 American School Boards Journal.
There are aspects of the “art of teaching” I have long taken for granted, but are apparently no longer taught in preservice education programs. Classroom centers is one such critical topic. Since I cannot find the seminal book(s) or papers on the importance or creation of centers, I created the following document for the school I work for.
Thoughts on Classroom Centers (v 1.0)
Gary S. Stager, Ph.D.
Special Assistant to the Head of School for Innovation
The Willows Community School
THE CENTER APPROACH
Centers are clearly delineated areas in the classroom where students may work independently or in small groups on purposeful activities without direct or persistent teacher involvement. Centers may be designed by the teacher or co-constructed with students. Deliberate materials are presented in a center to scaffold a child’s learning, or nurture creativity. Such materials may be utilized in both a predictable and serendipitous fashion. Centers afford students with the necessary time to take pride in one’s work, overcome a significant challenge, develop a new talent, or deepen a relationship (with a person or knowledge domain).
“Learning as a process of individual and group construction –
Each child, like each human being, is an active constructor of knowledge, competencies, and autonomies, by means of original learning processes that take shape with methods and times that are unique and subjective in the relationship with peers, adults, and the environment.
The learning process is fostered by strategies of research, comparison of ideas, and co-participation. It makes use of creativity, uncertainty, intuition, [and] curiosity. It is generated in play and in the aesthetic, emotional, relational, and spiritual dimensions, which it interweaves and nurtures. It is based on the centrality of motivation and the pleasures of learning.” (Reggio Children, 2010)
- Minimize direct instruction (lecture)
- Recognize that students learn differently and at different rates
- Reduce coercion
- Honor student choice
- Increase student agency
- Make classrooms more democratic
- Enhance student creativity
- Build student competence and independence
- Employ more flexible uses of instructional time
- Inspire cross-curricular explorations
- Develop the classroom as the “3rd teacher”
- Encourage more student-centered classrooms
- Respect the centrality of the learner in learning
- Create more productive contexts for learning
- Supports the Hundred Languages of Children
- Match a child’s remarkable capacity for intensity
- Provide opportunities for teachers to sit alongside students
- Make learning visible
- Shift the teacher’s role from lecturer to research responsible for making private thinking public – invisible thinking visible
- Team teaching in the best collegial sense
- Increased self-reliance, self-regulation and personal responsibility
- Shift in agency from teacher to student
- Development of project-management skill
- Supports project-based learning
- Opportunities for “flow” experiences (Csikszentmihalyi, 1991)
- Intensify learning experiences
- Encourage focus
- Expand opportunities for:
- Creative play
- Informal collaboration
- Appropriation of powerful ideas
- Acknowledges the curious, creative, social and active nature of children
- Matches the individual attention spans of students
- Reduces boredom
- Increases student engagement
- Teachers get to know each student (better)
- Recognition that quality work takes time
- Acknowledges the centrality of the learner in knowledge construction
- Thoughtful documentation of student learning by teachers
- Minimize misbehavior
A place for experimentation
An area where a long-term project may be undertaken and securely stored
A place where students play games that helps develop specific concepts, logic, or problem-solving skills
An art center where children sculpt, paint, animate, draw, etc… with sufficient light and appropriate materials.
Creative play center
- Dress-up area
- Puppet theatre
- Blocks/LEGO/Construction with found materials
A comfortable well-lit area, stocked with a variety of high-interest reading material
The class pet to observe, care for, and in some cases, play with
Classroom garden to care for
A setting where students can listen to recordings or watch a video with headphones
- Learning centers should neither be chores or Stations of the Cross. Flexibility, student choice, and actions that do not disturb classmates are hallmarks of the centers approach.
- Centers should not be managed with a stopwatch. “Fairness” is not a priority, except if there are scarce materials.
- Learning center use should not be used as a reward or punishment.
TIPS FOR PREPARING A CENTER
- Create clear and concise prompts, questions to ponder or project ideas. Place these prompts on index cards, a single sheet of paper, or in a binder.
- Less is more! Do not clutter up a center or overwhelm a learner with too many options.
- Keep prompts simple and not overly prescriptive. Allow for serendipity.
- Rotate out “stale” materials – things that students no longer show interest in
- Assign classroom roles for tidying-up centers
- Place louder centers away from quieter areas in the classroom.
- Provide safety materials and instruction when appropriate at centers
Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience (Reprint ed.). NY: Harper Perennial.
Reggio Children. (2010). Indications – Preschools and infant toddler centres of the municipality of Reggio Emilia (L. Morrow, Trans.). In Infant toddler centers and preschools of Instituzione of the municipality of Reggio Emilia (Ed.): Reggio Children.
The following is an attempt to share some of my objections to Common Core in a coherent fashion. These are my views on a controversial topic. An old friend I hold in high esteem asked me to share my thoughts with him. If you disagree, that’s fine. Frankly, I spent a lot of time I don’t have creating this document and don’t really feel like arguing about the Common Core. The Common Core is dying even if you just discovered it.
This is not a research paper, hence the lack of references. You can Google for yourself. Undoubtedly, this post contains typos as well. I’ll fix them as I find them.
This critique shares little with the attacks from the Tea Party or those dismissed by the Federal Education Secretary or Bill Gates as whiney parents.
I have seven major objections to the Common Core State Standards (CCSS)
- The CCSS are a solution in search of a problem.
- The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations.
- The standards are preposterous and developmentally inappropriate.
- The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design.
- Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences.
- The CCSS will result in an accelerated erosion of public confidence in public education.
- The requirement that CCSS testing be conducted electronically adds unnecessary complexity, expense, and derails any chance of computers being used in a creative fashion to amplify student potential.
The CCSS are a solution in search of a problem
The professed rationale for the Common Core is based on several patently ridiculous assumptions. These include:
- There is a sudden epidemic of bad teaching in American schools.
- There has never been a way for parents to know how their children are doing in school.
- Curriculum varies widely from jurisdiction to jurisdiction across the United States.
I am no apologist for the current state of public (or private) education in America. There is a shortage of imagination, love, and commitment to knowing every child in order to amplify her potential. However, there is abundant scholarship by Linda Darling-Hammond, Diane Ravitch, Gerald Bracey, Deborah Meier, and others demonstrating that more American kids are staying in school longer than at any time in history. If we control for poverty, America competes quite favorably against any other nation in the world, if you care about such comparisons.
Parents have ample ways of knowing how their children are doing; from speaking with them, meeting with teachers, looking at their work, and the excessive number of standardized tests already administered to American school children. Some places in America spend as long as several months per school year on testing, not including practice tests or the test-prep curriculum.
At best, the Common Core State Standards ensure that if a kid moves from Maine to Mobile, they won’t miss the monkey lesson. Such uniformity of instruction based on arbitrary curricular topics is impossible to enforce and on the wrong side of history. As my colleague and mentor Seymour Papert said, “At best school teaches a billionth of a percent of the knowledge in the world and yet we quibble endlessly about which billionth of a percent is important enough to teach.” Schools should prepare kids to solve problems their teachers never anticipated with the confidence and competence necessary to overcome any obstacle, even if only to discover that there is more to learn.
The CCSS were implemented in a remarkably undemocratic fashion at great public expense to the benefit of ideologues and corporations
Other once great nations have embraced nutty ideas like national curricula, but such policies were voted upon by legislators willing to raise their hand and be held accountable for their vote. The CCSS is a de-facto national curriculum created by corporate forces and anonymous unaccountable bureaucrats. State education departments and local districts surviving savage cuts in state education funding can hardly afford to reject the Common Core when its implementation brings with it billions of dollars in Federal funding from the Obama administration. Americans would never tolerate a national curriculum. That’s why the Common Core was required as a backdoor vehicle for enforcing instructional uniformity.
CCSS advocates assert that the standards were written by Governors and teachers. This claim is laughable.
The two major forces behind the Common Core, aside from the Federal Department of Education, are Bill Gates and multinational testing/publishing conglomerate, Pearson. The Gates Foundation has spent up to $2.3 billion on astroturf groups lobbying on behalf of The Common Core. (more info here)
While Gates is driven by ideology or a misguided sense of philanthropy, Pearson stands to profit handsomely. They are the largest education publisher in the USA. They also lead in producing and scoring standardized tests. The controversial PARCC test that recently made headlines when they spied on kids’ social media accounts and got government goons to enforce their testing regime. Add test-prep curriculum, worksheets, professional development, and their recent forays into teacher and administrator credentialing, and you quickly see how Pearson controls the entire education ecosystem – profiting at every step of the process they created. Not much imagination is required to see Pearson running publicly funded charter schools created in the rubble created by the Common Core. Heads they win. Tails kids and teachers lose. (Read the Politico Pearson exposé, “No Profit Left Behind”)
The Common Core State Standards only apply to public schools. Neither Bill Gates or President Obama would tolerate sending their children to schools slavishly adhering to this curricular diet intended for other people’s children. Surely the Gates and Obama children will be career and college ready in their lovely schools with art, music, blocks, field trips, well-stocked libraries, and teachers trusted to design curriculum.
The standards are preposterous and developmentally inappropriate
The Common Core State Standards are focused on college and career readiness all the way down to kindergarten!
Please explain Cavalieri’s Principle. I have yet to meet an adult who knows what this is, but it appears in the Common Core High School Geometry Standards.
Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
Thankfully, the CCSS only currently exist for Math and English Language Arts. This means that other subjects in the arts, sciences, and social sciences will not be standardized. However, it also means they are less likely to be taught in CCSS-obsessed schools.
The inevitable failure of the Common Core cannot be blamed on poor implementation when poor implementation is baked into the design
Promoters of the Common Core shrug off criticisms by blaming teachers for poorly implementing the standards. This line of attack is worse than cynical victim blaming. Allow me to explain why.
Let’s stipulate that the Common Core State Standards are a terrific idea. Our nation needs clear enforceable uniform education standards at each grade level.
If that were the case, the CCSS would be rolled-out over twelve years, not all at once. If a curricular topic typically taught in the 9th grade is moved to 7th grade by the Common Core, then many children will not have been taught those concepts, but will still be tested on them. When they inevitably fail to perform well, their teachers will be blamed and in states like New York where teacher pay and job security is tied to test scores, their teachers will be punished for doing what they have been told to do.
Scotland is rolling out a new national curriculum, but they are doing so over twelve years.
Why do you think that the Common Core was in such a hurry to implement a new K-12 curriculum at once?
Standardized curriculum lowers standards, diminishes teacher agency, and lowers the quality of educational experiences
Curriculum should be determined as close to the child as possible in collaboration with colleagues and reflecting the community. It is the height of arrogance to prepare instruction for children you have never met.
Uniform standards standardize (lower) expectations in the name of uniformity. The quality of education suffers when teachers have their curricular discretion challenged and replaced with a list of topics to “cover” at best, or a scripted curriculum (common in urban settings), at worst. The sheer number of Common Core standards makes depth, mastery, passion, curiosity, or other habits of mind less likely to achieve. When does a student get great at something when their education experience is strapped to an ever-accelerating treadmill?
When teachers are not required to make curricular decisions and design curriculum based on the curiosity, thinking, understanding, passion, or experience of their students, the resulting loss in teacher agency makes educators less thoughtful and reflective in their practice, not more. The art of teaching has been sacrificed at the expense of reducing pedagogical practice to animal control and content delivery.
My standards for what children should be able to know and do extend far beyond that which is taught or tested by the CCSS.
The CCSS will result in an accelerated erosion of public confidence in public education
The singular genius of George W. Bush and his No Child Left Behind legislation (kicked-up a notch by Obama’s Race-to-the-Top) was the recognition that many parents hate school, but love their kids’ teachers. If your goal is to privatize education, you need to concoct a way to convince parents to withdraw support for their kid’s teacher. A great way to achieve that objective is by misusing standardized tests and then announcing that your kid’s teacher is failing your kid. This public shaming creates a manufactured crisis used to justify radical interventions before calmer heads can prevail.
These standardized tests are misunderstood by the public and policy-makers while being used in ways that are psychometrically invalid. For example, it is no accident that many parents confuse these tests with college admissions requirements. Using tests designed to rank students mean that half of all test-takers be below the norm and were never intended to measure teacher efficacy.
The test scores come back up to six months after they are administered, long after a child advances to the next grade. Teachers receive scores for last year’s students, with no information on the questions answered incorrectly. These facts make it impossible to use the testing as a way of improving instruction, the stated aim of the farcical process.
I am not willing to give up on public schools because that’s where the children are. Public education is the bedrock of our democracy.
The negative trajectory of technology use required by the CCSS
You will find no greater advocate for the use of computational technology in education than me. However, the requirement that the CCSS assessment exams driving the entire Common Core effort be conducted electronically has a deeply disturbing effect on educational computing.
Instead of using computers to create, program, edit, compose, publish, or collaborate, the Common Core electronic assessment requirement is causing schools, districts, and states to invest exorbitant sums on large numbers of often under-powered “devices” for test-taking and test-prep purposes. Existing computers will be tied up in these assessment activities as well. The security requirements of the CCSS exams are causing schools to lock-down computers in ways deleterious to learning and student empowerment. The fact that lots of “devices” need to be purchased for testing too often results in a diminution in computational power available to children in school. Constructive activities such as nusic composition, filmmaking, computer programming, physical computing, robotics, etc.. are rendered more difficult or impossible when technology purchases are shaped by testing requirements.
There are technical complexities and numerous pain points associated with this online testing as well. Many schools lack adequate network infrastructure to support hundreds or thousands of children being online at once. The testing software is buggy and prone to failure, especially since testing occurs nationwide at approximately the same time (and for longer than a Bar Exam). The testing software itself is awful and plagued by horrendous user-interface issues. Kids are being penalized for not being able to navigate buggy and confusing software, even if they understand the concept being tested. Poor(er) children with less access to computing activities are even more disadvantaged by the awful test navigation. In other words, much of what is being measured by the online Common Core tests will be a student’s ability to work the testing software, not valuable educational content. If you don’t believe me, try one of the online test samples for the PARCC assessment.
One last thing
It is particularly ironic how much of the public criticism of the Common Core is related to media accounts and water cooler conversations of the “crazy math” being taught to kids. There are actually very few new or more complex concepts in the Common Core than previous math curricula. In fact, the Common Core hardly challenges any of the assumptions of the existing mathematics curriculum. The Common Core English Language Arts standards are far more radical. Yet, our innumerate culture is up in arms about the “new new math” being imposed by the Common Core.
What is different about the Common Core approach to mathematics, particularly arithmetic, is the arrogant imposition of specific algorithms. In other words, parents are freaking out because their kids are being required to solve problems in a specific fashion that is different from how they solve similar problems.
This is more serious than a matter of teaching old dogs new tricks. The problem is teaching tricks at all. There are countless studies by Constance Kamii and others demonstrating that any time you teach a child the algorithm, you commit violence against their mathematical understanding. Mathematics is a way of making sense of the world and Piaget teaches us that it is not the job of the teacher to correct the child from the outside, but rather to create the conditions in which they correct themselves from the inside. Mathematical problem solving does not occur in one way no matter how forcefully you impose your will on children. If you require a strategy competing with their own intuitions, you add confusion that results in less confidence and understanding.
Aside from teaching one algorithm (trick), another way to harm a child’s mathematical thinking development is to teach many algorithms for solving the same problem. Publishers make this mistake frequently. In an attempt to acknowledge the plurality of ways in which various children solve problems, those strategies are identified and then taught to every child. Doing so adds unnecessary noise, undermines personal confidence, and ultimately tests memorization of tricks (algorithms) at the expense of understanding.
This scenario goes something like this. Kids estimate in lots of different ways. Let’s teach them nine or ten different ways to estimate, and test them along the way. By the end of the process, many kids will be so confused that they will no longer be able to perform the estimation skill they had prior to the direct instruction in estimation. Solving a problem in your head is disqualified.
These articles do a pretty good job of supporting my arguments above:
- Popular ‘Maker Movement’ Incompatible With Common Core, Authors Contend
© 2015 Gary S. Stager
All Rights Reserved
PBL 360 Overview – Professional Development for Modern Educators
Gary S. Stager, Ph.D. and his team of expert educators travel the world to create immersive, high-quality professional development experiences for schools interested in effective 21st century project-based learning (PBL) and learning by doing. Whether your school (or school system) is new to PBL, the tools and technologies of the global Maker Movement, or looking to sustain existing programs, we can design flexible professional learning opportunities to meet your needs, PK-12.
Our work is based on extensive practice assisting educators on six continents, in a wide variety of grade levels, subject areas and settings. Dr. Stager has particular experience working with extremely gifted and severely at-risk learners, plus expertise in S.T.E.M. and the arts. The Victorian State of Victoria recently offered a highly successful three-day PBL 360 workshop for members of their “New Pedagogies Project.”
PBL 360 captures the spirit of the annual Constructing Modern Knowledge summer institute in a local setting.
Professional growth is ongoing, therefore professional development workshops need to be viewed as part of a continuum, not an inoculation. The PBL professional development workshops described below not only reflect educator’s specific needs, but are available in one, two or three-day events, supplemented by keynotes or community meetings, and may be followed-up with ongoing mentoring, consulting or online learning. Three days is recommended for greatest effect and capacity building.
While learning is interdisciplinary and not limited to age, we can tailor PD activities to emphasize specific subjects or grade levels.
These experiences embrace an expanding focus from learner, teacher, to transformational leader with a micro to systemic perspective. Video-based case studies, hands-on activities and brainstorming are all part of these highly interactive workshops.
- Effective professional development must be situated as close to the teacher’s actual practice as possible
- You cannot teach in a manner never experienced as a learner
- Access to expertise is critical in any learning environment
- Practice is inseparable from theory
- We stand on the shoulders of giants and learn from the wisdom of those who ventured before us
- Modern knowledge construction requires computing
- Learning and the learner should be the focus of any education initiative
- Children are competent
- School transformation is impossible if you only change one variable
- Things need not be as they seem
Effective project-based learning requires more than the occasional classroom project, no matter how engaging such occasional activities might be. PBL 360 helps educators understand the powerful ideas behind project-based learning so they can implement PBL and transform the learning environment using digital technology and modern learning theory. PBL 360 helps teachers build a powerful, personal set of lenses and an ability to see “360 degrees” – meaning in every direction – with which to build new classroom practices.
Teachers, administrators and even parents should consider participation.
Piaget teaches us that knowledge is a consequence of experience. Therefore, any understanding of project-based learning or ability to implement it effectively must be grounded in personal experience. It is for this reason that all professional development pathways begin with an Invent to Learn workshop. Subsequent workshop days will build upon personal reflections and lessons learned from the Invent to Learn experience. Flexibility and sensitivity to the specific needs of participants is paramount.
Day One – Learning Learning
Join colleagues for a day of hard fun and problem solving — where computing meets tinkering and design. The workshop begins with the case for project-based learning, making, tinkering, and engineering. Next, we will discuss strategies for effective prompt-setting. You will view examples of children engaged in complex problem solving with new game-changing technologies and identify lessons for your own classroom practice. Powerful ideas from the Reggio Emilia Approach, breakthroughs in science education, and the global maker movement combine to create rich learning experiences.
“In the future, science assessments will not assess students’ understanding of core ideas separately from their abilities to use the practices of science and engineering. They will be assessed together, showing that students not only “know” science concepts; but also that they can use their understanding to investigate the natural world through the practices of science inquiry, or solve meaningful problems through the practices of engineering design.” Next Generation Science Standards (2013)
Participants will have the chance to tinker with a range of exciting new low- and high-tech construction materials that can really amplify the potential of your students. The day culminates in the planning of a classroom project based on the TMI (Think-Make-Improve) design model.
Fabrication with cardboard and found materials, squishy electronic circuits, wearable computing, Arduino, robotics, conductive paint, and computer programming are all on the menu.
This workshop is suitable for all grades and subject areas.
Day Two – Teaching
Day two begins with a period of reflection about the Invent to Learn workshop the day before, focusing on teaching and project-based learning topics, including:
- Reflecting on the Invent to Learn workshop experience
- Compare and contrast with your own learning experience
- Compare and contrast with your current teaching practice
- What is a project?
- Essential elements of effective PBL
- Making connections
- Meeting standards
Design technology and children’s engineering
- The case for tinkering
- Epistemological pluralism
- Learning styles
- Hands-on, minds-on
- Iterative design methodology
Teacher roles in a modern classroom
- Teacher as researcher
- Identifying the big ideas of your subject area or grade level
- Preparing learners for the “real world”
- What does real world learning look like?
- Lessons from the “Best Educational Ideas in the World”
- What we can learn from Reggio Emilia, El Sistema and the “Maker” community?
- Less Us, More Them
- Shifting agency to learners
- Creating independent learners
Classroom design to support PBL and hands-on learning
- Physical environment
- Centers, Makerspaces, and FabLabs
Tools, technology, materials
- Computers as material
- Digital technology
- Choices and options
PBL 360 models teaching practices that put teachers at the center of their own learning, just like we want for students. This in turn empowers teachers to continue to work through the logistics of changing classroom practice as they develop ongoing fluency in tools, technologies, and pedagogy. Teachers who learn what modern learning “feels” like are better able to translate this into everyday practice, supported by ongoing professional development and sound policy.
Day Three – Transformation
The third day focuses on the details and specifics of implementing and sustaining PBL in individual classrooms and collaboratively with colleagues. Participants will lead with:
- Curricular audit
- Standards, grade levels
- Planning PBL for your classroom
- Curricular projects vs. student-based inquiry
- Creating effective project prompts
- The changing role of the teacher
- Shaping the PBL-supportive learning environment
- Does your school day support PBL?
- Action plan formulation
- Communicating a unifying vision with parents and the community
- Adjusting expectations for students, parents, community, administrators, and colleagues
- Creating alliances
- Identifying resources
Modern learning embraces a vision of students becoming part of a solution-oriented future where their talents, skills, and passions are rewarded. The changes in curriculum must therefore be matched with a change in pedagogy that supports these overarching goals. Teachers need to understand design thinking, for example, not just as a checklist, but as a new way to shape the learning environment. It is no longer acceptable to simply teach students to use digital tools that make work flow more efficient, nor will it be possible to segregate “making” and “doing” into vocational, non-college preparatory classes.
PBL 360 will help teachers create learning environments that meet these goals with professional development that is innovative, supportive, and sustainable.
Constructive Technology Workshop Materials
Although constructive technology evolves continuously, the following is the range of hardware and software that can be combined with traditional craft materials and recycled items supplied by the client. The specialized materials will be furnished by Constructing Modern Knowledge, LLC. Specific items may vary.
|eTextiles/soft circuits/wearable computers
||Computer Science, programming, and control
|Microcontroller engineering and programming
||New ways to create electrical circuits
|Electronics and Internet of Things
Additional costs may be incurred for transporting supplies and for consumable materials depending on the number of participants and workshop location(s). Groups of more than 20 participants may require an additional facilitator.
Invent To Learn books may be purchased at a discount to be used in conjunction with the workshop.
About Gary S. Stager, Ph.D.
Gary Stager, an internationally recognized educator, speaker and consultant, is the Executive Director of Constructing Modern Knowledge. Since 1982, Gary has helped learners of all ages on six continents embrace the power of computers as intellectual laboratories and vehicles for self-expression. He led professional development in the world’s first laptop schools (1990), has designed online graduate school programs since the mid-90s, was a collaborator in the MIT Media Lab’s Future of Learning Group and a member of the One Laptop Per Child Foundation’s Learning Team.
When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary’s doctoral dissertation and documented Papert’s most-recent institutional research project.
Gary’s recent work has included teaching and mentoring some of Australia’s “most troubled” public schools, launching 1:1 computing in a Korean International School beginning in the first grade, media appearances in Peru and serving as a school S.T.E.M. Director. His advocacy on behalf of creativity, computing and children led to the creation of the Constructivist Consortium and the Constructing Modern Knowledge summer institute. Gary is the co-author of Invent To Learn: Making, Tinkering, and Engineering in the Classroom, often cited as the “bible of the Maker Movement in schools”.
A popular speaker and school consultant, Dr. Stager has keynoted major conferences worldwide to help teachers see the potential of new technology to revolutionize education. Dr. Stager is also a contributor to The Huffington Post and a Senior S.T.E.M. and Education Consultant to leading school architecture firm, Fielding Nair International. Gary also works with teachers and students as Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.He has twice been a Visiting Scholar at the University of Melbourne’s Trinity College. Gary currently works as the Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.
Email email@example.com to inquire about costs and schedule for your customized workshop. We will work with you to create an experience that will change your school, district, or organization forever. Additional ongoing consulting, mentoring, or online learning services are available to meet individual needs.
In November, I had a the great honor of working with my colleagues at the Omar Dengo Foundation, Costa Rica’s NGO responsible for computers in schools. For the past quarter century, the Fundacion Omar Dengo has led the world in the constructionist use of computers in education – and they do it at a national level!
While there, I delivered the organization’s annual lecture in the Jean Piaget Auditorium. The first two speakers in this annual series were Seymour Papert and Nicholas Negroponte.
The first video is over an hour in length and is followed but the audience Q & A. The second portion of the event gave me the opportunity to tie a bow on the longer address and to explore topics I forgot to speak about.
I hope these videos inspire some thought and discussion.
Gary Stager “This is Our Moment “ – Conferencia Anual 2014 Fundación Omar Dengo (Costa Rica)
San José, Costa Rica. November 2014
Gary Stager – Questions and Answers Section – Annual Lecture 2014 (Costa Rica)
San José, Costa Rica. November 2014
Balance is the Fabreze of education policy. It is a chemical spray designed to mask the stench of a two year-old tuna sandwich found in the minvan with the artificial bouquet of an April rain dancing on a lily pad.
- Balanced literacy got us systemic phonics.
- Balanced math begot Singapore Math worksheets.
- Balanced standards produced The Common Core.
- Balanced policy debates produced No Child Left Behind and Race-to-the-Top
- A balanced approach to educational technology made computer science extinct in schools and has now taught two generations of children to find the space bar in a computer lab-based keyboarding class.
I could go on.
Balance is elusive. It is fake and lazy and cowardly and sad. Balance is embraced by those who don’t know or can’t/won’t articulate what they truly believe. Balance fills the void left by the absence of alternative models and excellence. It is anonymous.
Educators are told that passion should be tempered. Every pedagogical idea is just fine as long as it is “for the children.” We should just do our jobs and not complain about outrageous attacks on our dignity, paycheck, curriculum, working conditions, or the living conditions of the students we serve.
Balance fills the school day with mandates and directives and lots of interruptions that while offering an illusion of options make it impossible for a learner to focus on anything long enough to become good at it.
Balance teaches children that teachers are helpless pawns in a system they don’t control or cannot understand.
Balance is the absentee parent of incrementalism. As educators take “baby steps” towards what they know is right or righteous they lead a long and meandering hike after which the followers cannot remember the original destination.
“This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.” (Martin Luther King, Jr., 1963)
Educators are to remain neutral and seek consensus at all-costs. Balance programs us to find the silver lining in tornados. There MUST be SOMETHING good in what Bill Gates or Sal Khan or any number of a million corporations with ED or MENTUM or ACHIEVE or VATION in their names happen to be peddling.
The laws of the political universe, and education is inherently political, greet each embrace of “balance” as ten steps in a more conservative direction. There is no balance – just weakness.
I urge you to read one of my favorite passages ever written about “balance” in education. It is from a lesser-known classic, On Being a Teacher,” by the great American educator, Jonathan Kozol. Please take a few minutes to read, “Extreme Ideas.”
Thinking and learning are strong proud words. When educational publishers or policy-makers seek to modify such terms, (re: design thinking, discovery learning, computational thinking…), the result seems less than the individual parts.
We get “design thinking” without any design; “computational thinking” without computation; “discovery learning” where the only acceptable discoveries are the ones the teacher (or textbook) already anticipated.
Increases in agency or student empowerment remain rhetorical and pedagogical progress, illusory.
I am too often reminded of the Sir Joshua Reynolds quote hanging all over Thomas Edison’s laboratories, “There is no expedient to which a man will not resort to avoid the real labor of thinking.”
Piaget teaches us that “knowledge is a consequence of experience.” Schools and teachers serve students best when the emphasis is on action, not hypothetical conversations about what one might do if afforded the opportunity.
Papert was sadly correct when he said, “When ideas go to school, they lose their power.”
Let’s say that the lessons IDEO employees gleaned from designing the latest toothpaste tube could actually be applied to education (a preposterous supposition, but let’s roll with it). By the time those ideas move from the latest blog post or conference workshop to the classroom, kids are left with an elaborate process in which brainstorming and affixing Post-It notes to walls becomes a means to solving hypothetical problems or PowerPoint reports about a topic they care little about for a non-existent audience.
Actions taken by the system, like school or classroom redesign or schedule redesign may be fantastically beneficial, but are too often conflated with the benefits of learning by being designing something personally meaningful. In other words, the adults may have learned something by being designers, but are depriving youngsters of that same quality of experience. At a time when learning is too often viewed as the direct causal result of having been taught, system-level design becomes conflated with student learning. Arranging ceiling lights in the shape of constellations to reinforce the STEM focus of the school is hardly the same as students learning science by being scientists. Doing science leads to richer learning experiences and is profoundly different from being taught about it in a room with pictures of scientists on the wall or carpet tiles arranged in fractal patterns.
Teachers, and by extension students, become consumed by hitting all of the steps in the “design process” and remembering those stages at the expense of deeper experiences in creativity, design, engineering, or computing. I am alarmed by how many schools celebrate that they allow kids to choose a topic to write a report about (paper, blog post, or PowerPoint) and then confuse such coercive, traditional, and inauthentic experiences with remarkable feats of empowerment or school reform.
It is sad and dangerous to give folks the illusion of agency without actual power or meaningful options.
A couple weeks ago, I received an email from a New York Times reporter asking to interview me about Mayor Bill DiBlasio’s promise to end the ban on student cellphones in New York City public schools.. I replied immediately via email and called the reporter to tell her I was unavailable for a few hours, but that I provided my views on the subject via email from my iPhone. She agreed to call me later that day.
Alas, that call never occurred and my views didn’t make the article.
So, instead of wasting 144 words, I’ll share them below.
While there may be educational benefits of phone access, there are three primary reasons why the ban needs to be lifted.
1) it is unproductive to be arbitrarily mean to children. Schools would be well-served by lowering the antagonism level between children and adults.
2) Parents have legitimate safety fears and a right to contact their child. A child should be able to call for help or report their whereabouts to and from school.
3) It is unconscionable that poor children in NYC are being shaken down by vans parked outside schools charging kids to store their phones while in school – in many cases more than the cost of lunch.
When I enter a theatre or board a plane, I am asked politely to silence my phone. School should be no different, unless there is an educationally sound reason to use the phone.
Dr. Gary Stager is coauthor of the book, “Invent To Learn – Making, Tinkering, and Engineering in the Classroom.” He is also a global expert on educational technology and veteran teacher educator.
Don’t give up on schools, there is still much to be done
By Gary Stager
Dear Mr. Gates:
I write with great admiration and appreciation of your remarkable philanthropic efforts on behalf of health, poverty and education. Changing the world is a spectacular goal. Congratulations on your plans to dedicate more of your time to charity and on Warren Buffett’s enormous contribution to the Bill and Melinda Gates Foundation’s efforts.
I know nothing about infectious diseases, vaccines or sustainable agriculture. I defer to you and other experts on those topics. A recent Business Week cover story, Bill Gates Gets Schooled, was eye opening. That article reports the mixed success of your foundation’s efforts in public school reform and your candid admission of disappointing results. It must be depressing to spend a billion dollars on school reform and all you got was a lousy t-shirt. I humbly share the following recommendations to help guide your future initiatives.
Decide what you believe
You and all your advisors should read Seymour Sarason’s book, What Do YOU Mean by Learning? Sarason makes what should be an obvious observation that discussions of learning, teaching and school reform often fail to discuss what the stakeholders mean by learning. Without such a serious ongoing discussion, failure is predictable.
With all due respect, the Gates Foundation needs to decide what it means by learning and stop funding competing organizations. Investing in the Met Schools (see “Radical Reformer,” November 2005, page 46) and Achieve, Inc., simultaneously is like funding both sides of a war.
Apparently it is rocket science
The Business Week article tells the story of a Denver High School that received Gates Foundation funds. The school was broken up into four smaller schools in an attempt to make schooling more personal and have fewer students fall through the cracks. However, the school’s award-winning choir, a perennial source of pride and excellence, crumbled when students were dispersed to four different schools within the building. Surely, some smart adult could have figured out a plan to move children from one corner of a school to another for choir practice?
Schools are complex organisms full of unintended consequences
A recent Los Angeles Times article chronicled how the noble goal of breaking large high schools into small, more personal, learning communities does foster school pride. However, it also may cause those communities to become tribes hostile to one another and result in limited elective options for students.
The impossible is easy, the easy is often impossible
This is my axiom to explain the chaotic nature of schools. It may indeed be easier to build a residential campus in Paris for New York City ninth graders than to hire a French teacher for their neighborhood school.
When seeking clarity, ask yourself a simple question: “Would I proudly send my child to this school?”
Drop the business metaphors
Stop talking about schools as businesses and using terms like efficiency, productivity, supply chain and measurable outcomes. Such metaphors are weak and create needless tension among your “partners” in education.
Drop the school metaphors
The clich?s used by educators to describe their practices and objectives can prove just as stifling and counterproductive as business metaphors. Reflexive mantras like “Sage on the stage” and “You must invest in professional development” fail to acknowledge the complexities of education and provide alibis for failure.
Stop talking about results
Such short-term language may be appropriate for quarterly profit statements, but not education. Learning is messy, individual and natural. Schools do not manufacture widgets, but create an environment in which children and teachers may grow.
If you do wish to focus on results, be honest about what works. Education is notorious for having ideology trump evidence. Your talk of “more rigorous curriculum” and scores directly contradicts research funded by your foundation. The Met/Big Picture schools are wildly successful despite the complete absence of any traditional notion of curriculum. If you want results, build a lot more schools like the Met and let go of the fantasy of one-size-fits-all magical curricula.
You need to meddle
If you pay the bills, then you have a right and responsibility to run the school. A hands-off approach to schools you fund creates confusion among the stakeholders. Your support, insight, expertise and clear expectations must be apparent and consistent.
Work with the living and do no harm
You have acknowledged that it is easier and more effective to build new schools than fix some existing ones. Keep creating great schools where children can flourish and building models others can follow.
Solve the college readiness problem
If you find that preparing poor, urban, rural and minority students for college is too difficult, then build some colleges with open enrollment in those communities to offer opportunities students would otherwise be deprived of.
Admit that math education is a disaster
Almost nothing done in the past 50 years has helped students be more numerate. Work with Seymour Papert to invent a mathematics curricula that students could love, rather than coming up with tricks to help a few more memorize algorithms irrelevant to their lives and the complex world in which they learn. Computers have a clear role to play in learning about such sciences of complexity.
Show some courage
You are the richest man in the world. That’s like having tenure. You may work without fear! You and Oprah spent two hours on television alerting the public that too many schools are failing too many children. However, you seem reluctant to discuss the underlying causes of poverty, inequitable funding formulas and the resegregation of our nation’s public schools. The Gates-funded Manual Arts High School in Denver that has now closed was destroyed by the resegregation of the school. Civil rights are critical for students and you need to lend your voice to that struggle.
Education Secretary Margaret Spellings likes to say, “Schools are the same as they were 25 years ago.” That is demonstrably false. I graduated high school 25 years ago and enjoyed a full-range of electives, three music classes per day, great bands, fabulous plays, no AP courses, little tracking and teachers did not soil themselves over the need to raise scores on deeply flawed standardized tests. The climate of fear, name-calling and punishment paralyzing schools today is a recent phenomena produced by those professing to help.
We will have achieved success when all schools are demonstrably great places where children prefer to be and authentic learning exceeds our expectations. I wish you well in your quest to create such a reality.