I just posted the following a comment on Will Richardson’s blog post, How Can You Not Be Angry?
I salute you. Stay angry!
You may remember that my New Year’s resolution was to swear more. That resolution was only partially tongue-in-cheek. We need to scream, swear, pull our pants down, wear costumes and whatever else it takes to save our public treasure (schools) from becoming the plaything of Gates, Murdoch and Broad. We are in deep trouble (kids are in worse trouble) if we don’t drop teacher civility and continue to be victimized.
As for swearing, Bill Gates called constructivism – a scientific theory as valid as gravity or evolution – bullshit IN PUBLIC AND IN PRINT. The quote appears within a few sentences of my comments in a recent Wired article. If Bill Gates calls the work of me and my colleagues, mentors and friends bullshit, how should I respond? Set up a VoiceThread? Make an Animoto? Decorate my bulletin boards with orange construction paper?
I always cite Abbie Hoffman as one of my heroes. Satire, mockery, outrageous behavior, civil disobedience and the courage of patriots helped end segregation and the War in Vietnam.
Teachers have changed the world, occasionally even in the United States. In 1964-65, African Americans in Alabama considered voting rights the folly of young people. It wasn’t until the TEACHERS of the Selma area refused to accept second-class status and joined the movement that African American adults across the state not only took the issue seriously, but were mobilized to take action. This led to Bloody Sunday on the Edmund Pettis Bridge and the passage of the Voting Rights Act. Some people, like Congressman John Lewis, had their skulls bashed in so that the rest of us may live up to the promise of America.
Apartheid began to unravel in South Africa when thousands of students walked out of school because they were being miseducated (taught Afrikans instead of English). Some children were killed but Apartheid ended less than twenty years later. When countless American urban schools are entirely segregated and the students are fed a steady diet of test-prep, it may be time to end Apartheid education in this country as well.
Frankly, I didn’t give much thought to Saturday’s March on Washington because progressive educators can’t normally organize a softball game, but I plan on being there Saturday. I also signed-on as an endorser.
I will travel cross-country because of the unequivocal DEMANDS listed at http://www.saveourschoolsmarch.org/about/guiding-principles/ It is so refreshing to see educators start demanding what is right, not looking for compromises when none are warranted, ala Barack Obama.
If children cannot count on each and every one of their educators to stand between them and the madness, who can they count on?
Constructing Modern Knowledge 2011 ended just a few days ago and I’m exhausted, but in the words of David Letterman, “It’s a good kind of tired.” CMK 2011 stands as one of the highlights of my career. Not only was I able to create a productive learning environment for approximately 90 educators from Australia to Costa Rica, but they were able to interact with brilliant experts, authors and inventors, including Jonathan Kozol, Derrick Pitts, Lella Gandini, Mitchel Resnick, Brian Silverman, Cynthia Solomon and Marvin Minsky. Some of us toured the wondrous MIT Museum and explored the Boston Freedom Trail. We socialized at a minor league baseball game, over meals and at the MIT Media Lab.
Supported by an amazing faculty, CMK 2011 participants engaged in dozens of hands-on/minds-on projects and expanded their vision of how computers can transform learning. (Specific examples will be shared at constructingmodernknowledge.com in the coming days.)
During the flurry of CMK 2011 activity, I stole away a few minutes to create a presentation intended to wrap-up the four-day institute. While thinking about the lessons of CMK 2011, several words beginning with the letter “C.” In the spirit of the great philosopher Mick Jagger who once said, “Anything worth doing is worth overdoing,” I ended up with an absurd number of C-words reflecting the lessons of Constructing Modern Knowledge 2011 in no particular order.
Since knowledge is a consequence of experience, constructing things creates rich contexts for learning..
CMK 2011 participants collaborated with colleagues and new friends met at the institute when such interdependence is mutually beneficial. Participants also sat shared expertise and worked with an expert faculty.
Human development progresses from concrete to abstract. Piaget and Papert suggest that every time you learn something new, you return to a level of concreteness. Engineering is a manifestation of concrete experience, yet the only people who get to study engineering are the ones who successfully navigated twelve to fourteen years of abstraction (school math and science). If learners start with engineering projects, a great deal of formal knowledge will be constructed. This was demonstrated numerous times throughout CMK 2011.
CMK 2011 participants demonstrated courage in myriad ways. They chose to spend four days of their summer at Constructing Modern Knowledge. They jumped in and began working on open-ended projects. They asked for help. They shared their insecurities and triumphs. They helped themselves to unauthorized tours of the MIT Media Lab. They engaged courageously in conversation with brilliant people.
Some might think that it’s crazy to spend four or five days of summer vacation in Manchester, NH. Others might accuse CMK 2011 participant of being crazy for believing that they can change the educational experiences of their students. Surely, some initial project ideas seemed crazy. Connecting LEGO to a bicycle in order to charge an iPhone while peddling to work seemed crazy – until it worked.
CMK 2011 projects displayed a great deal of complexity. All sorts of skills and knowledge were required, even if that knowledge and skill needed to be developed within the context of the project.
Brian Silverman told us that the MIT approach is to give students a really hard project challenge and assume that they can do it. At CMK 2011, participants set really hard challenges for themselves and in most cases succeeded.
Competence is a related principal to challenge. The educators of Reggio Emilia, Italy believe that learners are competent. Constructing Modern Knowledge was designed to demonstrate the competence of each learner and their ability to learn without being taught.
Educators cared enough about themselves and their personal growth to attend CMK 2011. They cared about the work they did and for each other. Great care was taken in the process of creating personally meaningful projects.
CMK 2011 participants worked when, where and how they felt most comfortable, even when they ventured outside of their “comfort zone.” The hallway, picnic tables, parking garage, floor and lobby were all part of the learning environment.
Timeless craft traditions were honored through storytelling, mixed media, historical connections, a quest for beauty and collaboration during the project development process. Sewing and photography took their rightful place alongside programming, animation and robotics. The marriage of the analog and digital contribute to the continuum of craft.
You never know what will inspire a learner. That’s why the CMK 2011 learning environment was filled with toys, books, art supplies, software, electronics, tools and assorted tchotchkes. A wooden automata kit became a talking Thomas Edison puppet and crappy plastic aliens inspired a robotics project.
Since curiosity is a hallmark of good project-based learning, the number and variety of projects in-progress at CMK 2011 sated the curiosity of learners.
Kids are the reason we are all educators. CMK 2011 participants honored the epistemological pluralism of their students by spending four days learning for themselves in the childlike fashion one hopes they nurture in their own students.
CMK 2011 participants worked with cutting-edge software and emerging technologies, such wearable computing via Lilypad Arduino. They also engaged in discussions of cutting-edge educational issues with Jonathan Kozol, Lella Gandini, Derrick Pitts and Mitchel Resnick. Constructing Modern Knowledge demonstrates the educators’ competence and capacity for growth. We also demonstrated how learning need not follow a sequential curricular hierarchy created by others. Learners of all ages may work on the cutting-edge as a productive relevant context for learning all sorts of other things.
Learning at Constructing Modern Knowledge exemplified the importance of connections between disciplines, low and high-tech materials, historic eras, strategies, learners and experts. The learning environment supports guest speaker Marvin Minsky’s adage, “You don’t really understand something until you understand it in more than one way.”
A community of practice forms at Constructing Modern Knowledge around shared interests and actions. Bringing educators together to learn from and with experts enriches that community.
Schools have lots of computers, but very little computing. A few years ago, CMK guest speaker Brian Silverman said. “Computing is the game changer.” Computing allows one to solve problems, make things and express oneself in ways impossible without computation.
There were many moments at Constructing Modern Knowledge that reminded me of when Seymour Papert was asked, “Do you really mean to suggest that every child should have a personal computer?” Papert would respond, “No, every child should have at least two computers.”
Throughout CMK 2011, participants were spontaneously using iPads as the way they were intended; as accessories for their laptops.
Constructing Modern Knowledge was created to model Seymour Papert’s theory of constructionism. You can learn more about constructionism here.
Ooey-gooey gourmet cupcakes were the refreshment of choice for our reception at the MIT Media Lab. They honored Professor Resnick and his Lifelong Kindergarten Group and celebrated the childlike abandon with which CMK 2011 learners worked throughout the institute.
At the end of the event, the leftover cupcakes were placed under the “foodcam,” an ingenious Media Lab invention that automatically emails a photograph of free food with a “come and get it” message to everyone at the lab!
At the start of Constructing Modern Knowledge, I ask participants to “take off their teacher hats and put on their learner hats.” This seeming act of selfishness enriches the learning experience in remarkable ways.
Several teachers from The Willows Community School in Los Angeles (the third year a large team from their school has attended CMK) designed to build a concrete manifestation of this metaphor by using the Lilypad Arduino wearable electronic components to make a teacher that may be switched from teacher to learner to a combination of both!
There is one obvious C-word I left off of my list mistakenly – CHOICE. Learners at CMK 2011 had complete freedom to choose, what, how and when they would learn. Participants selected projects in a coercive-free environment unimpeded by curriculum.
Don’t take my word for it, read the great CMK 2011 blog posts written by participants!
From Kate Tabor
- Starting With a Blank Page
- Day 3 at CMK11: Ways of Knowing
- Day 2: CMK 2011 – Inspiration and Renewed Enthusiasm
- Looking for the Colonel
- Best Advice of the Day
Adam Provost’s blog post about CMK 2011
Here are some web-based papers and articles you might read if you are interested in learning more about Dr. Seymour Papert’s theory of constructionism.
- Constructionism vs. Instructionism by Seymour Papert
- Constructivism(s): Shared roots, crossed paths, multiple legacies – a brilliant overview of constructivism and constructionism by Edith Ackermann.
- Computer as Material: Messing About With Time by George Franz and Seymour Papert
- A Critique of Technocentrism in Thinking About the School of the Future by Seymour Papert
- Epistemological Pluralism and the Revaluation of the Concrete – an incredibly powerful paper by Sherry Turkle and Seymour Papert
- Computer as Mudpie by Seymour Papert
- What’s the Big Idea? Toward a pedagogy of idea power by Seymour Papert (PDF version) from the IBM Systems Journal.
- Situating Constructionism – The first chapter in Constructionism, edited by Idit Harel and Seymour Papert (Ablex Publishing Corporation)
- Constructionism in Practice: Designing, Thinking, and Learning in A Digital World by Yasmin B. Kafai and Mitchel Resnick
- Seymour Papert on Jean Piaget (1999) Seymour Papert remembers Jean Piaget for Time Magazine’s 100 Greatest Thinkers of the 20th Century issue, March 1999.
- Climbing to Understanding: Lessons from an Experimental Learning Environment for Adjudicated Youth by Seymour Papert, Gary Stager and David Cavallo
- Seymour Papert’s seminal books
- The DailyPapert web site
- Planet Papert - home of additional Papert articles, videos and resources
On July 18th, the President hosted an education roundtable with key leaders in both the private and public sectors to discuss ways we can ensure a competitive American workforce.
After all, education is about creating competitive members of the workforce, say like the President’s children or the private school darlings of the executives throwing table scraps to America’s public school students. President Obama’s administration has done great violence to America’s children and their teachers through Race-to-the-Top, endless union-busting, teacher-bashing, charter school utopianism and non-sensical get-tough rhetoric unimagined by the Bush administration.
So, rather than keep his word to stand with public school children and their teachers, save teacher jobs or advance a progressive education policy, President Obama invited fat-cat oligarchs to the White House to congratulate them for their pathetic self-serving acts of charity.
The President celebrates the largesse of corporate executives sitting on trillions of dollars worth of savings thanks to the extension of the Bush tax cuts and off-shore money-laundering. Not only do these corporate “leaders” enjoy the gift of the Presidential photo-op and tax-deductibility for their charitable efforts, but the money they pledged is categorical. That means that the corporate executives who have already been setting national policy since A Nation-at-Risk get to determine how the paltry sums will be used.
There is zero-tolerance for pedagogical solutions proposed by qualified educators. The corporate “school as business” fantasies must be followed blindly despite a consistent track record of failure.
Don’t believe me? I suggest you read:
- Why is Corporate America Bashing Our Public Schools? by Susan Ohanian and Kathy Emery
- The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future by Linda Darling-Hammond
- Education Hell: Rhetoric vs. Reality by Gerald Bracey
Here is a partial list of suggested alternatives for President Obama the next time he wants to host a corporate bake sale for schools at the White House.
- Tell the corporate executives to pay their damned taxes
- Ask executives to stop demanding tax abatements in communities where they place corporate facilities
- Ask corporate bigwigs to ensure that every American children receive a public school education modeled on the educational experience you purchase for your own children
- Require corporations to pay a living wage to the parents of American school children
- Support universal health care for America’s children
- Stop laying-off Americans while making record profits
- Stop corporations from forcing college graduates to work as unpaid interns
- Remind corporate geniuses like Eli Broad that schools have little to learn from the corporate leadership lessons of AIG, the company whose Board of Directors he served on until AIG nearly tanked the US economy.
- Ask Bill Gates to apologize for Zune, Bob, Windows Vista, Microsoft TV, Microsoft’s labor history, the disastrous Philadelphia School of the “Future” and using America’s public school system as his personal model train set.
The July 18th edition of The Washington Post contains the report of an exhaustive education study that is sure to be ignored by the get-tough accountability standardistas who otherwise worship at the alter of educational data.
The conclusions of this lognitudinal study of nearly one million school students confirms my belief that real teachers don’t need data. That said, the findings of this study need to be presented to every school board and posted in every faculty room in the nation.
Here’s one myth of school debunked: Harsh discipline is not always a reflection of the students in a particular school. It can be driven by those in charge.
In a study of nearly a million Texas children described as an unprecedented look at discipline, researchers found that nearly identical schools suspended and expelled students at very different rates…
“The bottom line is that schools can get different outcomes with very similar student bodies,” he said. “School administrators and school superintendents and teachers can have a dramatic impact.”
The research showed that while some high-poverty schools suspended students at unexpectedly high rates, others with strikingly similar characteristics did not. The same discipline gap was clear for prosperous, suburban schools and small, rural schools; some were harsh, and others with nearly identical qualities were not…
…The study showed that 97 percent of disciplined students got in trouble for “discretionary” offenses, which can include serious fights but often refer to classroom disruption and insubordination. Fewer than 3 percent were ousted for violations with state-mandated punishment, such as bringing weapons or drugs to school.
In an analysis that controlled for 83 variables to isolate the effect of race on discipline, the study found African American students had a 31 percent higher likelihood of being disciplined for a discretionary offense, compared with whites and Hispanics with similar characteristics…
…The results showed that suspension or expulsion greatly increased a student’s risk of being held back a grade, dropping out or landing in the juvenile justice system. Such ideas have been probed in other research, but not with such a large population and across a lengthy period, experts said.
Among the study’s central findings was that 23 percent of students who had been suspended at least once had contact with the juvenile justice system. By comparison, 2 percent of students with no suspensions had juvenile justice involvement…
File that under, Duh! When schools suspend students, they dramatically increase the likelihood that those children will find themselves in the juvenile justice system. This isn’t a matter of bad kids needing extreme discipline, but of educational policies disposing of children, rather than educating them. In my opinion, zero tolerance policies, NCLB, Race-to-the-Top and test score obsession undoubtedly contribute to the increasing animosity between children and educators. Suspending children denies them of an education and fails to address their needs. That is despite being the favorite pedagogical innovation practiced by people like the new Chicago Schools CEO Jean-Claude Brizard who replaced out-of-school suspensions with new and improved in-school suspensions.
At-risk children need increased learning opportunities, not different forms of banishment.
On June 26th, The Constructivist Consortium hosted the Fifth Annual Constructivist Celebration prior to the ISTE Conference in Philadelphia. In addition to multiple meals, participants enjoyed a day of creativity, collaboration and computing thanks to software and project-based support from representatives of Tech4Learning, LCSI and Generation YES.
The day culminated with a 37-minute conversation between Will Richardson and myself. I am most grateful to Will for his generosity and participation!
Here is video of the conversation. Regrettably, the first few seconds of the conversation were not captured.
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