I became a pre-k through 8th grade teacher in the mid-1980s. I was literally in the last teacher education cohort who was expected to learn how to teach science, music, art, physical education, special education, make puppets out of Pop-Tart boxes, create math manipulatives, and fill a classroom with interdisciplinary projects. Teacher preparation was equal parts art and science. Then around 1985, a couple of years after A Nation at Risk, legislatures around the world declared, “Teaching ain’t nothin’,” and replaced rich and varied teacher education curricula with Animal Control and Curriculum Delivery.
Today, anyone who has ever been a billionaire or 7-11 night manager can run the US Department of Education or be a superintendent of schools, while well-prepared and experienced educators are met with suspicion and derision. We say that, “we stand on the shoulders of giants,” but ask a room full of school leaders how many of the authors in this reading list they have read and prepare to be stunned by the blank stares. Suggest any teaching practice not sold by Pearson and you’re likely to have a school principal reply, “Oh! You mean like Montessori?” Quite simply, unqualified is the new qualified.
Elementary teaching has been narrowed and departmentalized in ways that make it as ineffective as high school. Truly getting to know each child and to engage them in meaning making through interdisciplinary projects has been the first casualty of the assault on the art of teaching. As teacher agency has eroded through mistrust, prescriptive curriculum, and standardized testing, teachers become less, not more, thoughtful in their practice. When you mechanize teaching and place it under constant surveillance, teaching quality becomes less human, rewarding, joyful, creative, and more compliant.
Over the past thirty years, educators have lost control, freedom, and memory of classic pedagogical practices. During my work in classrooms around the world, I am often struck by how teachers are unaware of teaching practices I have long taken for granted. For example, I just assumed that every teacher knew about classroom centers, could defend their use, and make them a staple of each learning environment. I was wrong. That’s one of the reasons I wrote “Thoughts on Classroom Centers,” although I would still love to find the seminal work(s) on the topic.
While mentioning this lingering question to one of my heroes, Deborah Meier, she suggested I ask Renée Dinerstein. (I intend to) Ms. Dinnerstein is the author of a fine new book, Choice Time – How to Deepen Learning Through Inquiry and Play, PreK-2. The book focuses on the critical element of student choice and what they do during learner-centered classroom time. Classroom centers are the magic carpet of choice time.
I just purchased the book and cannot recommend it highly enough. It is a beautiful guide filled with clear and practical advice for teachers without being condescending or treating its readers like imbeciles. The book is not 500 pages of jargon and reproducibles, but rather 165 pages of inspiration intended to rekindle creative teaching in order to create more productive contexts for learning by children. It also helps teachers observe and understand the thinking of each child.
Although it says that the book’s wiscom is intended for PK-2nd grade, I would recomment the book to teachers at any grade level.
The author maintains a web site, investigatingchoicetime.com, intended to extend the inspiration shared in the book.
CMK Founder Gary Stager, Ph.D. gave a presentation in November 2012 about the philosophy and practice of Constructing Modern Knowledge. The following video is a recording of that presentation about the institute.
I created Constructing Modern Knowledge (CMK) four years ago as a labor of love. I was growing increasingly concerned that educators lacked the time necessary to develop fluency with the software environments they embrace for students and may not have a deep enough understanding of learning theory or progressive educational practices to situate classroom computer use in a meaningful context. I also wanted to help leaders in the progressive education community recognize that computers are not the enemy of creativity and intellectual development.
It is enormously gratifying to see CMK become more successful each year. It is equally mind-blowing to think that Jonathan Kozol, Deborah Meier, Alfie Kohn, Lella Gandini, Derrick Pitts, Bob Tinker, James Loewen, Mitchel Resnick, Peter Reynolds and Marvin Minsky would agree to participate in my intimate summer institute. The greatest joy of my life is creating opportunities for educators to meet and spend time with their heroes. CMK does just that.
The CMK faculty of Cynthia Solomon, Brian Silverman, Sylvia Martinez & John Stetson are the best in the world. Cynthia and Brian are responsible for many of the open-ended software tools and pedagogical approaches constructivist educators employ when they teach with computers. Sylvia is an expert software developer, curriculum designer and student empowerment advocate. John Stetson is quite simply the best teacher I have ever met. They work together and with CMK participants like a well-oiled machine.
There is still room for additional registrants at this year’s Constructing Modern Knowledge institute! Register today!
Registrations for CMK 2011 – July 11-14, 2011 are terrific!. In order to maintain the quality of educational experience I demand, I have expanded the real estate for our learning environment and added an additional expert educator to serve on our faculty.
I met Jeff Richardson for the first time twenty-one years ago, minutes after landing in Australia for the first time. I came to Sydney with Seymour Papert and Brian Silverman to speak at the 1990 World Conference on Computers in Education. Jeff was already teaching online graduate courses and had taught countless educators across Australia how to teach with computers in a constructionist fashion. Jeff had a cellular telephone back then when they were the size of a lunchbox, but still prefers PINE as his email program 🙂
We became great friends and have worked together in numerous capacities ever since. Jeff’s breadth and depth of knowledge is remarkable – bordering on maddening. He is a briilliant educator, lifelong learner and raconteur. The skills he has developed over thirty years on Australian public radio will make an important contribution to CMK participants’ interactions with our amazing guest speakers.
Jeff Richardson is the Director of Student Services for Trinity College at the University of Melbourne. For decades, Jeff was a senior lecturer in education at Monash University where he was a pioneer in online learning, even before the graphical Web. As a result, Mr. Richardson taught a generation of educators across Australia to use computers in a constructionist fashion. Jeff was also a primary teacher and taught at RMIT (Royal Melbourne Institute of Technology) as well. He was the Australian editor for The Logo Exchange.
When not teaching or supporting students, Jeff Richardson is one of Australia’s most enduring and popular radio personalities. Jeff is host and a founder of The Coodabeen Champions, a comedy troupe with multiple shows on the Australian Broadcasting Corporation (ABC), now celebrating its 30th anniversary – the same number of years Johnny Carson hosted The Tonight Show. Jeff is also the substitute co-host for ABC Breakfast Radio in Melbourne. He also sang the Coodabeens’ hit song, That’s the Thing About Football, before more than 100,000 at an Aussie Rules Football Grand Final (think Superbowl).
The Coodabeens have enjoyed best-selling books, songs and albums. Their motto (below) oddly captures the spirit of Constructing Modern Knowledge.
“You’re only young once, but anyone can be immature”
The ability for anyone to publish on the Web is a good thing. Many voices can contribute to the marketplace of ideas when they may have otherwise remained unheard. However, the democratic promise of blogging is often illusory or counter-productive.
For several years I spent several nights and hundreds of dollars to attend a public affairs lecture series sponsored by the University of Judaism in Los Angeles. I saw Bill Clinton twice, Al Gore and a host of Israeli Prime Ministers speak (my least favorite sessions). The best evenings were spent when multiple experts shared the stage. Some of the most memorable evenings included:
- Newt Gingrich and John Edwards
- James Carville and Mary Matalin
- Bill Maher and Dennis Miller
- Ann Coulter and Al Franken
- Simone Peres and Henry Kissinger (Kissinger was profoundly boring and Peres quoted President Polk in a sentence)
- Bill Maher and Tony Snow
- Wolf Blitzer, Cokie Roberts, Charlie Rose and Tim Russert
- William Bennett and Mario Cuomo
- Arianna Huffington, Paul Begala & Tucker Carlson
- Maureen Dowd, Donna Brazille, Michael Murphy
- Anderson Cooper and Walter Cronkite (Cooper was a buffoon)
- Prime Ministers Jose Maria Aznar (Spain), Ehud Barak and Sir John Major
- Terry McAuliffe (DNC) and Ken Melman (RNC)
- Gwen Ifill, Judith Miller, Cokie Roberts and Helen Thomas
- Bill O’Reilly and Alan Dershowitz
Aside from the opportunity to hear experts and leaders speak, the format of these events made them quite special. Each speaker had 20 minutes to speak and then they sat down together for a conversation, often moderated by the President of the university who asked the sort of questions one might expect from a Talmudic scholar. When the university received complaints about the off-color language used by Bill Maher and Dennis Miller, a University spokesman quoted a disturbing Pew poll indicating that a majority of Americans thought it was fine for government to censor newspapers and affirmed the university’s commitment to presenting ideas in the authentic voice of the speaker.
As a keynote speaker, I take my obligations to entertain, inspire and inform quite seriously. That is why I decided a few years ago not to take questions at the end of my keynotes. I urge conferences to provide a space for me to engage in conversation with attendees for as long as they’re interested after the keynote, but in a separate venue. My experience led me to conclude that taking questions during the keynote results in one of the following undesirable results:
- The “my principal is a jerk speech”
- Insane pronouncements like, “The Jews were responsible for 9/11,” from the floor
- The deadly sound of crickets as nobody speaks up
Any of these outcomes has a deleterious effect on the session and is the last impression left with audiences.
So, what do these two anecdotes have to do with social media?
Read MacArthur Genius educator Deborah Meier’s brilliant essay, More Villainous Than Hypocrisy, in the Bridging Differences “blog” she writes with Diane Ravitch each week. Bridging Differences routinely includes the most thoughtful discussions of education policy to be found anywhere. Ms. Meier, one of America’s leading educators and successful urban school reformers, deserves a lot more credit for the role she played in Dr. Ravitch’s recent conversion.
Like a great lecture, play, film, concert or art exhibition, Meier’s recent essay provides enough “food-for-thought” to nourish you for a week – that is until you click the “comments” link on her blog post. The potshots, political manifestos and attacks leveled at the author and her ideas is nauseating and adds nothing whatsoever to the issue.
Education Week provides a great public service by publishing Bridging Differences. They would provide an even greater service by allowing the work to stand for itself and turn off comments.
The lesson I learned during the fantastic lecture series discussed above is SHUT UP! Let the experts speak and converse without being interrupted by crackpots with an ax to grind. You are not their equal just because you bought a ticket or can use a Web browser. A handful of miscreants do not have the right to diminish everyone else’s experience.
Even if not disruptive, most blog commenters (IMHO) offer very little value to the “discussion” or consider the comments of others. Flame wars are much more likely than insight.
I first sensed that blogs were BS back in 2003 when I found myself sharing absolutely brilliant, earth-shattering, election-winning advice for Governor Howard Dean’s presidential campaign. With each passing day, I was increasingly disappointed to not receive a phone call from the candidate or have my suggestions result in dramatic strategy changes.
Then suddenly I realized why nobody was reading my profoundly erudite blog comments. I wasn’t reading any of the other thousand commenter’s brilliant comments. Nobody else was either.
If you wish to critique something someone else published on the Web, perhaps you should share your views on a personal blog and let the work of others stand for itself.
What do you think? You may flame me below. Riff-raff welcome.
On October 4, 2010, I had the great privilege of participating in a webinar sponsored by Edutopia and featuring a stunning panel of experts charged with addressing alternative visions of school reform.
It is this freedom of the teacher to decide and, indeed, the freedom of the children to decide, that is most horrifying to the bureaucrats who stand at the head of current education systems. They are worried about how to verify that the teachers are really doing their job properly, how to enforce accountability and maintain quality control. They prefer the kind of curriculum that will lay down, from day to day, from hour to hour, what the teacher should be doing, so that they can keep tabs on it. Of course, every teacher knows this is an illusion. It’s not an effective method of insuring quality. It is only a way to cover ass. Everybody can say, “I did my bit, I did my lesson plan today, I wrote it down in the book.” Nobody can be accused of not doing the job. But this really doesn’t work. What the bureaucrat can verify and measure for quality has nothing to do with getting educational results–those teachers who do good work, who get good results, do it by exercising judgment and doing things in a personal way, often undercover, sometimes even without acknowledging to themselves that they are violating the rules of the system. Of course one must grant that some people employed as teachers do not do a good job. But forcing everyone to teach by the rules does not improve the “bad teachers”–it only hobbles the good ones. (Seymour Papert – Perestroika & Epistemological Pluralism, 1990)
Here are some resources related to my presentation:
- Constructing Modern Knowledge 2011
- School Wars – Politicians, billionaires, and mavericks all want to fix public schools. They won’t. Parents will. (from GOOD Magazine)
- Education Nation & Ideological Blindness
- A 13 year-old speaks out about how standardized testing is ruining his education
- Nostradamus and Arne Duncan
- Oprah shouts, “You Get a School District!”
- Oprah – Wrong On Education for Many Years
- Why Should I Work for You? (thoughts on schooling from brand new teachers)
- Chief Family Engagement Officer? (2008) an example of Klein/Duncan/Rhee lunacy
- Supporting Courageous Educators
- Deborah Meier’s “We All Know Why We’re Here” video
- Deborah Meier’s “Graduation by Portfolio” video
- Three articles on effective project-based learning (2009-2010) PDF file
- Progressive education bookstore
- Gary Stager’s blog, Stager-to-Go
- Gary Stager’s personal web site
- The Constructivist Consortium
Mark your calendars!
A few days ago, Edutopia asked me to write another piece voicing my objections to NBC’s Education Nation coverage and the deeply flawed documentary, “Waiting for Superman.” I suggested that they host a webinar instead. I had already tweeted, blogged and Facebooked so much that I inexplicably lost my voice.
Edutopia took the suggestion and enlisted boy wonder, Steve Hargaddon, to organize and host the event entitled, Elevating the Education Reform Debate. This two hour webinar will feature some of the voices silenced by NBC, Oprah and director Davis Guggenheim. They include my heroes and colleagues, Deborah Meier and Alfie Kohn; friends, Chris Lehmann and Will Richardson; YouTube sensation, Sir Ken Robinson; and Julie Evans. I cannot wait to hear what they (or I) will say on Monday.
Wake the kids and call your neighbors! This is an event you won’t want to miss!
This Elluminate webinar is FREE and open to the entire World Wide Web.
Date: Monday, October 4, 2010Time: 2pm Pacific / 5pm Eastern / 9pm GMT (international times here)Duration: 2 hours
Location: Log in at http://tr.im/futureofedRecordings: Posted after the event at http://www.learncentral.org/event/106358
Cross-posted from the Constructing Modern Knowledge site. Web2.0pians should pay special attention to his mention of “personal learning communities.”
Educators fortunate enough to attend Constructing Modern Knowledge 2010 got to withness an amazing conversation between two of America’s most provocative and accomplished educators, Alfie Kohn and Deborah Meier (watch this site for video in the near future). Mark your calendars for a mind-blowing Constructing Modern Knowledge 2011, to be held July 11-14, 2011. Registration details will be posted here in early September.
Alfie began his CMK 2010 remarks by reading the draft of a stunning editorial he was preparing for publication in Education Week. The article, Turning Children Into Data: A Skeptic’s Guide to Assessment Programs, is a must read for any educator, parent or policy-maker who cares about children. Ken Bernstein also blogged about this article in The Daily Kos.
Kohn’s article begins with:
Programs with generic-sounding names that offer techniques for measuring (and raising) student achievement have been sprouting like fungi in a rainforest: “Learning-Focused Schools,” “Curriculum-Based Measurements,” “Professional Learning Communities,” and many others whose names include “data,” “progress,” or “RTI.” Perhaps you’ve seen their ads in periodicals like this one. Perhaps you’ve pondered the fact that they can afford these ads, presumably because of how much money they’ve already collected from struggling school districts
and then continues to list six questions that need to be asked…
- What is its basic conception of assessment?
- What is its goal?
- Does it reduce everything to numbers?
- Is it about “doing to” or “working with”?
- Is its priority to support kids’ interest?
- Does it avoid excessive assessment?
As always, Alfie supports his arguments with research-based evidence and common sense. Given the load of horse manure recently published by John Merrow and echoed by Grant Wiggins in a shocking display of contempt for teachers, Alfie Kohn’s column could not have come at a better time. Please share it widely.
Perhaps you’d like to leave a few copies around at Back-to-School Night along with his small book, The Case Against Standardized Testing: Raising the Scores, Ruining the Schools.
Share your comments below!
Summer Reading Suggestions
Here is a list of suggested reading by written by CMK 2010 faculty or recommended by them.
Whether you can join us July 12-15th or not, learning is a lifelong pursuit fueled by the powerful ideas and joy contained within the pages of the following books!
Constructing Modern Knowledge attempts to bring math, science, engineering and the arts to life through creative computing, authentic inquiry and project-based learning. This year, Dr. James Loewen, author of the bestselling books, Lies My Teacher Told Me: Everything Your High School History Textbook Got Wrong and Lies Across America: What Our Historic Sites Get Wrong will help participants learn history by learning to be historians!
His most recent book, Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History, is a critically important addition to any professional library and teacher bag of tricks!
Alfie Kohn has written some of the most popular, provocative and acclaimed books about education in the past quarter century. Alfie Kohn writes and speaks widely on human behavior, education, and parenting. The latest of his eleven books are The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (2006) and Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason (2005). Of his earlier titles, the best known are Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes (1993), No Contest: The Case Against Competition (1986), and The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards” (1999).
Perhaps most exciting of all, two riveting hour-long presentations by Alfie are now available on one low-cost DVD. No Grades + No Homework = Better Learning allows you take Alfie Kohn home with you after CMK 2010 and share him with your colleagues!
Legendary school teacher, principal, reformer, activist and blogger, MacArthur Genius Deborah Meier had a new book just released, Playing for Keeps: Life and Learning on a Public School Playground. This book should be on your shelf next to her classics, The Power of Their Ideas: Lessons for America from a Small School in Harlem and In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization.
Pete loves chilren’s books so much, he owns his own children’s bookstore, The Blue Bunny.
|Dr. Cynthia Solomon|
In addition to being a veteran educator, researcher and one of the three inventors of the Logo programming language, she has written two important books on computers and learning! Cynthia’s doctoral research at Harvard led to the publication of the critical book, Computer Environments for Children: A Reflection on Theories of Learning and Education. Cynthia Solomon is also the co-author of Designing Multimedia Environments for Children, with Allison Drum.
I can’t imagine Constructing Modern Knowledge without Cynthia’s generosity of spirit!
Read all about the Constructing Modern Knowledge 2010 faculty here
Brian recommended the following ecclectic collection of books.
The Mind’s I: Fantasies and Reflections on Self & Soul by Douglas R. Hofstadter & Daniel C. Dennett
A collection of essays about the philosophy of mind. Some are amusing, others profound, several are both.
He, She, and It by Marge Piercy
An artificial intelligence robot love story told from a Jewish feminist perspective. Amazingly it works. It reads like something that could have been co-authored by Marvin Minsky and Margaret Atwood.
The Recursive Universe: Cosmic Complexity and the Limits of Scientific Knowledge by William Poundstone
The book starts by describing Conway’s Game of Life. Then uses the game as a metaphor to explore a collection of interesting topics in math, physics, and information theory.
Machinery of Life by David Goodsell
A molecular biology picture book. It gives a gentle but thorough introduction to the molecules that are the construction kit that living things are made of.
On Education by Betrand Russell
Bertrand Russell’s riff on Mindstorms. It was written a couple of years before Seymour Papert was born and foreshadows many of his ideas.
John said, “The first two have been favorites for some time; the rest of the list is current reading.”
Uncle Tungsten: Memories of a Chemical Boyhood by Oliver Sachs
Oliver’s mother gave him a cadaver for his birthday. The Wright Brothers visited his home when they were in London. Oliver tried to relive the joy of discovery by reproducing the experiments of Humphrey Davey. The book is filled with chemicals that when mixed explode.
The Pencil: A History of Design and Circumstance by Henry Petroski
The history of how the pencil came to be and the history of engineering in the U.S., i.e., the Erie Canal, the first engineering schools in the 1850’s, etc.
Infinite Ascent: A Short History of Mathematics by David Belinski
A history of mathematics, Euclid, Euler, all the greats …
Astronomical Sketching: A Step-by-Step Introduction by Erika Rix
Some of my students have followed the guidelines in this book and published their sketches at the Astronomy Sketch of the Day website
The House of Morgan: An American Banking Dynasty and the Rise of Modern Finance by Ron Chernow
Yes, Louisiana and Florida defaulted on bonds (issued in London) during the 1840’s. One of Morgan’s board members advocated for socialism. How did we get into the current banking mess? Read this book.
Painting Chinese: A Lifelong Teacher Gains the Wisdom of Youth by Herb Kohl
A gorgeous meditation on learning, teaching and life by one of the world’s great educators and education writers!
The Children’s Machine: Rethinking School In The Age Of The Computer & The Connected Family: Bridging the Digital Generation Gap by Seymour Papert
You can’t think about thinking with computers without being well-versed in the wisdom of Seymour Papert!
The Book of Learning and Forgetting by Frank Smith
One of the best books ever written about learning…
Teaching as Story Telling: : An Alternative Approach to Teaching and Curriculum in the Elementary School by Kieran Egan
An overlooked classic that should be part of any creative teacher’s library
|Dr. Gary Stager|
Making Learning Whole: How Seven Principles of Teaching Can Transform Education by David Perkins
A critically important book for curriculum planners and teachers – a much more thoughtful alternative to the much more pedestrian and coercive Understanding by Design
Meanwhile: Pick Any Path. 3,856 Story Possibilities by Jason Shiga
An absolutely gorgeous, fascinating and fun choose-your-own adventure book in the form of a graphic novel
A Schoolmaster of the Great City: A Progressive Education Pioneer’s Vision for Urban Schools by Angelo Patri
This book identifies and SOLVES every problem facing public education today. Oh yeah, Patri published this book in 1917! An amazing read!
To Teach: The Journey in Comics by Bill Ayers
Bill Ayer’s classic tale of teaching republished as a graphic novel
HowToons: The Possibilties are Endless by Saul Griffith
Wicked cool science experiments and engineering projects for kids presented in cartoon form.
In Dialogue with Reggio Emilia: Listening, Researching and Learning by Carlina Rinaldi (President of Reggio Children and Director of the Loris Malaguzzi International Center in Reggio Emilia, Italy)
There are many fabulous books that help you learn from the innovations of the educators in Reggio Emilia, Italy. (list here) This book is so heavy, you can read and re-read it for years to come!
Made by Hand: Searching for Meaning in a Throwaway World by Mark Frauenfelder
The Editor of Make Magazine shares his DIY adventures, the values of tinkering and learning to learn.
Number Freak: From 1 to 200- The Hidden Language of Numbers Revealed by Derrick Niederman
You might think of this as an exciting biography of numbers!
Geek Dad: Awesomely Geeky Projects and Activities for Dads and Kids to Share by Ken Denmead
Cool modern high and low-tech projects you can do with your kids
Fifty Dangerous Things (You Should Let Your Children Do) by Gever Tulley
The Society of Mind by Marvin Minsky
Dr. Marvin Minsky’s seminal book
The Emotion Machine by Marvin Minsky
Dr. Marvin Minsky’s most recent book on artificial intelligence
Ordinary Resurrections: Children in the Years of Hope by Jonathan Kozol
Kozol has published countless gems, but this book moves me in incalcuable ways. This may be his most beautiful book.
El Sistema: Music to Changes Life (DVD)
Theere be no more exciting youth movement in the world than Venezuela’s El Sistema. This film will remind you of the potential in each child and make you want to sing, dance and change the world.
Surely You’re Joking, Mr. Feynman! (Adventures of a Curious Character) by Richard Feynman
This may be the only great ROTFL “beach read” by a Nobel Laureate for Physics you’ll ever read. I have given countless copies away as gifts to teenagers, colleagues and even grandparents!
Landon Carter’s Uneasy Kingdom: Revolution and Rebellion on a Virginia Plantation by Rhys Isaac
My Aussie friend, and winner of the Pulitzer Prize for History, recreates life in Colonial America through the diaries and artifacts of a Virginia plantation owner.
The Next Fifty Years: Science in the First Half of the Twenty-First Century by John Brockman
Provocative thinkers and great scientists speculate about how life and science may change by 2050
History in the Making: An Absorbing Look at How American History Has Changed in the Telling Over the Last 200 Years by Kyle Roy Ward
What we may not know or understand incorrectly about US History.
Not Written in Stone: Learning and Unlearning American History Through 200 Years of Textbooks by Kyle Roy Ward
A classroom edition of “History in the Making”
American History Revised: 200 Startling Facts That Never Made It into the Textbooks by Seymour Morris Jr.
Another book about the wonders of history
Read all about the Constructing Modern Knowledge 2010 faculty here
Be sure to explore many more recommended books and resources for creative educators at Thc Constructivist Consortium Bookstore!
Learn more about The Constructivist Consortium!
Well, it’s 2:11 AM and I’m here in Denver for a week of ISTE (or are we supposed to call it the ISTE Conference?) Believe it or not, I am one of the signatories to the original ISTE Charter from back in ‘ye olden days when “computer” was removed from the titles of organizations and magazines! I still can’t help, but think that changing NECC to ISTE is akin to New Coke.
That said, I look forward to catching-up with friends, leading the Constructivist Celebration and making two new presentations at the 23rd or 24th NECC/ISTE I’ve spoken at since 1987.
This year marks my 20th anniversary working in 1:1 environments since I led the first professional development at the world’s first two “laptop schools” and it’s my 28th year working with children, teachers and computers.
Here are the program links to the sessions I’ll be presenting at ISTE 2010
Creativity 2.0: The Quest for Meaning, Beauty, and Excellence Add to Planner
[Formal Session: Spotlight]
Monday, 6/28/2010, 11:00am–12:00pm, CCC Four Seasons Ballroom 2/3
Gary Stager, Pepperdine University
Digital-Age Teaching & Learning : Project, Challenge, & Problem-Based Curricula
20 Lessons from 20 Years of 1-to-1 Teaching Add to Planner
[Formal Session: Lecture]
Monday, 6/28/2010, 3:30pm–4:30pm, CCC 205/207
Gary Stager, Pepperdine University
School Improvement : One-to-One Initiatives
I’ve also been invited to yuck it up with my old (geologically old) friends on Tuesday at one of ISTE’s most popular sessions!
LOL @ ISTE: Bring Popcorn and an Open Mind Add to Planner
[Formal Session: Spotlight]
Tuesday, 6/29/2010, 12:30pm–1:30pm, CCC 505/506
Saul Rockman, Rockman Et Al Inc with Michael Jay, Heidi Rogers, Ferdi Serim, Gary Stager and Elliot Soloway
Professional Learning : Student, Teacher, and/or Administrator Leader Preparation
Plans are shaping up brilliantly for Constructing Modern Knowledge 2010. I wish every single educator on earth could spend four days with us building, creating, collaborating, messing-about and discussing matters of learning, teaching and school reform with some of the leading educational thinkers of our time. I’ve been speaking with Deborah Meier, Alfie Kohn and James Loewen this week and can assure you that CMK 2010 will be historic!
One of the best pieces of news I received this week was that Chris Lehmann, Principal of Science Leadership Academy is coming to CMK as a participant. It takes a mighty great educational leader to dedicate four days to learning in public!
There are still spots available and time to register. Don’t miss out!
Now, it’s 2:50 AM!
Yesterday, I received a copy of Playing for Keeps: Life and Learning on a Public School Playground, co-authored by Deborah Meier, Brenda S. Engel and Beth Taylor. In the spirit of Vivian Paley and Jonathan Kozol (both of whom blurbed the book), Meier and co. give voice to the spontaneous voice and learning of children in their care.
Two particular passages jumped out at me:
In the process of turning schools into competitive institutions, “racing to the top,” we end up threatening the spirit of childhood. Because of our own limited histories and the generally accepted language around schooling – “grade level,” “ahead or behind,” “competent or deficient,” “differentiated learning,” – we begin to lose sight of what education means. These become the only words for describing children in school – children like those we observe playing in this book. “Knowing children well” becomes a matter of looking at test data. (page 107)
Leaving no time or space in education for children’s “playful” efforts to make sense of the world risks the future of only of poetry and science, but also our political liberties. The habits of playfulness in early life are the essential foundations upon which we can build a K-12 education that would foster, nourish and sustain the apparent “absurdity” of democracy. (page 68)
Check out all of Debroah Meier’s stunning books on teaching, learning and school reform here at the Constructivist Consortium Bookstore. If you haven’t already read the classics, In Schools We Trust or The Power of Their Ideas, put them at the top of your summer reading pile.
While we’re on the subject of summer, there is still time to register for Constructing Modern Knowledge, July 12-15, 2010 in picturesque Manchester, NH. There you can actually work, play and learn with Deborah Meier, Aflie Kohn, James Loewen, Peter Reynolds and a bunch of educational computing pioneers!