I hope that anyone reading this is healthy and sane during this period of uncertainty. Teachers and kids alike are grieving over the loss of freedom, social interactions, and normalcy. Many families, even those never before considered at-risk, are terrified of the potential for financial ruin or catastrophic health risks. Since I’m all about the love and spreading optimism, I humbly share a silver-lining for teachers and the kids that they serve.

The fact that you are being told to “teach online” in some vague version of “look busy” may mean that teachers are finally being trusted. Districts large and small are abandoning grading as they recognize that education (at home) is inequitable. I guess it’s better late than never to discover the obvious.

Parents and superintendents are vanquishing the needless infliction of nonsense known as homework. Standardized testing is being canceled, an actual miracle. Colleges have recognized that enrolling students next Fall is more important than SAT or ACT scores. Each of these emergency measures has been advocated by sentient educators forever.

So, there is reason to celebrate (briefly), but then you must act! Use this time to remake schooling in a way that’s more humane, creative, meaningful, and learner-centered. This is your moment!

In the absence of compelling models of what’s possible, the forces of darkness will fill the void. Each of us needs to create models of possibility.

The fact that kids’ days are now unencumbered by school could mean that they finally have adequate time to work on projects that matter rather than being interrupted every 23 minutes. I recently wrote, What’s Your Hurry?, about teaching computer programming, but it’s applicable to other disciplines.

Project-based learning offers a context for learner-centered pedagogy. I was reminded that the new edition of our book, “Invent To Learn – Making, Tinkering, and Engineering in the Classroom,” includes several chapters on effective prompt setting that may be useful in designing projects for kids at home. Invent To Learn also lays out the case for learning-by-doing. Use that information to guide your communication with administrators, parents, and the community.

The following are but a few suggestions for seizing the moment and reinventing education after this crisis is resolved so we may all return to a new, better, normal.

Practice “Less us, more them”

Anytime a teacher feels the impulse to intervene in an educational transaction, it is worth pausing, taking a breath, and asking, “Is there less that I can do and more that the student(s) can do?” The more agency shifted to the student, the more they will learn.

One exercise you can practice teaching online, as well as face-to-face, is talk less. If you typically lecture for 40 minutes, try 20. If you talk for 20 minutes, try 10. If you talk for 10, try 5. In my experience, there is rarely an instance in which a minute or two of instruction is insufficient before asking students to do something. While teaching online, try not to present content, but rather stimulate discussion or organize activities to maximize student participation. Piaget reminds us that “knowledge is a consequence of experience.”

Remember, less is more

My colleague Brian Harvey once said, “The key to school reform is throw out half the curriculum – any half.” This is wise advice during sudden shift to online teaching and the chaos caused by the interruption of the school year.

Focus on the big ideas. Make connections between topics and employ multiple skills simultaneously. Abandon the compulsion to “deliver” a morbidly obese curriculum. Simplify. Edit. Curate.

Launch students into open-ended learning adventures

Learning adventures are a technique I became known for when I began teaching online in the 1990s. This process is described in the 2008 paper, Learning Adventures: A new approach for transforming real and virtual classroom environments.

Inspire kids to read entire books

Since the bowdlerized and abridged basals are locked in school, encourage kids to luxuriate with real books! Imagine if kids had the freedom to select texts that interest them and to read them from cover-to-cover without a comprehension quiz or vocabulary lesson interrupting every paragraph! Suggest that kids post reviews on Amazon.com for an authentic audience rather than making a mobile or writing a five-paragraph essay. Use Amazon.com or Goodreads to find other books you might enjoy.

Tackle a new piece of software

Been meaning to learn Final Cut X, Lightroom, a new programming language, or any other piece of sophisticated software? Employ groups of kids to tackle the software alone or together and employ their knowledge once school returns. Let them share what they know and lead.

Contribute to something larger than yourself

This is the time for teachers to support kids in creating big creative projects. Write a newspaper, novel, poetry anthology, play, cookbook, or joke book. Make a movie and then make it better. Create a virtual museum. Share your work, engage in peer editing, and share to a potentially infinite audience.

Check out what Berklee College of Music students have already done!

Teach like you know better

Use this time to rev-up or revive sound pedagogical practices like genre study, author study, process writing, interdisciplinary projects and the other educative good stuff too often sacrificed due to a lack of sufficient time. You now have the time to teach well.

Take note of current events

Daily life offers a world of inspiration and learning invitations. Why not engage kids in developmentally appropriate current events or take advantage of opportunities like JSTOR being open to the public during the COVID-19 crisis? Here’s a possible student prompt.

“Go to JSTOR, figure out how it works, find an interesting article, and share what you learned with the class.”

Let Grow

Change the world by challenging students to learn something on their own by embracing the simple, yet profound, Let Grow school project. A simple assignment asks kids to do something on their own with their parent’s permission and share their experiences with their peers.

Stand on the shoulders of giants

Every problem in education has been solved and every imaginable idea has been implemented somewhere. Teachers should use this time to read books about education written by experts and learn the lessons of the masters.

Take time to enjoy some culture

There is no excuse to miss out on all of the cultural activities being shared online from free Shakespeare from the Globe Theatre, Broadway shows, operas, living room concerts, piano practice with Chick Corea, and exciting multimedia collaborations. Many of these streams are archived on social media, YouTube, or the Web. Bring some peace, beauty, and serenity into your home.

The following are some links, albeit incomplete and subjective, to free streaming cultural events.

Apprentice with the world’s greatest living mathematician

In A Personal Road to Reinventing Mathematics Education, I wrote about how I have been fortunate enough to know and spend time with some of the world’s most prominent mathematicians and that while not a single one of them ever made me feel stupid, plenty of math teachers did. Stephen Wolfram is arguably the world’s leading mathematician/scientist/computer scientist. Over the past few years, he has become interested in teachers, kids, and math education. Dr. Wolfram spoke at Constructing Modern Knowledge, runs an annual summer camp for high school mathematicians, and has made many of his company’s remarkable computational tools available for learners.

Acknowledging that many students are home do to the pandemic this week, Wolfram led a free online Ask Me Anything session about an array of math and science topics, ostensibly for kids, as well as a “follow-along” computation workshop. You, your children, or your students have unprecedented access to all sorts of expertise, just a click away! This is like Albert Einstein making house calls!

A bit of exploration will undoubtedly uncover experts in other disciplines sharing their knowledge and talents online as well.

Abandon hysterical internet policies

The immediate need for laptops, Internet access, student email, plus the expedient use of available technologies like YouTube, FaceTime, Skype, Twitter, Instagram, and Zoom has instantly dispelled the hysterical and paranoid centralized approach to the Internet schools have labored under for the past twenty-five years. The Internet has never been dependent on the policies of your school or your paraprofessional IT staff to succeed. Perhaps we will learn what digital citizenship actually looks like after teachers and children are treated like modern citizens.

Heed Seymour Papert’s advice

When I worked with Seymour Papert, he created a document titled, “Eight Big Ideas Behind the Constructionist Learning Lab.” This one sheet of paper challenges educators to create productive contexts for learning in the 21st Century. Can you aspire to make these recommendations a reality in your classroom(s)?

Do twenty things to do with a computer

In 1971, Seymour Papert and Cynthia Solomon published, Twenty Things to Do with a Computer. How does your school measure up a half-century later?

Program your own Gameboy

Yes, you read that correctly. Here is everything you need to know to write your own computer games, build an arcade, or program a handheld gaming device!

Teach reading and programming simultaneously

Upper elementary and middle school students could learn to program in Scratch and develop their reading fluency at the same time. Learn how in A Modest Proposal.

Share my sense of optimism

Shortly before the COVID-19 crisis, I published, Time for Optimism, in which I shared reasons why progressive education is on the march and how we might teach accordingly. We can do this!

Wash your hands! Stay inside! Stand with children!


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

Gary Stager is returning to Australia to once again keynote the FutureSchools Conference in his adopted second hometown of Melbourne in March 2018.
He will be leading a masterclass, keynote address, and a presentation on the Expo floor.
Making, Coding, and Engineering Whether You Have a Makerspace or Not (masterclass)
The co-author of “the bible of the maker movement in schools,” 1:1 computing pioneer, and popular speaker, Gary Stager, returns to Australia to lead a masterclass based on thirty-five years of helping teachers realize the power of learning-by-doing in their classrooms. Participants will gain benefit of the expertise Gary has developed leading “making” workshops around the world for the past four years. This work is distilled into a several rich hands-on making, coding, and engineering activities using a variety of affordable technologies that may be successfully implemented in any classroom.
Learn to learn and teach with in the exciting world of Hummingbird robotics, littleBits, Scratch, Snap!, Turtle Art, wearable electronics, microcontrollers, digital paper craft, programmable toys, and other new materials in a project-based context.

You will learn:

  • How new tools and technology can reinvigorate Project-Based Learning
  • Best classroom practices for integrating maker technology
  • How to plan engaging projects based on the TMI design model
  • How to choose the technologies with the maximum learning impact
  • How to make the case for making, tinkering, and engineering across the curriculum
Bring a laptop and your imagination. We’ll supply the rest (craft materials, art supplies, construction elements). This workshop is suitable for all schools, grades, and subject areas.
Beyond Creativity: Educating for an Uncertain World (main presentation)
Join Dr. Gary Stager as he makes the case for embracing modernity as a way of preserving the finest traditions of child development and preparing children to solve problems neither their parents or teachers can imagine. As a father, grandfather, and veteran educator, Gary remains optimistic that each kid can realize their potential if parents and educators are courageous enough to stand on the side of children. During his presentation, Gary will illustrate how learning-by-doing, new technological materials, and timeless craft traditions can supercharge the learning process. He will encourage us to educate for the the future of our kids, rather than our past, and demonstrate how not all screens are created equally. Along the way, he will share evidence of educators more than up to this herculean challenge.
Making the Digital Technologies Curriculum Meaningful (expo talk)
Look hard enough and you should find objectives in the Australian and state Digital Technologies curricula that may be used to support rich, relevant, and authentic project-based learning across the P-12 curriculum. Dr. Stager will help you navigate the mountain of tables, objectives, and contradictory messages so that all educators have the courage to begin realizing the power of digital technologies to learn and do what was perhaps unimaginable just a few years ago with a sense of urgency and confidence. He will define critical terms, dispel myths, and offer an expansive educational vision that builds upon the new curriculum.
A recent request from a doctoral student led me to find this 2013 paper I authored. Otherwise, it would have been forever lost in the dustbin of academia. You might find it interesting.

Papert’s Prison Fab Lab: Implications for the maker movement and education design

Abstract

For three years, the author collaborated with Seymour Papert in the planning, design, operation, teaching and documentation of the Constructionist Learning Laboratory at the Maine Youth Center. This work is significant as it represents Dr. Papert’s last institutional research project and marks his first attempt to design an educational environment based on the theory of constructionism from scratch. The implications for education reform and school reform are numerous. However, in the context of the 2013 Interaction Design and Children focus on DIY/maker culture, the overlooked work of the Constructionist Learning Laboratory the work of Papert, Stager and their colleagues is particularly pertinent. More than a decade before maker culture and “fab labs” emerged as a popular addition to formal education, Papert succeeded in creating a school built entirely upon the ideals of that movement.


Read the complete paper here.

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