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.
The following videos are a good representation of my work as a conference keynote speaker and educational consultant. The production values vary, but my emphasis on creating more productive contexts for learning remains in focus.
- For information on bringing Dr. Stager to your conference, school or district, click here.
- For biographical information about Dr. Stager, click here.
- For a list of new keynote topics and workshops by Dr. Stager, click here
- For a list of popular and “retired” keynote topics by Dr. Stager, click here.
- For family workshops, click here.
- To learn more about the range of educational services offered by Dr. Stager, click here.
View Gary Stager’s three different TEDx Talks from around the world
2016 short documentary featuring Dr. Stager from Melbourne, Australia.
Learning to Play in Education: Joining the Maker Movement
A public lecture by Gary Stager at The Steward School, November 2015
A Broader Perspective on Maker Education – Interview with Gary Stager in Amsterdam, 2015
Choosing Hope Over Fear from the 2014 Chicago Education Festival
This is What Learning Looks Like – Strategies for Hands-on Learning, a conversation with Steve Hargadon, Bay Area Maker Faire, 2012.
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
TEDx Talk, “Seymour Papert, Inventor of Everything*”
Ten Things to Do with a Laptop – Learning and Powerful Ideas
Keynote Address – ITEC Conference – Des Moines, Iowa – October 2011
Plenary Talk at Construtionism 2014 Conference
Vienna, Austria. August, 2014
Children, Computing and Creativity
Address to KERIS – Seoul, South Korea – October 2011
Gary Stager’s 2011 TEDxNYED Talk
NY, NY – March 2011
Gary Stager Discusses 1:1 Computing with leading Costa Rican educators
University of Costa Rica – San José, Costa Rica – June 2011
Progressive Education and The Maker Movement – Symbiosis or Mutually Assured Destruction? (approx 45:00 in)
FabLearn 2014 Paper Presentation
October 2014. Stanford University
Keynote Address: Making School Reform
FabLearn 2013 Conference.
October 2013. Stanford University.
Making, Love, and Learning
February 2014. Marin County Office of Education.
Gary Stager’s Plenary Address at the Constructionism 2010 Conference
Paris, France – August 2010
Gary Stager Excerpts from NECC ’09 Keynote Debate
June 2009 – Washington D.C.
For more information, go to: http://stager.tv/blog/?p=493
Dr. Stager interviewed by ICT Qatar
Doha, Qatar – Spring 2010
Learning Adventures: Transforming Real and Virtual Learning Environments
NECC 2009 Spotlight Session – Washington, D.C. – June 2009
More information may be found at http://stager.tv/blog/?p=531
© 2009-2016 Gary S. Stager – All Rights Reserved Except TEDxNYED & Imagine IT2 clip owned by producers
More than 20 years ago, a graduate student of mine, named Beth, (surname escapes me, but she had triplets and is a very fine high school math teacher) used an early version of MicroWorlds to program her own version of a toolkit similar to Geometer’s Sketchpad. Over time, I ran a similar activity with kids as young as 7th grade. I’ve done my best to piece together various artifacts from my archives into a coherent starting point for this potentially expansive activity. Hopefully, you’ll be able to figure out how to use the tools provided and improve or expand upon them.
As students build functionality (via programming) into a tool for creating and measuring geometric constructions, they reinforce their understanding of important geometric concepts. As the tool gets more sophisticated, students learn more geometry, which in turn leads to a desire to explore more complex geometric issues. This is an ecological approach to programming. The tool gets better as you learn more and you learn more as the tool becomes more sophisticated.
Along the way, students become better programmers while using variables, list processing, and recursion in their Logo procedures. They will also engage in user interface design.
- Teacher and student project instructions
- MicroWorlds EX Geometry Toolkit starter template file
- An example of a more elaborate Geometry Toolkit created by Beth
 I would not show commercial models of the software to students until after they have programmed some new functionality into their own tools.
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.
I am always looking for ways to help teachers be more intentional and create deeper learning experiences for their students. Today, through the haze of Bombay Belly, I had an epiphany that may help you in similar learning situations.
Authentic project-based learning is in my humble opinion incompatible with curricular tricks like, Understanding by Design, where an adult determines what a children should know or do and then gives the illusion of freedom while kids strive to match the curriculum author’s expectation.
I view curriculum as the buoy, not the boat and find that a good idea is worth 1,000 benchmarks and standards.
Whether you agree with me or not, please consider my new strategy for encouraging richer classroom learning. I call it, “…and then?”
It goes something like this. Whenever a teacher asks a kid or group of kids to participate in some activity or engage in a project, ask, “..and then?” Try asking yourself, “..and then?” while you teach.
For example, when the kindergarten teacher has every child make a paper turkey or a cardboard clock, ask, “…and then?” This is like an improvisational game that encourages/requires teachers to extend the activity “that much” further.
You ask first graders to invent musical instrument. Rather than being content with the inventions, ask, “…and then?” You might then decide to:
- Ask each kid to compose a song to be played on their instrument
- Teach their song to a friend to play on their invented instrument
- The next day ask the kids to play the song they were taught yesterday from memory
- When they can’t remember how, you might ask each “composer” to write down the song so other players can remember it
- This leads to the invention of notational forms which can be compared and contrasted for efficacy or efficiency. This invention of notation leads to powerful ideas across multiple disciplines.
I think, “…and then?,” has application at any age and across any subject area.
Try it for yourself and let me know what you think!
Almost daily, a colleague I respect posts a link to some amazing tale of classroom innovation, stupendous new education product or article intended to improve teaching practice. Perhaps it is naive to assume that the content has been vetted. However, once I click on the Twitter or Facebook link, I am met by one of the following:
- A gee-whiz tale of a teacher doing something obvious once, accompanied by breathless commentary about their personal courage/discovery/innovation/genius and followed by a steam of comments applauding the teacher’s courage/discovery/innovation/genius. Even when the activity is fine, it is often the sort of thing taught to first-semester student teachers.
- An article discovering an idea that millions of educators have known for decades, but this time with diminished expectations
- An ad for some test-prep snake oil or handful of magic beans
- An “app” designed for kids to perform some trivial task, because “it’s so much fun, they won’t know they’re learning.” Thanks to sites like Kickstarter we can now invest in the development of bad software too!
- A terrible idea detrimental to teachers, students or public education
- An attempt to redefine a sound progressive education idea in order to justify the status quo
I don’t just click on a random link from a stranger, I follow the directions set by a trusted colleague – often a person in a position of authority. When I ask them, “Did you read that article you posted the link to?” the answer is often, “I just re-read it and you’re right. It’s not good.” Or “I’m not endorsing the content at the end of the link, “I’m just passing it along to my PLN.”
First of all, when you tell me to look at something, that is an endorsement. Second, you are responsible for the quality, veracity and ideological bias of the information you distribute. Third, if you arenot taking responsibility for the information you pass along, your PLN is really just a gossip mill.
If you provide a link accompanied by a message, “Look at the revolutionary work my students/colleagues/I did,” the work should be good and in a reasonable state of completion. If not, warn me before I click. Don’t throw around terms like genius, transformative or revolutionary when you’re linking to a kid burping into Voicethread!! If you do waste my time looking at terrible work, don’t blame me for pointing out that the emperor has no clothes.
Just today, two pieces of dreck were shared with me by people I respect.
1) Before a number of my Facebook friends shared this article, I had already read it in the ASCD daily “Smart” Brief. Several colleagues posted or tweeted links to the article because they yearn for schools to be better – more learner-centered, engaging and meaningful.
One means to those ends is project-based learning. I’ve been studying, teaching and speaking about project-based learning for 31 years. I’m a fan. I too would like to help every teacher on the planet create the context for kids to engage in personally meaningful projects.
However, sharing the article, Busting myths about project-based learning, will NOT improve education or make classrooms more project-based. In fact, this article so completely perverts project-based learning that it spreads ignorance and will make classroom learning worse, not better.
This hideous article uses PBL, which the author lectures us isn’t just about projects (meaningless word soup), as a compliment to direct instruction, worksheets and tricking students into test-prep they won’t mind as much. That’s right. PBL is best friends with standardized testing and worksheets (perhaps on Planet Dummy). There is no need to abandon the terrible practices that squeeze authentic learning out of the school day. We can just pretend to bring relevance to the classroom by appropriating the once-proud term, project-based learning.
Embedding test-prep into projects as the author suggests demonstrates that the author really has no idea what he is talking about. Forcing distractions into a student’s project work robs them of agency and reduces the activity’s learning potential. The author is also pretty slippery in his use of the term, “scaffolding.” Some of the article doesn’t even make grammatical sense.
Use testing stems as formative assessments and quizzes.
The article was written by a gentleman who leads professional development for the Buck Institute, an organization that touts itself as a champion of project-based learning, as long as those projects work backwards from dubious testing requirements. This article does not represent innovation. It is a Potemkin Village preserving the status quo while allowing educators to delude themselves into feeling they are doing the right thing.
ASCD should be ashamed of themselves for publishing such trash. My colleagues, many with advanced degrees and in positions where they teach project-based learning, should know better!
If you are interested in effective project-based learning, I’m happy to share these five articles with you.
2) Another colleague urged all of their STEM and computer science-interested friends to explore a site raising money to develop “Fun and Creative Computer Science Curriculum.” Whenever you see fun and creative in the title of an education product, run for the hills! The site is a fund-raising venture to get kids interested in computer science. This is something I advocate every day. What could be so bad?
Thinkersmith teaches computer science with passion and creativity. Right now, we have 20 lessons created, but only 3 packaged. Help us finish by summer!
My experience in education suggests that once you package something, it dies. Ok Stager, I know you’re suspicious of the site and the product searching for micro-investors, but watch the video they produced. It has cute kids in it!
So, I watched the video…
Guess what? Thinkersmith teaches computer science with passion and creativity – and best of all? YOU DON’T EVEN NEED A COMPUTER!!!!!!
Fantastic! Computer science instruction without computers! This is like piano lessons with a piano worksheet. Yes siree ladies and gentleman, there will be no computing in this computer science instruction.
A visitor to the site also has no idea who is writing this groundbreaking fake curriculum or their qualifications to waste kids’ time.
Here we take one of the jewels of human ingenuity, computer science, a field impacting every other discipline and rather than make a serious attempt to bring it to children with the time and attention it deserves, chuckleheads create cup stacking activities and simplistic games.
There are any number of new “apps” on the market promising to teach kids about computer science and programming while we should be teaching children to be computer scientists and programmers.
At the root of this anti-intellectualism is a deep-seated belief that teachers are lazy or incompetent. Yet, I have taught thousands of teachers to teach programming to children and in the 1980s, perhaps a million teachers taught programming in some form to children. The software is better. The hardware is more abundant, reliable and accessible. And yet, the best we can do is sing songs, stack cups and color in 2013?
What really makes me want to scream is that the folks cooking up all of these “amazing” ideas seem incapable of using the Google or reading a book. There is a great deal of collected wisdom on teaching computer science to children, created by committed experts and rooted in decades worth of experience.
If you want to learn how to teach computer science to children, ask me, attend my institute, take a course. I’ll gladly provide advice, share resources, recommend expert colleagues and even help debug student programs. If you put forth some effort, I’m happy to match it.
There is no expedient to which a man will not resort to avoid the real labor of thinking.
-Sir Joshua Reynolds
Don’t lecture me about the power of social media, the genius of your PLN, the imperative for media literacy or information curation if you are unwilling to edit what you share. I share plenty of terrible articles via Twitter and Facebook, but I always make clear that I am doing so for purposes or warning or parody. The junk is always clearly labeled.
Please filter the impurities out of your social media stream.You have a responsibility to your audience.
* Let the hysterical flaming begin! Comments are now open.
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.
Constructing Modern Knowledge may be the most important work of my career. For five years, we have demonstrated the competence and creativity of educators who spend four days of their summer vacation learning to learn in the digital age. I marvel at the complexity, sophistication and ingenuity illustrated by the educator’s projects created at Constructing Modern Knowledge. It is not an exaggeration to say that several of the projects created at CMK 2012 would have earned the creator(s) a TED Talk two years ago and an MIT Ph.D. five years ago.
CMK remains committed to creating a space where educators remake themselves by engaging in personally meaningful projects and learn through firsthand experience. It is NOT a conference. It is a samba school, laboratory, playground, library, maker space, film studio, atelier or workshop filled with people and objects to think with.
Constructing Modern Knowledge is a reflection of each participant. Some alums will say that CMK is about being at the forefront of the Maker movement, or about the Reggio Emilia approach, or about creativity, or robotics or filmmaking, or history, or school reform, or about S.T.E.M., or music composition or collaboration or visiting the MIT Media Lab. CMK is all of those things and what each participant makes of the experience.
Our remarkable faculty supports the learning of each participant and our guest speakers share a daily dose of inspiration. Given the diversity of the participants and the enormous range of projects created, CMK means different things to different people. So, what is CMK about?
Constructing Modern Knowledge is about:
- Jamming on a cupcake
- Looking up
- Looking in
- Cool tools
- Floating above the classroom
- Bringing Edison back to life
- Reinventing yourself
- Painting a piano
- Programming random Shakespearean insults
- Giving Lego a ukulele lesson
- Teaching a robot to use Twitter
- Becoming the next great YouTube filmmaker
- Getting lost in the flow
- Learning to solder
- Scoring a cartoon
- Snapping lots of photos
- Creating an animation
- Having lunch with your hero
- Sneaking around the MIT media lab
- Feeling smart
- Time lapse photography
- Laughing really hard
- Charging your iPhone by peddling a bike
- Being a historian
- Working alone
- Working in teams
- Cool tools
- Aluminum foil
- Understanding astrophysics through dance
- Being silly
- Being serious
- A digital butler keeping your beer cold
- Secret ice cream
- Measuring your whiffle bat swing
- Manch Vegas
- Brightening a Rwandan child’s day
- Fixing the future with air-curing rubber
- Makey Makey
- Conquering the geometry of islamic tiles
- Conductive paint
- Mathematical thinking
- Designing a video game
- Making friends
- Expanding your personal learning network
- Feeling smart
- Feeling foolish
- Finding science in your art and electronics in your peanut butter
- Learning to learn
- Bursting balloons
- The Reggio Emilia Approach
- Turning trash into treasure
- Computer graphics
- The 100 languages of children
- Chatting with Marvin Minsky
- Choreographed t-shirts
- Turtle Art
- Coffee with a legend
- Progressive education
- Creativity unleashed
- An amazing faculty
- Powerful ideas
- Changing the world
- A smile-controlled robot
- Exploring linguistic patterns of the 1940s
- Challenging yourself
- Sounding like Eleanor Roosevelt
- Brazilian churascaria
- Wearable computing
- Never finding the pool
- Raising standards
- Blowing your mind
- Re-imagining education
- Expanding your comfort zone
- Being super awesome
- Taking off your teacher hat
- Putting on your learner hat
Join the learning adventure with us July 9-12, 2013 in Manchester, NH!
Download a printable brochure for Constructing Modern Knowledge 2013
I often remind teachers that as educators, their role is to educate everyone – children, parents, administrators, colleagues and the guy sitting next to you at the counter in a diner. Educating, like learning, must be 24/7
Every school, teacher, administrator, graduate student or kid I teach gains from the expertise I developed working with every other school, teacher, administrator or kid over the past thirty years. My experiences and the insights gained from those experiences are my most valuable commodity, one I am happy to share.
Much of my work as an educator is spent helping fellow citizens and educators recognize that even in these dark days, things need not be as they seem. This is accomplished through the sharing of anecdotes, examples of work, case studies, photographs and video of children learning in productive contexts for learning that may seem alien or impossible when compared with a school setting. This willing suspension of disbelief is dependent on compelling the case I can make. People may only choose from alternatives they have experienced or seen. A large part of my work is spent collecting the evidence necessary to change minds or creating compelling models of what is possible in a teacher’s own classroom. If one can change minds, it may be possible to change professional practice.
Recently, I led a short professional development session at a school where I showed two videos from Reggio Emilia, Italy; Utopi Quoti (Everyday Utopias) and I Tiempi Del Tempo (The Times of Time) http://www.learningmaterialswork.com/store/reggio_children_multimedia.html
Teachers at the school were able to watch day-in-the-life videos of the extraordinary inquiry-based learner centered environments of Reggio Emilia’s municipal preschools, ask questions and discuss how what they observed might inform or transform their practice in a K-8 setting half a world away. The generosity of the educators, students and parents of Reggio Emilia make such conversations possible, since their videos share models of teaching and learning that may be foreign to us or invisible otherwise.
I have enjoyed some incredibly exciting experiences as an educator this year that remind me of why I teach and of the power computers can play in the construction of knowledge. This feeling of success is confronted by the sense that members of the edtech/ICT community have no idea what I do. I have low expectations for policy-makers and the media, but the edtech/ICT community should know better, right? They should join me in advocating powerful ideas and classroom revolution. Instead, too many seem more concerned with shopping, composing clever platitudes and congratulating each other via social media. It seems that the longer computers are in schools the fewer ideas there are for using them. When my colleagues whine and complain that change isn’t possible, I know in my soul they are wrong.They too could be classroom badasses, if only I could explain what I do and they believed what kids do with me. This inability to have a wider impact makes me feel like such a failure.
Colleagues and friends like to learn about the work I do in classrooms around the world. Sometimes, I even blog about my experiences. Occasionally, I share materials I created for classroom use. Such sharing requires extra work and rarely captures the enthusiasm, joy, social interactions, interventions, epiphanies, powerful ideas or tacit gestures so critical to powerful learning experiences. Perhaps it is so difficult for others to imagine young children programming computers, learning without coercion or being _____ (mathematicians, scientists, engineers, authors, filmmakers, artists, composers…) because they have never seen it with their own eyes.
If a picture is indeed worth 1,000 words, video may be worth a bazillion.
Oh, how I wish you could have seen the 3rd grade class I taught late last week. The kids were programming in Turtle Art, a vision of Logo focused on creating beautiful images resulting from formal mathematical processes. I drew three challenges on the board and then groups of kids, who had used the software a few times before, set off to work collaboratively in figuring out mathematical ways to “teach the turtle” to reproduce the images I shared. I could tell you how the kids demonstrated an understanding of linear measurement, angle, integers, iteration, randomness, optical illusions, naming, procedurality and debugging strategies. However, if video had captured the session, you might have seen the kid who spends half the day getting a drink of water demonstrating impressive mathematical reasoning. You might have seen kids shrieking with joy during a “math” lesson, others high-fiving one another as they conquered each challenge and kids setting more complex challenges for themselves based on their success. You may have also noticed how the classroom teacher joined his students in problem solving – perhaps for the first time, but discovering the role the computer can play in education. Video might have captured how I choreographed the activity with less than a minute of instruction followed by 45 minutes of learner construction.
Alas, there is no such video to share.
I wish you could have seen what happened when I challenged a class of 5th graders to write a computer program in MicroWorlds that would allow the user to enter a fraction and have the computer draw that fraction as slices of a circle. The problem was so challenging that I offered to buy lunch for the first kid or group of kids to write a successful program. The kids worked for days on the one problem.
If I had video, you would have seen students confront variables for the first time by using them. They also employed algebraic reasoning, turtle geometry, angle, radius and speaking mathematically to their collaborators. I wish I could share how I asked the right question at the precise moment required to help a kid understand the problem at hand, how I refused to answer some questions or give too much information and deprive kids of constructing knowledge.
I wish you could have seen how excited the three little girls were when their program performed reliably. I wish you could have seen the non-winners who continued working on their programs regardless of the contest being over. I wish you could have seen the girls showing their program to their teacher and improving it based on aesthetic suggestions. I sure wish I could share a photograph of the 11 year-old female mathematicians arm-in-arm with #1 written on each of their arms held high.
Why should you trust me without evidence? I could post the program they wrote, but it might make as much sense as Swahili to some of you, while others will ask if the students were “gifted.”
My fourth graders are using Pico Crickets as their robotics construction kit. They are currently figuring out ways to bring stuffed animals to life with locomotion, sound, lights and senses. If you could see the class you would immediately appreciate the wide range of expertise and learning styles represented. Some kids have never built anything or played with LEGO while others have lots of experience. There are children very close to programming and reanimating their animal while others are busy building the tallest LEGO tower, giving a stuffed monkey a Mohawk haircut or shaving a teddy bear. Each student is working at their own level in their own way
I wish you could have seen the workshop I whipped together with little notice for seventy high school teachers in an economically challenged region. I wish you could have shared their joy and laughter while engaged in recreating old-time radio broadcasts from the 1930s and 40s. Along the way, they learned to record, edit and enhance digital audio without a bit of instruction. They fanned out in teams across their campus in order to find quiet places to record and discovered a powerful literacy activity they could use with students the next day. They also learned that tech skills could be learned casually in the context of a rich project.
Many schools have an uneasy relationship with photography, video and student identity. Some schools allow photography without the use of student names or the school identified. Others use initials or pseudonyms to indicate student identities. Some schools have prohibitions on publication of photos online. Some schools have no prohibitions whatsoever. Occasionally, I encounter schools that do not allow photography of any sort.
None of this is new to me. The tension over photography often mirrors fears of the Internet My doctoral research was with incarcerated teenagers and required me to take photographs without student faces being visible. I got pretty good at that, but such carefully designed “shots” makes it impossible to show the life of the classroom.
If schools, parents and teachers would embrace photography and video, school would be better for children. I truly believe that.
Here are but a few arguments for classroom photography.
Documents and tells learning stories
Photography and videography may be used to capture learning stories that make thinking visible to teachers, invite other learners to contribute to another student’s thinking, inspire peers to build upon the knowledge or accomplishments of classmates and preserves the intellectual life of the school.
Communicates with parents
Photography and videography provide an authentic way to demonstrate what students know and do for parents.
Honors student work and accomplishments
The publication or even casual sharing of student project-work via media honors their accomplishments without badges, grades or other coercive gimmicks. Citizens are most likely to support schools that provide evidence of innovation.
Beautifies the school
Photos and video displays of students actively learning sets a tone for a school and reminds inhabitants of what matters.
Shares exemplary practices with fellow educators
Colleagues may learn what’s possible and new pedagogical practices if they are able to visit other classrooms vicariously. A fancy formal term for this is called “lesson study.”
Parents should be educated that putting a student’s photo or poem on the Web will not result in alien abduction. They should also be reminded that advocating for a newspaper photo of their kid kicking a goal is of less value than sharing classroom practice as a means to inspire and improve education in their school and beyond.
Photos are useful
In addition to their educational function as documentation that makes thinking visible for teachers planning learner-centered interventions, photos may be used for public relations and school publications.
It’s nice to share
Imagine a place where a diverse population learns more in a few days than they otherwise would in years. Imagine a space where tinkering is encouraged and personally meaningful project development is supported by an expert faculty. Imagine a learning environment filled with books, art supplies, robotics materials, electronics, computers, cameras, musical instruments and creativity software. Imagine learners having the luxury of time required to realize their objectives and opportunities to work with some of the world’s most creative thinkers. Imagine learners making films, programming computers, building simulations, constructing robots, sewing wearable computers, creating animations and designing video games. Imagine a once-in-a-lifetime field trip to a see the future.
Now, imagine that these learners are professional teachers. This is not a fantasy. It’s called Constructing Modern Knowledge, a summer institute for educators celebrating its fifth anniversary this July 9-12 in Manchester, New Hampshire. Educators from China, Costa Rica and Australia join Americans from across the USA at next month’s event.
Constructing Modern Knowledge is built upon the simple proposition that you cannot adequately teach in the 21st Century, if you have not learned in this Century with the modern materials and technology that amplify human potential. How is a teacher or school administrator supposed to resource a classroom or teach in a way that takes advantage of the rich opportunities beyond the classroom walls without awareness and personal knowledge of what it feels like to learn with the tools of their age? Constructing Modern Knowledge participants are encouraged to take off their teacher hat and become reacquainted with their learner hat.
Even the most creative educators need a spa day for their mind where their passion, curiosity and ambition can be reignited. Constructing Modern Knowledge not only creates a fantastic laboratory for tinkering, inventing and creating, but it offers opportunities for educators to learn with their heroes. Constructing Modern Knowledge is a chance for educators to reinvent themselves.
In addition to an amazing faculty of gifted educators and pioneers, Constructing Modern Knowledge features remarkable guest speakers who spend time learning with and mentoring participants.
This year’s guest speakers include:
- Casey Neistat – award-winning DIY filmmaker with millions of Web views and star of his own HBO series, The Neistat Brothers.
- Mark Frauenfelder – Editor-in-Chief of Make Magazine, Founder of BoingBoing.net and author of Made By Hand: Searching for Meaning in a Throwaway World. Frauenfelder is at the forefront of the maker movement sweeping the globe.
- Dr. Leah Beuchley – MIT Media Lab professor and Lilypad Arudino (wearable computing construction kits) inventor
- Dr. Lilian Katz – Veteran educational researcher, early childhood specialist and proponent of “the project approach” to learning
- Super Awesome Sylvia – Ten year-old Web phenom, maker, tinkerer, learner, teacher and role model
Our “field trip” to Boston will begin with a reception at the world-famous MIT Media Lab, where much of the future is being invented.
On top of all that, Dr. Marvin Minsky, one of the world’s greatest living scientists, inventors and provocateurs will lead his fifth annual “fireside chat.” This year, Dr. Minsky will also be a participant in Constructing Modern Knowledge!
According to Wikipedia…
Participants will have the opportunity to work on projects with or alongside of Marvin Minsky and our other distinguished guests! Previous CMK speakers have included Jonathan Kozol, Alfie Kohn, Deborah Meier, Derrick Pitts, Lella Gandini, James Loewen and Mitchel Resnick.
Constructing Modern Knowledge is by its very nature an intimate professional learning event, but registration is still possible. Parents and citizens can certainly send their favorite teacher to “camp” this summer too. They’ll come back to school with a new bag of tricks and inspired to help students invent their futures.
Check out the learning stories from last year’s institute, teacher resources and videos at This is What Learning Looks Like!