Leading family learning-by-making workshops in schools around the world is a pure joy. When parents can experience through the eyes, hands, and screens of their children what is possible, they demand a new more progressive educational diet from their school. I have now led three different family workshops at my favorite school in the world. The first one featured a wide range of materials, including: MakeyMakey, littleBits, LEGO WeDo, sewable circuitry, and Turtle Art. Twenty people RSVPd and more than one hundred showed up. The kids ranged in age from preschool to high school.

The next workshop was held the night before Halloween 2018. So, I selected a Halloween theme for our work with the Hummingbird Duo Robotics kits. A few minutes of introduction to the Hummingbird kit and the prompt, “Bring a Spooky ghost, goblin, or monster to life!” was all that was required for 60+ kids and parents to build and program in Snap! spooky creatures in less than ninety minutes.

Last week’s workshop was the best yet. An invitation for thirty grade 3-6 kids and parents to attend a family learning-by-making workshop sold out in no time flat.

Each of these workshops exemplified irrefutable evidence of the efficacy of constructionism and the limits of instruction. However, the most recent workshop possessed a special magic. Last week’s workshop was centered around the BBC micro:bit microcontroller development board. For $30 (Australian/$22 US), each kid would go home with the micro:bit Go kit they used during the workshop.

It is worth noting that while the hosting school has a long tradition of project-based learning and open education, it is not a high tech school and its facilities are not unlike many public primary schools. Furniture, room layout, and projector placement make instruction virtually impossible, even if I were prone to offer step-by-step tutelage, of which I am not. (Kids and parents were working in every nook and cranny of a library and in an adjacent classroom) Besides, the research project that is my work with teachers and students, leaves me convinced that instructionism, the notion that learning is the result of having been taught, is a fool’s errand. Piaget’s belief that “knowledge is a consequence of experience” is central to my work.

Parents brought their own laptops while other families used school laptops. The parents with personal laptops needed to use their phones for Internet access because stupid school Internet implementation doesn’t allow guest Web access. There were more than sixty workshop participants.

This is how the workshop began.


Hi. I’m Gary. This is the micro:bit. It has a 5X5 LED display that can be used to show pictures or display text. It also has two buttons that you can use to trigger actions. The micro:bit also has a temperature sensor, a light sensor, an accelerometer that knows if you move, tilt, or drop it, a compass, and ability to communicate between two or more micro:bits via radio. You can also connect LEDs, motors, buttons, or other sensors to the micro:bit via alligator clips, wire, or conductive thread  if you want to build robots or other cool stuff.

If you program in Scratch, the micro:bit can be used to control a video game you make by pressing the buttons or tilting the micro:bit like a steering wheel. You can even connect the micro:bit to a paper towel tube and make a magic wand to advance a story you program.

We will be using a Web-based programming environment, Microsoft MakeCode, tonight because it uses all of the hardware features of your micro:bit.

  • Go to MakeCode.com
  • Click on micro:bit
  • Click on New Project
  • Drag the Show Icon block from the Basic blocks into the Start block.
  • Select the heart shape
  • Now, we want to transfer the program we created to the micro:bit. The micro:bit works like a USB flash drive. Put a program on it and it runs until you put a new program there.
  • Click Download
  • Find the downloaded file you created, the one that ends in .hex in your downloads folder
  • Drag that file onto the microbic drive in your file explorer or Finder
  • Watch the yellow light on the micro:bit flash to indicate that the transfer is underway.

Voila! There’s a heart icon on your micro:bit!

  • Click on the Input blocks
  • Drag out an On Button blockChoose Button A
  • Make the program show you a Pacman icon when a user clicks the A button on the micro:bit
    Drag out another On Button block
  • Program the B button to Show String (some text you type as a message)
    Download your new program and copy it to the micro:bit

Heart displays

  • Click the A button and see Pacman. Click the B button and display your message!
  • Connect your battery box to the micro:bit and disconnect the micro:bit from the computer. Look!
  • The program runs as long as it has power!
  • Come get your micro:bit kit and a list of project ideas you might try.

90 minutes later, we needed to tell kids and parents to go home. (I am reasonably confident that I wrote more of my two minutes worth of instruction above than I actually said to the kids).

About 1/3 of the participants were girls and many boys were accompanied by mothers and grandmothers. There were plenty of Dads participating as well. Once one kid or family team made a breakthrough, I would signal that to other kids so they knew where to look or ask questions if they were struggling or curious.


Scenes from the workshop

Observations
Many teachers in workshop settings really struggle with the mechanics or concept of finding their downloaded file and clicking-dragging the file onto the micro:bit. Not a single child had any difficulty performing the process of copying a file from one drive to another. I have long been critical of the clumsy way in which MakeCode handles the process of downloading programs to the micro:bit and the way in which the Arduino IDE uploads programs to its board. The fact that upload and download are used arbitrarily is but one indicator of the unnecessarily tricky process. The fact that not one primary school student had such difficulty the first time they encountered physical computing makes me less anxious about the process.

Several kids were very clever and had working understanding of variables despite not having school experience with such concepts. This once again proves that when a teacher acts as a researcher. they discover that kids know stuff or harbor misconceptions . Such information allows for adjusting the learning environment, testing an intervention, or introducing a greater challenge. Some students had little difficulty constructing equations, despite the ham-fisted MakeCode interface. A few kids just wanted the micro:bit to perform calculations and display the result.

Conditionals proved equally logical to lots of the 8-12 year-olds. (It was interesting chatting with parent/student teams because it was often difficult to predict if you needed to engage in one or two conversations at the same time. A clever kid didn’t always mean that their parent understood what was going on or vice versa.)

There is much written about iterative design in education. Iterative design is swell for designing a new toothpaste tube based on customer interviews, brainstorming, pain points, etc. It is terrible for learning history or playing the cello. Iteration is about fixing something; making it right. I am much more excited about activities, such as computer programming in accessible languages, that lead to generative design. Show a kid a couple o blocks and they immediately have their own ideas about what to do next. The degree of difficulty of projects increase as kids experience success. If they are successful, they naturally find a new challenge, embellish their project, or test another hypothesis. If unsuccessful, debugging is necessary. Debugging is one of the most powerful ideas justifying computer use in education.

New prompt ideas emerged. While working with kids, I improvised the challenge to make a thermometer that showed a smiley face for warm temperatures and a sad face for colder temperatures. That was then substituted for a too difficult challenge in my list of suggested prompts.

When chips are cheap as chips, all sorts of new things are possible. You can leave projects assembled longer than a class period. You can use multiple micro:bits in one project. If you build something useful, you never have to take it apart. Giving every child the constructive technology to keep is a game changer! I will reconvene the students who attended the workshop next week to answer questions and see what they’ve been up to. Perhaps, this experience will lead to another article.

In less than the time of two traditional class periods (90 minutes), young children demonstrated a working understanding of computing concepts covering a breadth and depth of experiences many kids will not enjoy over twelve years of formal schooling. All of this was accomplished without coercion, assessment, sorting, worksheets, or more than a couple of minutes worth of instruction. A commitment to student agency and use of good open-ended constructive technology with extended play value allows a beautiful garden to bloom.

Resources


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 here.

Marvin Minsky & Gary Stager

One great joy of my life has been getting to know and work with so many of my heroes/sheroes. Even greater satisfaction comes from sharing those people with my fellow educators, via books, presentations, and the Constructing Modern Knowledge summer institute.

Over dinner thirty years ago, one of my mentors, Dan Watt dropped some wisdom on me when he said, “writing is hard.” Writing is hard. I find sitting down to write is even harder. The reward of writing is your work being read by others, especially when readers report thinking differently as a result. Even the “hate mail” I received as a magazine columnist and editor made the agony of writing worthwhile.

While proud of many things I have written, three pieces stand out as enormous honors. Being asked by the science journal of record, Nature, to author the obituary of my friend and mentor, Dr. Seymour Papert, was a difficult challenge and great privilege. Learning later that the great Alan Kay recommended me for the assignment took my breath away. I will remain forever grateful for his confidence in my ability to eulogize our mutual friend in such an august journal.

On two other occasions, I have been invited to contribute to books by my heroes. A few years ago, the prolific progressive author and educator, Herb Kohl, asked me to write a response piece to the great musician, David Amram, for the book, The Muses Go to School: Inspiring Stories About the Importance of Arts in Education. My fellow contributors include Bill T. Jones, Bill Ayers, Whoopi Goldberg, Deborah Meier, Diane Ravitch, Phillip Seymour Hoffman, Lisa Delpit, Maxine Greene, and others. Many readers may be unaware of my music studies and the fact that my career began as a public school arts advocate. Sharing anything, let alone a book, with the remarkable Herbert Kohl remains a source of enormous pride. This is an important book that should receive greater attention.

I first met Artificial intelligence pioneer, Marvin Minsky, in the late 1980s. I cannot say that I spent a great deal of time with him over the subsequent decades, but anyone who ever encountered Marvin can testify to the impact that I had on them, perhaps down to the molecular level. The fact that Marvin agreed to spend time leading a fireside chat with any interested educator at the first eight Constructing Modern Knowledge institutes continues to blow my mind. I will forever cherish his wit, wisdom, friendship, and generosity.

Inventive Minds: Marvin Minsky on Education is a brand new book based on essays by Dr. Marvin Minsky, one of the great scientists, inventors, and intellectuals of the past century. Our mutual friend, Dr. Cynthia Solomon, a hugely important figure in her own right, edited a text in which important essays by Minsky were assembled and responded to by an amazing collection of Marvin’s friends. One of Marvin’s proteges, Xiao Xiao, illustrated the book. The contributors to this book include:

  • Co-inventor of the Logo programming language, Cynthia Solomon
  • Father of the personal computer, Alan Kay
  • Legendary computer science professor, author, and pioneer of the Open Courseware movement, Hal Abelson
  • Former Director the MIT Media Laboratory, Walter Bender
  • Artificial intelligence pioneer and MIT professor, Patrick Henry Winston
  • Software engineer, inventor, and executive, Brian Silverman
  • Software engineer, Mike Travers
  • Haptics engineer and scientist, Margaret Minsky
  • Me

I can’t speak for my contribution, but am confident that Inventive Minds will stimulate a great deal of thought and dialogue among you and your colleagues. Buy the book and enjoy some great summer reading!


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 here.

The following is a non-exhaustive collection of resources intended to inform educators interested in open education, open plan classrooms, and other forms of learner-centered environments. It only recommends resources found on the Internet. You should of course read John Holt, Loris Malaguzzi, Herb Kohl, A.S. Neill, Lillian Weber, Jonathan Kozol, Paulo Friere, David Perkins, David Hawkins, James Herndon, John Dewey and many others… Consider this an introduction to open education.

Vintage Videos from the 1970s


A documentary on open education and open plan schools.


A Southern United States community commits to open education in an old public primary school.
This video blows my mind.


Herbert Kohl, a pioneer of open education featured in this documentary on the early days of whole language and open education.

A Seminal Book

The Open Classroom by Herbert Kohl
This short book launched the open education movement in the United States

But how do they learn to read?

Reading by Frank Smith
A seminal text on natural approaches to literacy

But how do they learn math/maths?

Seymour Papert’s Mathland

Constance Kamii Videos

Double-Column Addition

Multiplication of Two-digit Numbers

Multidigit Division

Making Change – The difficulty of constructing “tens” solidly

Constance Kamii Direct vs Indirect Ways of Teaching Number Concepts at Ages 4-6
A comprehensive lecture explaining Piagetian ideas showing that although number concepts cannot be taught directly, they can be taught indirectly by encouraging children to think.

Kamii Games for Developing Number Sense


Constance Kamii and Lillian Katz “Defending the Early Years” panel

Other FABULOUS Inspirational Videos with Implications for Open Education


I remember seeing this live when it aired in 1991. There is rarely any coverage of education this sensible on television.


The late Bev Bos – “Starting at Square One”


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 here.

Stop the Insanity
Simple strategies to address the growing epidemic of at-risk learners.
October 2007 issue of District Administration Magazine

When politicians shout and headlines highlight underperforming schools and children left behind, they are referring to the growing number of students labeled “at-risk.” The phenomena leading to this designation include poverty, behavioral disorders and the rapidly growing epidemic of learning disabilities. “Atrisk” has really come to mean, “Not good at school.” Consider the possibility that if a student is not good at school, then that school is not good for the student. Perhaps the school is at-risk.

From 1999 through 2001 I worked with MIT colleagues Seymour Papert and David Cavallo on the creation of a high-tech, multiage, project-based, alternative learning environment for incarcerated teens within the troubled Maine Youth Center. Students in a person often represent the hat trick of being at-risk-poverty, social problems and learning disabilities.

My Ph.D. dissertation documents the remarkable work of dozens of these students and shares details of constructionist learning theory, which was supported and validated by the learning environment we created. Subsequent work with large populations of at-risk students in the United States, Canada and Australia leads me to share the following, some might say radical, proposals for serving at-risk learners.

Some define insanity as doing the same thing and expecting a different result. If a student is underperforming or not learning, subjecting him or her to more of the same, perhaps louder or for longer periods of time, will not achieve a different result. This is a punitive approach to teaching that increases student alienation.

The state of Maine freed us from all curricular and assessment requirements. This made it possible for us to focus on each learner. At the very least, every school can try fresh approaches to see if new interventions reduce the severity of the at-risk population.

Treat all new students as welcome guests in your classroom. Leave their umulative folders in the file cabinet so you may get to know them without prejudice. Do not allow colleagues and past teachers to poison your relationship with students before you even get to know them.

One student, Michael, was absolutely brilliant at engineering. He could assemble, test and improve a dozen robotic machines in the time it takes most people to get started. He could converse at length with MIT professors about engineering principles. Yet everything in Michael’s permanent record indicated that he was illiterate. We had clues that this was a misdiagnosis,since Michael programmed computers and garnered information from books around the classroom but never made a big deal about it. Instead we focused on Michael and his current work. We provided assistance when asked and when we observed a teachable moment. A spirit of collegiality and trust was formed between us. Such a bond is critical in any productive context for learning but is often lacking in the lives of at-risk learners.

A few weeks before Michael was going to be released from the facility on his 18th birthday, he quietly sat at his computer for long stretches of time busily working on something important to him. Upon completion of this project, Michael presented us with a 12,000-word autobiography.

My colleague feigned amazement and said, “We were told you were illiterate.” Michael replied, “Oh, I could always read and write, but I wasn’t a very strong reader and I didn’t like reading about puppies.” Then his voice trailed off and he said, “I liked reading about NASA,” as if to suggest that nobody cared about what he liked to read and tossed him in the illiterate bin. Michael and so many other at-risk learners suff er from what Herbert Koh calls “creative maladjustment.” We found that students proud of their work maintained secret portfolios, even if they refused to produce such documentation for us.

Here are a few additional suggestions for better educating at-risk students.

1. Move the goalposts

It may be unrealistic to believe a student years below grade-level will catch up in a few months, regardless of a teacher’s brilliance. The goal needs to be what football coaches call forward progress. We need to take individual students from where they are and move them forward.

2. Be honest

Prioritize and have honest objectives. If a child is disruptive, teaching him or her Algebra 2 may be unrealistic since your real goal is for the student to behave. Institutions give grades for academic subjects, while society just worries about the student being a behavioral problem.

3. Imagine the impossible

If student discipline or behavior is your primary concern, think about the places where such problems do not exist and study them. Reflect on why such activities as summer camp, organized sports or afterschool jobs don’t suffer from the same pathologies, and identify variables you may integrate in the classroom.

4. Remember that less is more

We may need to do a lot more of what we know about effective primary school teaching. Integrated studies, thematic teaching, a centers approach or storytelling as teaching offer models of engaging students without overwhelming them with different rituals and teachers and giving them insufficient time for doing quality work.

5. Stop the name calling

This one is a biggie and extends beyond blaming students for their predicament. Make a concerted effort to refrain from labeling students at-risk, under-performing, etc. Their status is not a surprise to them, and labeling them only harms their self-esteem. Other labels, often considered positive, such as “multiple intelligences learning style” also have a deleterious effect by placing students in a new set of boxes.

6. Eliminate academic competition

While competition may be human nature, it’s highly destructive in the learning environment. It is only possible for students to make steady personal progress if one may comfortably read Dr. Seuss while a classmate tackles James Michener. Th e typical high school classroom sanctions ridicule and rewards degree of difficulty. This is counterproductive for at-risk learners.

7. Create authentic experiences

Disengaged students need to work on long-term meaningful work they can take pride in. Whether you embrace projectbased learning or something akin to the apprenticeship model used successfully by the Big Picture schools, students, especially those at-risk, need to be engaged in authentic experiences.

Students love teachers brave enough to maintain humane relationships with them.

8. Offer greater curricular diversity

The biggest mistake made in an effort to increase test scores is doubling up on reading and mathematics at the expense of the other subjects, especially electives. At-risk students may already dislike school. Depriving them of opportunities to learn something they like by killing-off electives, social studies, science and the arts is a recipe for disastrous dropout rates.

9. Have material rich classrooms

Learn from great kindergarten classes and make classrooms material rich. Not only should there be abundant constructive and computational technology and art supplies, but every classroom needs a wellstocked classroom library of fiction and nonfiction books at every reading level.

Allowing one of our 18-year-old students to “read” a book on tape led him to say, “This is the first time I ever saw pictures when I read.” Access to such materials may quickly lead to literate behaviors. Ubiquitous access to computers may offer a opportunity for at-risk students to demonstrate expertise in a domain not dominated by teachers.

10. Let go of the checklists

Great teachers know that once interest is generated in a story or topic, connections may be made to any other subject. Your scope and sequence is less important than children learning.

11. Talk with the students

While this sounds obvious, I meet highschool-age students regularly who have never had a conversation with an adult. Sure, adults have talked at them or yelled at them or told them what to do, but an alarming number of students have never engaged in an actual intergenerational conversation among equally interested parties. Without reversing this trend, students will never be able to be productive citizens. Students love teachers brave enough to maintain humane relationships with them.

12. The “worst” students need your “best” teachers

We all know the tendency to assign the best students the finest teachers. While we may quibble over a defi nition of “best,” the most flexible, creative, compassionate teachers need to work with your least successful students.

13. Keep the students engaged

The one rule in our Maine classroom was that every student needed to be doing something. Children understand this, and it’s good, simple advice for educators of atrisk students as well. If one strategy isn’t working, do something else.

14. Don’t put students at risk in the first place

Can you imagine how much effort and suffering Michael invested in being illiterate? Wouldn’t asking what he liked to read when he was seven have saved a great deal of hardship? It may take decades to overcome today’s earlier and tougher calls for accountability, which result in the conditions that breed at-risk students.

Gary S. Stager, gary@stager.org, is senior editor of DISTRICT ADMINISTRATION and editor of The Pulse: Education’s Place for Debate

(www. districtadministration.com/pulse).

I once heard former President Clinton say, “every problem in education has been solved somewhere.” Educators stand on the shoulders of giants and should be fluent in the literature of their chosen field.  We should be reading all of the time, but summer is definitely an opportunity to “catch-up.”

Regrettably too many “summer reading lists for educators” are better suited for those concerned with get-rich quick schemes than enriching the lives of children. Case-in-point, the President of the National Association of Independent Schools published “What to Read this Summer,” a list containing not a single book about teaching, learning, or even educational leadership. Over the past few years, I offered a canon for those interested in educational leadership.

When I suggested that everyone employed at my most recent school read at least one book over the summer, the principal suggested I provide options. Therefore, I chose a selection of books that would appeal to teachers of different grade levels and interests, but support and inspire the school’s desire to be more progressive, creative, child-centered, authentic, and project-based.

Gandini, Lella et al… (2015) In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, Second Edition.
Aimed at early childhood education, but equally applicable at any grade level.  Illustrates how to honor the “hundred languages of children.”
Little, Tom and Katherine Ellison. (2015) Loving Learning: How Progressive Education Can Save America’s Schools
A spectacular case made for progressive education in the face of the nonsense masquerading as school “reform” these days.
Littky, Dennis. (2004) The Big Picture: Education is Everyone’s Business.
Aimed at secondary education, but with powerful ideas applicable at any level. Students spend 40% each week in authentic internship settings and the remaining school time is focused on developing skills for the internship. This may be the best book written about high school reform in decades. 
Papert, Seymour. (1993) The Children’s Machine: Rethinking School in the Age of the Computer.
A seminal book that situates the maker movement and coding in a long progressive tradition. This is arguably the most important education book of the past quarter century.  Papert worked with Piaget, co-invented Logo, and is the major force behind educational computing, robotics, and the Maker Movement.
Perkins, David. (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform Education.
A clear and concise book on how to teach in a learner-centered fashion by a leader at Harvard’s Project Zero. 
Tunstall, Tricia. (2013) Changing Lives: Gustavo Dudamel, El Sistema, and the Transformative Power of Music.
“One of the finest books about teaching and learning I’ve read in the past decade.” (Gary Stager) Tells the story of how hundreds of thousands of students in Venezuela are taught to play classical music at a high level. LA Philharmonic Conductor Gustavo Dudamel is a graduate of “El Sistema.” The lessons in this book are applicable across all subject areas. 

One additional recommendation…


Neil Gershenfeld, Alan Gershenfeld, Joel Cutcher-Gershenfeld (2017). Designing Reality: How to Survive and Thrive in the Third Digital Revolution.

In his groundbreaking books, When Things Start to Think and Fab, MIT Professor Neil Gershenfeld predicted the past quarter century of technological innovation and defined the basis for the modern maker movement. In this new volume, Gershenfeld collaborated with his social scientist and game designer brothers to help us all imagine the next fifty years of technological innovation and how it will change our world. 


Learn by making this summer; alone, with colleagues, or with your own children!

Check out the CMK Press collection of books on learning-by-making by educators for educators!

Is Howard Gardner the most misunderstood and misappropriated educationalist (his preferred term) in the world today or he just the only theorist most educators have heard of?

Today, two different pieces of reading started me thinking about Howard Gardner.

At first glance, the Beloglovsky and Daly book represents an impressive way of teaching learning theories to preservice and inservice educators. They identify a half dozen or so leading learning theorists, provide a brief description of their theories, and then through field examples, explore how those theories may be actualized in classroom practice. My initial thought was, “Why doesn’t anyone take a similar approach to educational psychology for elementary and secondary teachers?” Seriously!

It seems odd that the least paid and respected folks in education, early childhood teachers, seem to receive the richest exposure to learning theory. But, I digress.

Howard Gardner is one of the seminal theorists used in Early Learning Theories Made Visible and the author’s explanation and application of his multiple intelligences theory is a bit of a mess. (Discussions of multiple intelligences theory are often a confusing mess.) It seems as if the authors were so desperate to avoid wading into the fake controversy regarding “learning styles,” popular across social media and ed schools who hate children, that they initially just call the theory MI, assuming that all of their readers know what MI means. Then predictably, many of the examples of MI in the book are about pedagogy, not learning. In any event, the Early Learning Theories Made Visible is impressive and a worthy addition to your library, even if the first chapter could have benefited from a critical friend.

I highly recommend reading the new Harvard profile of Howard Gardner. Long-form interviews of thoughtful experts blessed with rich lives and professional success are always a great read.

One comment in that profile stood out for me.

“I’ve been able to write a lot. I wrote three books when I was in graduate school, which was very unusual. I’m more a book person than an article person.” (Howard Gardner)

Gardner’s thoughts on his written output made me think. Perhaps such prolific writing has obscured his ideas?

Gardner’s best ideas might be the ones reducible to a t-shirt slogan. For example, Multiple intelligences theory simply means that intelligence cannot be measured in one way.

Less might indeed be more.

Postscript

I highly recommend that everyone read an incredibly important and sadly overlooked anthology,”MI at 25: Assessing the Impact and Future of Multiple Intelligences for Teaching and Learning.” This book contains essays by experts making cogent thoughtful arguments for and against multiple intelligences theory.

References

Beloglovsky, M., & Daly, L. (2015). Early Learning Theories Made Visible: Redleaf Press.

Mineo, L. (2018). The Greatest Gift You Can Have is a Good Education, One that isn’t Strictly Professional. Experience.  Retrieved from https://news.harvard.edu/gazette/story/2018/05/harvard-scholar-howard-gardner-reflects-on-his-life-and-work/

Shearer, B. (2009). MI at 25: Assessing the impact and future of multiple intelligences for teaching and learning: Teachers College Press.


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. Learn more about Gary here.

Educators, citizens, and policy-makers would benefit from remembering two salient truths.

  • We stand on the shoulders of giants.
  • “Every problem in education has been solved somewhere.” (Bill Clinton)

For those reasons, I have finally finished curating a seminal collection of progressive education texts for an anthology entitled, “Dreams of Democratic Education: An Anthology for Educators Wishing to Stand Between Children and the Madness.” The eBook contains full texts by Ferrer, Dewey, Patri, The School of Barbiana, Malaguzzi, Papert, Lakoff, and a guy named Stager. (The sources are admittedly by male authors, but I was constrained by the materials available in the public domain. In a perfect world, Lillian Weber, Deborah Meier, and others would be included.)

This 785 page eBook (in PDF format) is now available for free download via this web page.

We hope to be able to help organize book clubs, discussions, and courses built upon the eBook’s contents in the future.

Several of the books included in the eBook anthology are available from Amazon.com via this link.


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. Learn more about Gary here.

I once heard former President Clinton say, “every problem in education has been solved somewhere.” Educators stand on the shoulders of giants and should be fluent in the literature of their chosen field.  We should be reading all of the time, but summer is definitely an opportunity to “catch-up.”

Regrettably too many “summer reading lists for educators” are better suited for those concerned with get-rich quick schemes than enriching the lives of children. Case-in-point, the President of the National Association of Independent Schools published “What to Read this Summer,” a list containing not a single book about teaching, learning, or even educational leadership. Over the past few years, I offered a canon for those interested in educational leadership and a large collection of suggested books for creative educators and parents.

When I suggested that everyone employed at my most recent school read at least one book over the summer, the principal suggested I provide options. Therefore, I chose a selection of books that would appeal to teachers of different grade levels and interests, but support and inspire the school’s desire to be more progressive, creative, child-centered, authentic, and project-based.

Gandini, Lella et al… (2015) In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, Second Edition.
Aimed at early childhood education, but equally applicable at any grade level.  Illustrates how to honor the “hundred languages of children.”

 

 

 


Little, Tom and Katherine Ellison. (2015) Loving Learning: How Progressive Education Can Save America’s Schools
A spectacular case made for progressive education in the face of the nonsense masquerading as school “reform” these days.

 

 

 


Littky, Dennis. (2004) The Big Picture: Education is Everyone’s Business.
Aimed at secondary education, but with powerful ideas applicable at any level. Students spend 40% each week in authentic internship settings and the remaining school time is focused on developing skills for the internship. This may be the best book written about high school reform in decades. 


Papert, Seymour. (1993) The Children’s Machine: Rethinking School in the Age of the Computer.
A seminal book that situates the maker movement and coding in a long progressive tradition. This is arguably the most important education book of the past quarter century.  Papert worked with Piaget, co-invented Logo, and is the major force behind educational computing, robotics, and the Maker Movement.


Perkins, David. (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform Education.
A clear and concise book on how to teach in a learner-centered fashion by a leader at Harvard’s Project Zero. 

 


Tunstall, Tricia. (2013) Changing Lives: Gustavo Dudamel, El Sistema, and the Transformative Power of Music.
“One of the finest books about teaching and learning I’ve read in the past decade.” (Gary Stager) Tells the story of how hundreds of thousands of students in Venezuela are taught to play classical music at a high level. LA Philharmonic Conductor Gustavo Dudamel is a graduate of “El Sistema.” The lessons in this book are applicable across all subject areas. 

Check out the CMK Press collection of books on learning-by-making by educators for educators!

Hard fun at CMK 2016!

Constructing Modern Knowledge, celebrates its 10th anniversary this July 11-14, and represents the best work of my life. Before anyone was discussing the maker movement in schools, Constructing Modern Knowledge created a four-day oasis where educators could learn-by-doing through the construction of personally meaningful projects with digital and traditional materials. From the start, CMK was never a conference. It was an institute. From its inception, CMK was designed to build a bridge between the best principles of progressive education and the constructive tools of modernity.

Wearable computing

Since our focus was the Piagetian ideal that knowledge results from experience, educators attending Constructing Modern Knowledge, when not lost in project development, engage in formal and informal conversations with some of the greatest innovators and thinkers of our age.

Dont’ miss out! Register today!

CMK Speakers are not recruited for being cute or witty, but because they were experts with a body of profound work. CMK began with guest speakers Alfie Kohn, Peter Reynolds, and digital STEM pioneer Robert Tinker. Until his death, Marvin Minsky, arguably one of the most important scientists of the past century, led eight annual fireside chats with educators at CMK. The great mathematician, scientist, and software developer Stephen Wolfram “subbed” for Professor Minsky last year.

Two of the greatest jazz musicians in history led a masterclass at CMK. Years before his daily Blog changed the media landscape and he was featured in a commercial at the start of the Academy Awards, Casey Neistat was a guest speaker at CMK 2012. Civil rights icon Jonathan Kozol spent time at CMK. Alfie Kohn and Deborah Meier engaged in a spirited conversation, as did Eleanor Duckworth and Deborah Meier. Best-selling historian James Loewen spoke at CMK nearly a decade before Southern States began dismantling confederate statues. Wonder Kid and CMK 2015 speaker, Cam Perron, is about to be honored for his extraordinary contributions to baseball. MIT Media Lab faculty have generously hosted us for eight years. Check out the list of the other amazing people who have spoken at CMK.

YouTube filmmaker and media sensation Casey Neistat spoke at CMK 2012!

One of the great joys of my life has been sharing my heroes and friends with educators. Our faculty consists of brilliant women and men who invented the technology that justified computers in classrooms. Cynthia Solomon, the last surviving member of the three people responsible for inventing the Logo programming language for kids has been with us since the beginning. Everything I know about teaching teachers I learned from Dan and Molly Watt, who abandon retirement each summer to help educators reflect upon their CMK learning adventures. Brian Silverman has had a hand in every strain of Logo, Scratch, and LEGO robotics sets for the past forty years joins us each summer. The Aussies who invented 1:1 computing have been on our faculty as have the co-inventor of the MaKey MaKey and Super-Awesome Sylvia. Sadly, we recently lost the remarkable Edith Ackermann, an elegant and profound learning theorist who worked with Piaget, Papert, and Von Glasserfeld. Edith was part of CMK for three years and touched the hearts, minds, and souls of countless educators. CMK introduced the profound work of Reggio Emilia to a new community through the participation of Lella Gandini, Lillian Katz, and the magnificent Carla Rinaldi.

Legendary author & civil rights icon Jonathan Kozol explores a CMK project

Nothing moves me more deeply than the stories of how CMK participants had coffee or went for a walk with a genius they only had access to because of our institute.

Two of the greatest learning theorists in history, Edith Ackermann & Carla Rinaldi share a laugh at CMK 2016

CMK welcomes educators of all ability levels, from newbies to tech-savvy power users, but everyone learns together from and with each other. Annually, teachers at CMK create amazing projects that might have earned them a TED talk two years or engineering Ph.D. five years ago. For example, educators at CMK 2016 created their own version of Pokemon Go a mere week after the actual software was released to great media fanfare.

Most of all, year-after-year, Constructing Modern Knowledge demonstrates that:

  • Teachers are competent
  • Knowledge is a consequence of experience
  • Learning best occurs in the absence of instruction
  • Technology supercharges learning and makes us more human, creative, expressive
  • Education can and should be non-coercive
  • Assessment is at best adjacent to learning
  • Constructionism is effective
  • Things need not be as they seem
  • It is possible to create rich productive contexts for learning without fancy architecture, bells, furniture, curriculum, tests….
  • Educators are capable of innovation and invention with bleeding edge tools
  • Learning is natural, playful, intense, whimsical, and deadly serious
  • Age segregation, tracking, and even discrete disciplines are unnecessary and perhaps counterproductive
  • A learning environment should be filled with a great variety of objects-to-think with
  • Collaboration is great as long as its natural, interdependent, flexible, mutually beneficial, and desired
  • Computer programming is the new liberal art

Although a labor of love, Constructing Modern Knowledge is a hell of a lot of work and relies on the generosity of countless colleagues. I created CMK when no other institution or organization would do so and have run ten institutes with zero funding, grants, sponsors, or vendors. I packed up the first CMK and caught a plane two hours after the 2008 institute ended. Last year, eight of us spent two and a half days packing up the 60 or so cases of books, tools, materials, and technology we ship across the USA before and after each institute.

A few of the 60+ cases that become the CMK learning environment

Our hearts swell with pride from how CMK alumni are leading schools and professional learning events all over the world. Through their efforts, the impact of Constructing Modern Knowledge will be felt by children for decades to come.

If you have read this far, I hope you will understand that 2017 may be the last Constructing Modern Knowledge. Please consider joining us.

Since CMK believes that anything a learner needs should be within reach, we build a library.

Whether or not the Constructing Modern Knowledge summer institute ends in 2017, we will continue to offer innovative learning adventures for educators around the world. Check out the CMK Futures web site to learn about bringing our expertise to your school, community, corporation, or conference.

I just received the following email from my nephew, a conscientious and excellent student currently enrolled at an East Coast university costing $68,000/year – before textbooks, etc…

The subject line in the email was PISSED

Since I know how much you love Pearson…

I’m taking a math course and an accounting course this term, each requires the completion of weekly online homework assignments. In order to gain access to these assignments, each student must make an account using a course ID so that our scores will automatically be sent to the professors, and purchase access to the e-books online. The accounting textbook is McGraw-Hill, and the math book is Pearson.

Each e-book will cost me $100, only because we are required to use these websites for our homework. I’m literally buying homework.

I thought Pearson’s death-grip on my throat was over, but alas…

Click to enlarge image

It is worth noting that all of my nephew’s other coursework thus far has been project-based and authentic.

OF COURSE, a required math course and math-adjacent “Accounting,” rely on the same-old shitty “answer the odd numbered questions” alternative to an actual productive education experience. This is not a small point.

As Seymour Papert told me, [paraphrase] “If you are not concerned that not a single progressive development in education has had an impact on ‘math,” it means ultimately that no matter what else your school does to make education relevant, there is some part of the day or week where you introduce coercion, irrelevance, and misery into the system.” This coercion is corrosive and ultimately undermines any other learner-centered efforts. As I like to say, “the weeds will always kill the flowers.”