I’ve often heard the Portrait of a Graduate or Graduate Profile referred to as the “north star” for our work, which is appropriate. Everything we do should align with our Graduate Profile as we prepare students for a future we can’t predict, but we can give them the skills for success.
Focusing on those enduring skills prepares our students for those changes we can’t see. Remember when no one knew about generative AI tools like ChatGPT? And now people are using those tools with great success!
“I say this often in regard to generative AI, but it’s worth repeating: Prior to the arrival of ChatGPT in November 2022, very few people had any hands-on experience in interacting with and using large language models. The people who are using them productively today are not trained in the specifics of generative AI but in ways of thinking that allow one to make use of the tool as an aid to the human work, rather than outsourcing our thinking to something that does not actually think or reason.” – John Warner, Inside HigherED
Always look to the future. As Wizard’s Seventh Rule tells us, “Life is the future, not the past.”
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“It would be nice if all of the data which sociologists require could be enumerated because then we could run them through IBM machines and draw charts as the economists do. However, not everything that can be counted counts, and not everything that counts can be counted.”
William Bruce Cameron
If there was a better quote for how many schools assign grades to student work, I don’t know what it might be.
Yes, the US’s most popular form of grading still uses letter grades. I know I know, those letters have numbers assigned to them to make it easy for teachers to score.
But who decided what the numbers meant, and why is the range for failure so huge compared to everything else?
Normally, on a 100-point grading scale, more than half of the “numbers” give you a failing grade.
Really? Can we finally admit that, much like Whose Line is it Anyway, the points don’t matter?
Authentic work, the goal so many of us in education are working toward, isn’t easy to “count,” no matter how you frame it.
But the skills students learn when they are presented with real problems and shared with a real audience absolutely count.
Count what counts, leave the rest to the number-crunchers.
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Catlin Tucker continues to lead the way in blended learning. Her most recent post outlines the three pillars of high-quality blended learning.
Tucker describes the three pillars of successful blended learning are student agency, differentiation, and control over the learning pace. Student agency involves giving students meaningful choices in their learning process, such as content-based choices on subjects or topics and process-based decisions on learning approaches or resources, fostering a sense of responsibility and engagement.
Differentiation, the second pillar, requires adjusting teaching methods to address each student’s unique needs and abilities. This could involve varying assignments based on proficiency levels or providing structured guides for students who need additional support. The final pillar is student control over the pace of learning. Misalignment between the pace of learning and the learner’s needs can lead to disengagement or distraction; therefore, granting students autonomy over the speed at which they learn enhances engagement and success. By integrating these pillars, educators can create robust blended learning environments, enhancing student engagement and improving educational outcomes.
A new, comprehensive report from the University of Chicago Consortium on School Research delves into the critical period of adolescence, a time of significant growth and change that sets the stage for adulthood. The report emphasizes the importance of investing in adolescents to ensure their future success and the prosperity of our society.
The report begins by highlighting the unique characteristics of adolescence. It’s a time of rapid brain development, particularly in areas related to social and emotional learning. Adolescents are not just oversized children; they have unique needs and potentials that require targeted support.
The study underscores the importance of a supportive environment for adolescents. Schools, families, and communities all play a vital role in shaping adolescents’ experiences. The report suggests that these environments should be designed to foster positive relationships, provide meaningful learning experiences, and promote healthy identity development.
One of the key findings of the report is the importance of social and emotional learning (SEL) during adolescence. SEL skills, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, are crucial for adolescents’ success in school and life. The report advocates for integrating SEL into the school curriculum and providing adolescents opportunities to practice these skills in real-world contexts.
224 Pages – 11/13/2018 (Publication Date) – W. W. Norton & Company (Publisher)
The report also discusses the role of equity in adolescent development. It argues that all adolescents, regardless of their background, should have access to high-quality educational opportunities. The report calls for policies and practices that promote equity and ensure that all adolescents can reach their full potential.
In conclusion, “Investing in Adolescents” is a call to action for educators, policymakers, and society at large. It emphasizes that adolescence is a critical period that shapes individuals’ futures and the future of our society. By investing in adolescents and providing them with the support they need, we can unleash their potential and create a brighter future for all.
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In the world of skateboarding, Rodney Mullen is a legend. Known as the godfather of modern street skating, Mullen’s journey from a farm boy in Florida to a world-renowned skateboarder is a testament to the power of creativity, resilience, and individuality. As we navigate a transitional era in education, moving towards more student agency and authentic work, Mullen’s story offers valuable insights.
Growing up, Mullen felt like an outsider until he discovered skateboarding. The sport offered him a sense of freedom and individuality that resonated deeply with him. There were no coaches, no direct opponents – just him and his board. This is a powerful reminder of the importance of student agency in education. Like Mullen, students should have the freedom to explore their interests and passions, learn and grow at their own pace, and express their individuality through their work.
Mullen’s journey was not without challenges. As the sport of skateboarding evolved, he found himself struggling to adapt. However, this setback was also liberating. Freed from the pressure of maintaining his champion status, Mullen was able to explore and create new tricks. This resilience and adaptability are crucial skills for students in today’s rapidly changing world. As educators, we must create learning environments that encourage students to take risks, learn from their mistakes, and continually strive for improvement.
One of the most significant lessons from Mullen’s story is the power of creating something for the sake of creating it. Mullen found joy in innovating and creating new tricks, not for the accolades or fame, but for the sheer love of creation. This is a powerful message for students. In a world that often values grades and test scores above all else, it’s important to remind students that the process of creation and learning is valuable in and of itself.
Mullen’s story also highlights the importance of community and collaboration. In both the skateboarding and hacker communities, respect is earned by taking what others have done, improving upon it, and sharing it back with the community. This ethos of continuous innovation and growth is one that we should strive to foster in our classrooms. By encouraging students to collaborate, share their work, and build upon the ideas of others, we can create a culture of learning that is dynamic, inclusive, and empowering.
As we navigate this transitional era in education, let’s take a page from Rodney Mullen’s book. Let’s create learning environments that value creativity, resilience, individuality, and community. Let’s encourage our students to create for the sake of creating and to find joy in the process of learning. And most importantly, let’s remind them that, like Mullen, they have the power to shape their own learning journeys and to make a meaningful impact on the world around them.
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As the landscape of education continues to evolve in response to global disruptions and digital advancements, blended learning models have surged in popularity. Among these is the flipped classroom model, a strategy that leverages video instruction to mitigate potential obstacles that make it challenging for students to access information presented live. However, I often hear the question, “Can I use the flipped classroom if I don’t assign homework?”
Catlin Tucker explores the evolution of the flipped classroom model and discusses its potential beyond traditional homework assignments. The author reflects on how the concept has transformed over the years and provides valuable insights into its current state.
Tucker emphasizes that the flipped classroom is no longer limited to a mere reversal of in-class and at-home activities. Instead, it has evolved into a more dynamic and interactive learning experience. The traditional model involved students watching video lectures at home and completing practice exercises in the classroom. However, Tucker suggests that educators can now take advantage of various digital tools and instructional strategies to enhance the flipped classroom approach.
One key takeaway from the post is the importance of leveraging technology to make flipped learning more engaging and personalized. Tucker suggests incorporating interactive videos, online discussions, and collaborative projects to foster deeper student engagement. By diversifying the resources and activities, educators can create a more inclusive and interactive learning environment.
Another significant point highlighted by Tucker is the need for intentional planning and scaffolding in a flipped classroom. Educators should design clear guidelines and structures to support students in their independent learning endeavors. This involves providing explicit instructions, organizing content in manageable chunks, and offering continuous guidance throughout the process.
Tucker also explores the concept of differentiation within the flipped classroom. She suggests tailoring instructional materials and activities to meet the diverse needs of students. By providing a range of resources, teachers can support students with different learning styles and abilities, promoting an inclusive and equitable learning environment.
In conclusion, Catlin Tucker’s blog post emphasizes the evolution of the flipped classroom beyond its original concept of homework flipping. By embracing technology, intentional planning, and differentiation, educators can create a more engaging and student-centered learning experience. The flipped classroom has the potential to transform traditional teaching practices and foster deeper understanding and collaboration among students.
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In the sphere of educational research, we continually aim to find ways to deepen student learning, foster student agency, and promote equity. As we delve into this task, we encounter a range of theories and viewpoints, all of which provoke thought and prompt reevaluation of our established norms. A recent encounter with Toby Ord’s book, “The Precipice: Existential Risk and the Future of Humanity,” has stimulated such reconsideration, expanding the discourse on the role of education in navigating existential risks.
Ord’s masterstroke lies in the urgent need to address existential risks—threats that could cause our extinction or irreversibly cripple our potential. These risks include natural hazards, such as asteroids and supervolcanoes, but are mainly human-made perils, like nuclear war, climate change, and potential drawbacks of advanced AI. Our task is to translate this narrative into the context of our educational mission.
480 Pages – 03/23/2021 (Publication Date) – Grand Central Publishing (Publisher)
Reimagining education involves recognizing that the stakes have never been higher. With humanity on the precipice, the school system must incorporate deeper learning, fostering an understanding of complex, real-world issues such as climate change, artificial intelligence, and geopolitical tensions. Students need to grasp the gravity of these issues, discern the links between them, and understand how their actions can contribute to solutions.
Ord’s ideas also resonate strongly with the need to enhance student agency. As we navigate this precipice, the active participation of students in their learning becomes paramount. They must be involved in problem-solving, decision-making, and value formation regarding the issues at hand. Incorporating project-based learning and collaborative problem-solving into the curriculum are ways to prepare our students to address existential risks and steer humanity away from the brink.
The theme of equity is an undercurrent in “The Precipice,” particularly when considering who suffers most from these existential risks. It’s a stark reminder that educational equity is more than just an ideal; it’s a necessity. Students from all backgrounds must have equal opportunities to understand and confront existential risks. To achieve this, we must remove barriers to high-quality education, ensure diverse representation, and empower students with the skills, knowledge, and tools to shape the future positively.
Toby Ord’s “The Precipice” is not a book about education per se, but it holds an urgent lesson for all educators. Our current education system, with its emphasis on standardized testing and rigid curriculums, falls short of preparing students for the existential risks we face. But by embracing deeper learning, promoting student agency, and ensuring educational equity, we can better prepare our students to navigate and shape their futures in this uncertain world.
To paraphrase Ord, we are the stewards of humanity’s future. It’s our responsibility to educate our students with this in mind. Let’s not shrink away from this precipice but rather use it as a springboard to leap toward a more informed, engaged, and equitable education system. It’s not just our students’ futures at stake – it’s the future of all humanity.
FAQ
Q1: What are the main themes in “The Precipice” by Toby Ord?
A1: The primary themes in “The Precipice” include existential risk, the future of humanity, artificial intelligence, climate change, nuclear war, and the responsibilities of our generation to future generations.
Q2: What does Ord mean by “existential risk”?
A2: By “existential risk,” Ord refers to potential threats that could cause human extinction or drastically hinder our ability to reach our potential. These threats could be natural (like asteroids and supervolcanoes) or human-made (such as nuclear war, advanced artificial intelligence, and climate change).
Q3: How does Ord propose we should respond to these existential risks?
A3: Ord suggests that humanity needs to recognize these risks and take coordinated, strategic action to mitigate them. He emphasizes the need for comprehensive research, international cooperation, ethical decision-making, and the prioritization of long-term sustainability over short-term gains.
Q4: How does the book relate to the concept of “student agency”?
A4: Although not directly about education, “The Precipice” can be related to student agency in the context of preparing learners to navigate, understand, and act on existential risks. It advocates for empowering students to become active participants in their learning, equipping them with the critical thinking and problem-solving skills needed to confront these global challenges.
Q5: What is the connection between the book and the concept of educational equity?
A5: The existential risks outlined in the book have unequal impacts on different populations, reflecting the broader issues of global inequality. In an educational context, this underscores the importance of providing equal opportunities for students of all backgrounds to learn about, understand, and address these risks.
Q6: How can “The Precipice” be used to inform educational practices and policies?
A6: “The Precipice” can guide educators towards integrating deeper learning about real-world issues into the curriculum. It encourages the promotion of student agency, collaborative problem-solving, and project-based learning. Moreover, it underscores the necessity of ensuring that all students, irrespective of their backgrounds, have equal access to quality education and the tools needed to shape the future positively.
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When it comes to personal growth and learning, the difference between a growth mindset and a fixed mindset is huge. In simplest terms, a growth mindset is when you believe that you can improve your skills with practice and hard work. A fixed mindset is when you think that your abilities are set in stone and can’t really be changed.
These two ways of thinking shape how you feel about your abilities, how you see challenges, and how you deal with setbacks. For instance, if you have a growth mindset, you might see a challenge as a way to learn and grow, but if you have a fixed mindset, you might see the same challenge as evidence of your limitations. And if you face a setback, someone with a growth mindset might use it as a chance to reflect and improve, while someone with a fixed mindset might see it as proof that they’re not good enough.
It’s important to know about these mindsets and how they affect our lives because they can impact how motivated we are, how we handle obstacles, and how successful we are. If we focus on having a growth mindset and believe that we can get better with practice, we can achieve more and overcome challenges more easily.
Exploring The Fixed Mindset
A fixed mindset is grounded in the belief that our abilities are innate and unchangeable. This can lead to a self-fulfilling prophecy where people with a fixed mindset believe that their talents and skills are predetermined, making them less likely to take risks and try new things. This can stifle personal growth and development, as individuals with a fixed mindset may avoid challenges for fear of failure. Instead of viewing setbacks as learning opportunities, they may perceive them as personal deficiencies. It’s important to recognize the limitations of a fixed mindset and how detrimental that mindset can be to your personal success.
The Growth Mindset Paradigm
Contrarily, a growth mindset propels the idea that abilities and intelligence can be developed with effort, learning, and persistence. Carol Dweck first popularized the idea of a growth mindset in her seminal work, Mindset. It’s about viewing challenges as opportunities to learn, grow, and improve. Instead of avoiding difficult tasks, individuals with a growth mindset embrace them, understanding that effort is a critical path to mastery.
The Underlying Neuroscience
The concept of neuroplasticity, which is the ability of our brains to reorganize and form new connections, supports the growth mindset theory. This has significant implications in various areas of our lives, such as education, personal growth, and professional development. In the context of education, understanding the potential of our brain’s neuroplasticity can lead to designing teaching practices that help students develop a growth mindset. Educators can encourage students to embrace challenges as opportunities for growth, which can foster learning and innovation.
Teachers who adopt a growth mindset can empower their students by providing them with the tools and support they need to take charge of their own learning. By fostering student agency, teachers can help to create a more collaborative and dynamic learning environment, where students are encouraged to take risks and explore new ideas. The growth mindset can also influence personal growth through developing habits and mindsets that facilitate neuroplasticity, such as engaging in novel experiences or practicing mindfulness.
Finally, school leaders can create a culture of learning and development by promoting a growth mindset, which can lead to improved performance and innovation. By recognizing that the mindsets of students, teachers, and school leaders can be developed through dedication and hard work, we can tap into our limitless potential and foster personal and professional growth.
Comparing Fixed and Growth Mindsets
While a fixed mindset can lead to stagnation and a fear-based approach to life, a growth mindset promotes continuous improvement, resilience, and a love for learning. The comparison between these two mindsets can be seen in how they respond to challenges, deal with criticism, and approach success.
Examples of Fixed Mindset Students:
Elementary School: A student in third grade named Michael was hesitant to try new activities because he was afraid of making mistakes. His teacher noticed that he often gave up when things got difficult and encouraged him to keep trying. Michael responded, “I’m just not good at this. I don’t want to keep doing it.”
Middle School: A student in seventh grade named Emily struggled with math. She had always believed that she just wasn’t good at it and that she would never understand. Her teacher noticed that Emily often shut down during math class and rarely asked questions. When her teacher tried to encourage her and tell her that she was capable of understanding math, Emily responded, “I’m just not smart enough for this. It’s too hard.”
High School: A student in eleventh grade named John was interested in playing the guitar but was hesitant to join the school band. He believed that he wasn’t musically talented and that he would embarrass himself. When his music teacher suggested that he try out for the band, John responded, “I’m not good enough. I’ll just mess up and embarrass myself.”
Elementary School: A student in second grade named Sarah struggled with reading. Her teacher encouraged her to keep practicing, telling her, “It’s okay to make mistakes, that’s how we learn!” Sarah began to see reading as a challenge to overcome and eventually became an avid reader.
Middle School: A student in eighth grade named Alex was struggling in math class. His teacher noticed that he was becoming discouraged and decided to work with him one-on-one after class. She encouraged him to view mistakes as opportunities to learn and to keep trying. Alex’s hard work and persistence paid off, and he eventually became one of the top students in the class.
High School: A student in twelfth grade named Maria was nervous about taking the SATs. Her guidance counselor reminded her that the test was just one step in her college application process and that many resources were available to help her prepare. Maria embraced the challenge, seeking out study materials and practice tests. Maria scored higher than she had expected and was accepted into her top-choice university.
Adopting a growth mindset is a valuable approach that can significantly improve student outcomes and teacher practice. It encourages students to embrace challenges as opportunities to learn and grow, which is a vital aspect of developing problem-solving skills and promoting a healthy approach to failure. In addition to this, adopting a growth mindset also provides a framework for teachers to promote student agency and authentic learning experiences, which can help to create a more dynamic and engaging learning environment.
It is important to recognize that a growth mindset is not just about intelligence or natural talent. Instead, it is about understanding that abilities and intelligence can be developed through dedication and hard work. By adopting this approach, students and teachers alike can tap into their limitless potential and set the foundation for continuous personal and professional development.
Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence
One of the key benefits of adopting a growth mindset is that it can promote a more positive attitude toward learning. When students are encouraged to view challenges as opportunities to learn and grow, they are more likely to take an active role in their own learning. This can lead to increased motivation, engagement, and a greater sense of ownership over the learning process.
Similarly, teachers who adopt a growth mindset can help to empower their students by providing them with the tools and support they need to take charge of their own learning. By fostering student agency, teachers can help to create a more collaborative and dynamic learning environment, where students are encouraged to take risks and explore new ideas.
320 Pages – 02/28/2006 (Publication Date) – Random House (Publisher)
Shifting from a Fixed to Growth Mindset
Adopting a growth mindset is not a destination, but a journey. It involves recognizing and challenging our fixed mindset beliefs, embracing challenges, persisting in the face of setbacks, and understanding that effort is the path to mastery. This shift fuels our potential, ignites our creativity, and empowers us to achieve our goals.
In conclusion, understanding and implementing the growth mindset in our lives can empower us to become better learners, innovative thinkers, and proactive individuals. By recognizing that our abilities can be developed through dedication and hard work, we can truly tap into our limitless potential and foster personal and professional growth
To become an expert at something, you have to practice that something.
Doctors and lawyers often use the term “practice” to describe their daily work.
Educators are the same. We practice every day. And we get a little better every day.
So do our students. Provided we allow them to practice.
This idea is at the heart of student-centered instruction. We serve to guide them along their path; they choose the path.
And they choose how long they stay on that path. The more passion they have, the longer and harder they will work.
The more we walk all over their practice time with test prep and meaningless teacher talk designed to keep us in control, the less engaged our students will be.
Less engagement means they practice other things. And so begins the cycle.
Let them practice; let them learn.
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My first question when working with teachers and the technology they have available in their classrooms is, “what do you want the kids to create?”
And when we look at the 4 Shifts protocol, this question from the technology infusion section is also essential:
Does technology add value so that students can do their work in better or different ways than are possible without technology?
– 4 shifts protocol
When students can use technology to create, I hope they have been equipped with the necessary training to use that technology effectively. Otherwise, there’s trouble.
I’ve come to the realization that technology will have its greatest impact in the classroom when educators allow learners to use digital technology as a self-directed learning tool. This means not just providing students with laptops and online resources, but ensuring they have the necessary skills to find, validate, apply, and curate the vast amount of information now available to them.
