In education, we often find ourselves trapped in a cycle where teachers shoulder the bulk of the responsibility, crafting lessons late into the night and delivering instruction to a room full of passive learners. The quote above from “The Shift to Student-Led” by Catlin Tucker and Katie Novak captures this predicament perfectly:
From a practical perspective, you are doing all the work, delivering whole-class instruction to learners—instruction that you are staying up until 2:00 a.m. to design. As a result, students come to believe it is your job to do all of the work. You are exhausted, and students are disengaged or excluded. That is a bad deal all around.
This dynamic leads to teacher burnout and deprives students of the opportunity to take ownership of their learning. When teachers do all the work, students become passive recipients of knowledge, disengaged from the learning process. This traditional model of education is unsustainable for teachers and ineffective in fostering deeper learning and student agency.
The science of learning and development emphasizes the importance of creating environments where students are active participants in their learning journey. By shifting to a student-led approach, we empower students to take charge of their learning, make decisions, and engage in meaningful, authentic tasks. This increases their motivation and investment in the learning process and helps them develop critical skills such as problem-solving, collaboration, and self-regulation.
From a practical standpoint, this shift can significantly reduce the burden on teachers. Instead of spending hours designing one-size-fits-all lessons, teachers can focus on guiding and supporting students as they explore, inquire, and create. This approach fosters a more dynamic and interactive classroom environment where students are at the center of their learning experience.
The transition to student-led learning is not without its challenges, but the benefits far outweigh the effort required to make this shift. Teachers can reclaim their time and energy while students develop the skills and mindset needed to succeed in an ever-changing world. It’s a win-win situation that promises to transform education for the better.
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This hot take isn’t so hot and perfectly describes why public education will always have to deal with standardized testing mandates and measures from the government.
“You might ask why politicians endorse solutions that don’t work. The answer is not complicated: because they can legislate them; because they are in a hurry; because the remedies can be made to appeal superficially to the public; because (and unkindly on our part) some of them really don’t care about the public education system, preferring that education be taken over by the private sector; and (more kindly) because they do not know what else to do.” (Michael Fullan, Joanne Quinn, Coherence)
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Diving into more authentic learning topics, I’ll share some insights from Jay McTighe’s book “Teaching for Deeper Learning” which has some great ideas for making learning more meaningful.
One of the first concepts McTighe discusses is framing learning around big ideas. Curriculum experts advise prioritizing a smaller number of conceptually larger, transferable ideas because there is too much information to cover everything (which is why essential standards are important), and trying to do so results in superficial learning. Focusing on larger ideas enhances knowledge retention and application, which is crucial in our rapidly changing world.
One way to reimagine how we plan units is to think of them as “A Study In…” some concept or big idea. McTighe gives these examples:
Argument Writing: A Study in Craftsmanship
Impressionism: A Study in Revolution
The Four Seasons: A Study in Change
The Pentagon Papers: A Study in Deception
Four Films by Hitchcock: A Study in Obsession
Weight Training: A Study in Proper Technique
Whole Numbers: A Study in Rules and Relationships
This is a very different way of thinking about unit planning, and it would be a great conversation for teachers, coaches, and principals as we begin another school year.
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The debate about AI usage in schools rages as some educators want to block all AI access, and some want to embrace the new technology and leverage it for learning.
A core tension has emerged: Many teachers want to keep AI out of our classrooms, but also know that future workplaces may demand AI literacy.
What we call cheating, business could see as efficiency and progress.
A new book, Teaching with AI: A Practical Guide to a New Era of Human Learning, aims to help teachers discover how to harness and manage AI as a powerful teaching tool.
AI is a fabulous tool for getting started or unstuck. AI puts together old ideas in new ways and can do this at scale: It will make creativity easier for everyone.
Where are you on the AI in schools debate? Fan or foe?
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I love learning—I really do. But my dreadful experience with “school” still influences much of my work in education.
I hated “school.” It was pointless for me, as it is for so many other students.
From John Warner:
One of the distinctions I often draw in thinking about engagement and education is that there is a difference between “learning” and “doing school.”
Learning is, you know, learning. Doing school is engaging in the behaviors that result in satisfying the demands of a system built around proficiencies as determined by assessing the end products of a process. You can successfully do school without learning much of anything. At least that was my experience through many periods of my own schooling.
My belief is that organizing schooling around doing school is part, a big part, of the current problem of student disengagement. When classwork is purely an instrument for getting a grade and moving on to the next check box, learning becomes incidental. It may happen, but it doesn’t have to happen.
JW: One of my personal obsessions is thinking about the difference between “learning” and “doing school” where doing school is essentially just a series of behaviors designed to achieve the desired grade with the minimal necessary effort. This seems counterproductive on its face, but you say it’s even deeper than that.
SB: Given how much time, energy, and money nearly everyone in our world spends in school, this “doing school,” as Denise Pope called it, is tragic. Students have learned to imitate learning; to provide a performance, a facsimile of whatever each teacher demands as evidence of learning. So much of what we do in schools doesn’t work, whether by “work” we mean learn or thrive or prepare for a competent, meaningful life beyond school. The central organizing concept for me was a contrast between alienation, brought about by numerous sorts of disconnections, such as doing things only because of coercion, and authenticity, which is connection, meaning, genuineness, and even use.
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The Atlantic reports that a group of researchers will get access to Instagram’s data to study how the platform affects the mental health of teens and young adults.
Now, after years of contentious relationships with academic researchers, Meta is opening a small pilot program that would allow a handful of them to access Instagram data for up to about six months in order to study the app’s effect on the well-being of teens and young adults. The company will announce today that it is seeking proposals that focus on certain research areas—investigating whether social-media use is associated with different effects in different regions of the world, for example—and that it plans to accept up to seven submissions. Once approved, researchers will be able to access relevant data from study participants—how many accounts they follow, for example, or how much they use Instagram and when. Meta has said that certain types of data will be off-limits, such as user-demographic information and the content of media published by users; a full list of eligible data is forthcoming, and it is as yet unclear whether internal information related to ads that are served to users or Instagram’s content-sorting algorithm, for example, might be provided. The program is being run in partnership with the Center for Open Science, or COS, a nonprofit. Researchers, not Meta, will be responsible for recruiting the teens, and will be required to get parental consent and take privacy precautions.
It’s a much-needed step forward from Meta to participate in research like this. While I’m no fan of blocking access to social media or smartphones for teens, there is no question about the effects social media can have on teens.
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Many folks have no clue how expensive it is to be poor. It’s something we should be aware of as educators, knowing that some of our students are experiencing situations we could never imagine.
If I’ve learned anything in this life, it’s that we creative folk have to stick together. At the heart of it all, we are our own worst critics, thinking that no matter what we do or how amazing it may be, we are totally worthless, and our work is garbage.
Feel free to correct me if you think I’m wrong, but you’re just lying to yourself if you do. You know what evil lurks in the hearts of men, and it is self-loathing.
This is why it’s so important to come out of our little imperfect, introverted turtle shells and interact with others in the world who do what we do. Teachers, hang with other creative teachers—avoid those who hang in the staff lounge and do nothing but gripe about everyone and everything and say that it’s all someone else’s fault—they’ll help you refuel and tackle the world.
Creatives unite! In creative ways, if you can. Yes, unification can come online, regardless of what the experts say (remember, those experts who are telling you to get off your computer and go outside are the same ones who complained about spending too much time on your Nintendo, so clearly, they’re idiots).
Connect with others in whatever form makes sense for you and for them. You’ll be surprised how rich your relationships can be once you find kindred spirits.
My friend Brian is a kindred spirit and inspires me all the time. Brian writes books and comics and does his own illustrations. He’s run several successful Kickstarters. He’s incredibly creative.
And every day, his body is trying its very best to kill him. On many days, Brian can hardly breathe. But he soldiers on, day after day, breath after breath, doing his best to do what he was born to: create cool stuff.
He had to cut back on drawing because it took too much energy and breath, so he switched to writing his dreams. And now, he’s almost ready to launch another Kickstarter for the prose edition of his first epic, Memoirs of an Angel.
I’ve supported every Kickstarter and support Brian on a monthly basis through his Patreon. It’s certainly not much, but, like I said, we creative types gotta stick together. I’m supporting a friend and putting a little good karma out in the world for when I launch my own Kickstarter someday.
Yesterday, a little of that karma came back. Brian shared the dedication page for Memoirs of an Angel: The Grey Pilgrim, and wouldn’t you know it? Somehow, I got the honor of making the list.
Pretty flippin’ cool, if I say so myself. The goal and intention of supporting Brian wasn’t to get a mention in the book, it was to support creativity in the world because we need more creativity in the world.
You have something to give the world. Get busy. Show your work. Show your struggles. Show others that they have something inside of them to share, just like you do.
If we can do that, I believe we’ll make a better world for everyone.
Quote of the Day
“You have to be curious about the world in which you live. Look things up. Chase down every reference. Go deeper than anybody else—that’s how you’ll get ahead.” (Austin Kleon, Steal Like an Artist)
David Gray had an absolute stranglehold on the pop music airwaves in 2000. His album, White Ladder, which he’d initially released on his own —he’d even recorded it in his London flat—was re-released on Dave Matthews’ ATO Records and man, did it ever hit.
Babylon was the biggest hit from White Ladder and it’s a great song, but Please Forgive Me is the bop that you can’t get out of your head.
More than twenty years later, this song still slaps, especially when your drummer is a talent like Clune (who goes off on an incredible riff around the 2-minute mark), and you’ve got the BBC orchestra backing you up.
Crank this one and get up and dance in your office.
Long Read of the Day
“No stupid literature, art or music lasts.”
That’s a quote from literary critic George Steiner (1929-2020)—in his highly recommended book Real Presences from 1986.
I was shocked when I read that sentence. But pleasantly shocked.
Could it really be true that all the sonic detritus circulating in our culture will just magically disappear? It seems too good to be true.
Speaking of Hunter S. Thompson, his good friend Ralph Steadman created many illustrations alongside Thompson’s writing. Steadman’s art is pretty iconic. Here’s a glimpse into his work and signature style:
Final Thoughts
Spring storm season in Kentucky is stressful and seems to be getting worse every year, regardless of your political stance. Last night, several large thunderstorms marched through the area, bringing with them tornadoes.
Stay safe and keep your family close, friends. Heed warnings and don’t try to be a storm watcher, leave that to the experts.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
Meta plans to make Quest VR headsets a key tool for classroom learning, offering students immersive educational experiences. The push for VR in education raises questions about the future of learning and student engagement. Despite concerns like cybersickness and limited accessibility, Meta sees VR technology as a promising avenue for transforming education.
Meta will release a suite of visually engrossing education apps for teachers to use with students ages 13 and older in time for the fall 2024 semester.
Teachers will be able to manage multiple Quest devices at once without preparing and updating each device individually.
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Stop worrying about what you think other people think of you and what you do. They don’t care. They’re too busy worrying about themselves.
Years ago, when I was in my 20s, a bold and artistically daring older friend who has since passed on gave me what I often think was the best advice I have ever gotten. I was worrying what 'people would think' of a decision I had made, and she said, "Amanda, There is no audience."
Teachers and students, this is your call to get busy doing your own thing, and don’t worry about what anyone thinks.
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