Libraries = Learning = Life #nxtchp2011

As I wrote earlier this week, I spent last Friday, Saturday, and Sunday at the RE:ED Next Chapter Summit on the Future of the K-12 Library. The goal of Reimagine: Ed, a partnership between the Lovett School and Be Playful Design, is to “serve as a catalyst for changing the future of learning.”

I am loving the blog posts that are emerging from the weekend and wanted to share a few. Even though the summit centered on the future of the library, Trung Le (of The Third Teacher and Cannon Design) said it best in a “provocateur session” on Saturday:

The weekend is not just about reinventing libraries. It’s about reinventing learning. We must consider the entire context.

With that in mind, the following posts have sparked my thinking about how libraries = learning = life. All of the posts (with the exception of the final one) were written by RE:ED attendees:

To see the ongoing conversation on Twitter, follow the nxtchp2011 hashtag.

For photos on Flickr, check out the #nxtchp2011 group.

And finally, here’s the SlideShare of my group’s “What If: The Endless Library” presentation from the final day:

 

 

What if you could check out a rabbit? #nxtchp2011

What if library was a verb? What if librarian was concierge or coach or therapist? What if second graders and seniors used the library to build a dinosaur…together? What if the library was made up of yurts or kitchen islands or secret passageways? What if the library was a social buzzing place? What if the library could be every child’s academic advisor? What if the library could be every person’s therapist? What if library was school lobby? What if library was school hallway? What if library was school?

What if you were asked to design an agile ecosystem of wonder, care, creation, and exchange for the modern learner – and for society – and call that ecosystem library…what would it be?

As I reflect on my weekend of what ifs and whys and hows and let’s, I am struck by how the simple design process (with inspiration from Abraham Lincoln and also from the art of improvisation) allowed for a group of librarians, teachers, students, administrators, designers, futurists, and architects to turn into true educational visionaries. I’m struck by our ability to listen, imagine, and create not only a vision for the future of the K-12 library but also the future of learning.

In the coming weeks and months, all of the work from the weekend will be posted in one way or another on the Reimagine: Ed – Next Chapter site and will also be tagged with the #nxtchp2011 hashtag on Twitter.  Things like this video by Brian, Rebecca and Bo on the Library as Kitchen Island “Flash Cart” prototype (a response to designing the unquiet library) as well as the presentation by the group who hacked this Starbucks cup and turned it into Library as Yurt prototype (a response to designing the library as the park of possibilities) will continue to spur this weekend’s RE:ED group and others toward unlocking the next chapter of the K-12 library.

But this week, today even, as I returned to my school and to my office which is (interestingly) housed in the central hub of Trinity which is the Media Center, I was certainly thinking of both process and product. Sure, the ideas from the three design challenges (especially the one I tinkered with all weekend: What must K-12 libraries do to spur continual innovation and to make libraries the places and spaces our learners crave going forward?) surfaced. Yeah, today I daydreamed about  prototypes and products that were imagined, discussed, debated, and sketched on whiteboard walls, post-it notes, and on the back of cocktail napkins.

But…what will most directly affect my work this week and in the months to come has so much more to do with process than product. And if  libraries = learning = life, then what I learned from this weekend’s process is applicable from today until way past the time when my school re-imagines library as both a noun and a verb.

If the words to the right are words that matter (and I believe they do),

I see how they could infuse my work (and my life)

and shape my outlook (or even my destination)…

So, what do I need to do to get there? How do I need to grow? What can I learn to do better? Well, to start…

#1: (Learn to) Say “Yes, and…” — I was challenged early in the weekend by Zac Chase who taught us a few rules of improv, all of which I need some practice with both as mindsets and as statements. Two of the mindsets we were encouraged to adopt during the weekend — “My idea is good, and I like your idea better” in addition to “Yes, and…” — certainly shaped the conversations and propelled our ideas to higher level of creativity and risk. Simply saying Yes+And and not Yes+But (or even Yes+Yet) was a challenge for me. And it’s something I need to work on. Sure, playing Devil’s Advocate has its time and place, but this weekend I learned how much that role can kill innovation. According to the RE:ED folks, the Yes+And mentality allows everyone to “embrace a growth mindset, build on each other’s ideas, and celebrate new viewpoints and roles.” Pretty important to not stifle those things by a silly three letter conjunction.


#2: (Learn to) Love Creative Abrasion — I have always appreciated Peter Senge’s idea of creative tension and this weekend I learned that the design process has the potential to turn that tension into something closer to creative abrasion…and that’s actually a good thing.  Something I learned from Jeff Sharpe, who truly was more of a sherpa than facilitator this weekend, has to do with failure. The thing about the cutting room floor, he described, is that there’s great stuff on the  floor. And usually that great stuff is a result of a lot of messy learning. There were moments on Saturday (many, in fact) where the process seemed stalled, backwards, and frustratingly counterproductive…and even if that wasn’t the goal, it was the point. Lots of us were trying and failing and there were a number of ideas left on the floor…and it was up to the forces of the collaborative group to move individuals (me being one) to try harder and fail better. At one moment late on Saturday afternoon, I was ready to check-out, to leave for a run, and return the next morning with energy and a rested mind. I’m thankful for the model of my friend and colleague who felt the same frustration and was committed to staying through the process. Late on Saturday afternoon, we didn’t know what we were doing but we knew we could do it. We knew it was possible and we just had to figure it out. Sitting in the backwater eddy of creative tension (according to Bo Adams) or the hydraulic of creative abrasion (according to yours truly) allowed for us as individuals and as a collective group to get to the high level of creative success for the remainder of the weekend. We certainly ended the weekend sprinting with reckless abandon, grinning ear to ear, as Christian Long so beautifully described in less than 140 characters.

 

#3: (Learn to) Think of Ideas as Currency — The push of the weekend, articulated by the RE:ED Leadership Team and Provocateurs time and time again, consistently centered on the value of ideas and ideation. On Sunday, one design group envisioned Library as Market/Bazaar and explicitly stated that ideas and curiosity were the currency in this place. Interestingly, throughout the weekend, this was certainly the case as ideas, both large and small, were most valuable and held in high regard. More and more, I saw that ideas beget ideas. I was challenged in my own thinking…in our schools, do we honor ideas as valuable currency? Do we give ideas time to marinate or even allow for the ideation process to take place — failure and all? As design groups, we were allowed to create the learning spaces where ideas flourished. We had freedom. Tables became idea walls, chairs became office supplies, and we could get up, eat, drink, and go to the bathroom at will. We did not have to wait a bell to tell us where to go and what to do and we were allowed to sit in the backwater eddy for as long as we wanted or needed. A phrase like “I have a really wacky idea,” was met with smiles and exclamations, “Awesome! Good! Let’s hear it!” Even a “What if you could check out a rabbit?” idea was met with wide smiles and an exclamation, “What IF you could check out a rabbit!”

     

This weekend was one that was full of YesAnds, Creative Abrasion, and Ideas. It was a weekend about library as both noun and verb. It was a weekend of what ifs and collective reimagining of the future.

It was a weekend about libraries…about learning….and about life. 

Thanks to the RE:ED team for the experience and for the inspiration.

What’s the next “What if?”

Moral vs. Performance Character (and Failure)

A parent shared this NYT Magazine article with me and it’s a fascinating read: What if the Secret to Success is Failure? Honestly, Samuel Beckett’s quote about failure is, in my opinion, a better commentary on the importance of failure and its relationship to success…and it’s only 12 words.

But Paul Tough’s article provides an interesting account of what leaders at Riverdale Country School and KIPP Infinity (both in New York City) are doing to instill stronger character in the lives of their students. The almost 7000 word article also provides commentary on moral vs. performance character…and the approach that these two very different schools are taking to not only investigate students’ character quotient but also  improve students’ character within their school and home life. You’ve heard of a Grade Point Average? What about a Character Point Average?

As I read Paul Tough’s article, I couldn’t stop thinking of the importance of this date in the life of my father, a man who possesses unquestionable character and who has modeled countless “secrets to success” throughout his life. On this actual day — September 15, 2011 — 40 years ago, my father and his friend founded their accounting firm. In 1971, my father and Joe Smith flipped a coin to determine which name came first and Smith and Howard was born. For a full year, my father did not take any money from the firm as my mother was working and his partner’s wife was a stay-at-home mother of two children and any S&H profits needed to go to support them. As I listened to my father and his colleagues speak about the history of the firm this evening, I was reminded of the power of character. The motto of S&H from the beginning has been that S&H is “a place where people count and service matters.” The values of the firm are clients, (S&H) people, excellence, integrity, perpetuity/leadership, growth, profits, partnership. Moral character matters and it’s always been those values of respect and honesty, those “nice-guy values,” which have propelled his firm forward.

Tough includes a few of the Riverdale Headmaster’s thoughts on values and teaching character:

Randolph told me that he had concerns about a character program that comprised only those kind of nice-guy values. “The danger with character is if you just revert to these general terms — respect, honesty, tolerance — it seems really vague,” he said. “If I stand in front of the kids and just say, ‘It’s really important for you to respect each other,’ I think they glaze over. But if you say, ‘Well, actually you need to exhibit self-control,’ or you explain the value of social intelligence — this will help you collaborate more effectively — then it seems a bit more tangible.”

And speaking of tangible, Tough writes of KIPP Infinity’s approach toward instilling character:

Logistically, the character report card had been a challenge to pull off. Teachers at all four KIPP middle schools in New York City had to grade every one of their students, on a scale of 1 to 5, on every one of the 24 character indicators, and more than a few of them found the process a little daunting. And now that report-card night had arrived, they had an even bigger challenge: explaining to parents just how those precise figures, rounded to the second decimal place, summed up their children’s character.

As I reflect on my father, the strength of his firm as a place where people and service truly matter, and on the state of character within our schools — both private and public — I worry about quantifying character as another item to be scored or another unit (of 24) to be taught and tested.

What can we do in our schools to remove the carrot and stick mentality of so many of the character education programs? What can we do to instill an understanding in our children that people matter?  What can we do to show children that building a life with strong morals and character doesn’t require the use (or threat) of a Character Point Average?

“Turning Lost Into Found”

Last month, I wrote about a former Trinity School student who is both a problem-finder and a problem-solver. An important piece of Trinity’s Sixth Grade Program is the Capstone Project which is the culminating project of students’ elementary school career. These projects have a specific goal: students must apply what they have learned through research and demonstrate understanding through a real-life application project which is independently designed. Students are encouraged to build, change, manipulate, operate, relate, or solve, and that’s just what Andrew Hennessy did with his “lost and found prototype.”

Andrew was selected to speak at the TEDxKIDS@BC event which takes place on September 17, 2011. His talk, “Turning Lost Into Found” will be livestreamed at some point between 2:00 PM and 2:30 PM (EDT) during the “playing for life” strand. You can watch it here on Saturday. The biography Andrew submitted for this event beautifully illustrates something Jenifer Fox writes about in her book, Your Child’s Strengths. Fox writes that “over a lifetime, children encounter a variety of symbolic systems across a wide range of disciplines and their minds develop all sorts of ways to absorb, make sense of, and interact with these systems. This is what learning is.” As I reflect on Andrew’s biography, I see that he so freely expresses his passions and interests…it’s clear that he understands those systems –both symbolic and real — which he faces as a young adolescent and learner. According to Andrew’s bio, he “is a curious 12-year-old finding ways tackle everyday challenges using technology.”

“My name is Andrew Hennessy. I just turned 13 and I love using technology to solve problems. I am fascinated with robotics and mechanical devices. My older brother and I argue over who gets to see the latest issue of Popular Science first. ‘Mythbusters’ and ‘How Stuff Works’ dominate the DVR recordings at home and I am always thinking of new projects to create out of Make Magazine. While I take school seriously, I also play soccer and roller hockey and run cross country. I love cooking with my Mom and playing golf with my Dad.”

Learning @ Lunch with Preschoolers


For the past three days, I have had the opportunity to eat my lunch with some of the preschoolers who stay at school after their normal 11:30 dismissal for “lunch bunch” and afternoon enrichment. Despite an occasional spilled juice or flying spaghetti noodle, it’s been pretty tame.

Today, I ate with a handful of boys and girls and asked a simple question: What did you learn today? With full mouths of food and drink Without hesitation, these kids in Trinity’s three-year-old program and pre-k, began sharing their stories of learning. I even had to get my iPad out to write down all of the things they learned!

Grace told me about “rhyme time” in class and the tongue-twisters she learned along with her classmates. She then recited one for me! I wonder if she’ll gain a greater interest in words as she grows…

David told me about all of the shapes he learned today. The circle, the square, and the diamond. When I asked if the diamond was a hard shape to learn, he quickly said that it wasn’t becuase it was just like a square but different. I wonder if he’ll have the ability to think differently about traditional objects and ideas as he grows…

John told me that he learned about being cooperative and polite in the classroom and on the playground. He told me that “cooperative and polite” were two of the most important words in his classroom. I wonder if he’ll grow into a compassionate leader one day…

Hart told me that he learned that he loved pirates today. When I asked him what he loved about pirates, he said that he loved them so much he couldn’t name just one thing! I wonder if Hart will catch the travel bug and explore the world around him…

The learning that these four children so freely shared (and the wondering that it initiated in my own mind) reminds me of the value of breaking away from typical daily patterns and routines at school. Had I not eaten lunch with these wide-eyed and energetic preschoolers, I would have missed out on hearing about their learning and doing some learning on my own.

What’s a routine you need to break? What learning and wondering are you missing out on that you don’t even realize?

Personalizing Learning I: Theory and Reality

In my mind, the theory of personalizing learning for students is simple: Connect with children on an individual level to learn about them in as many ways as possible; create opportunities for them to learn in ways which meet their varied needs and styles; allow for ample learning experiences with divergent paths in terms of process and product; assess for learning and of learning; push children to realize their unique potential as learners. The reality of doing that in a classroom with real-live students is, in a word, difficult. But that’s the idea, right? Connect…create…allow…assess…push. With learning as the focus…not teaching.

Sir Ken Robinson seems to agree (and apparently so does HH the Dalai Lama). As SKR urges schools to adopt personalized learning in both the article and throughout his most recent book, The Element, I’m wondering about the reality of it. Just as Will Richardson was weighed down by the question Seth Godin posed yesterday in a post entitled “Back to the Wrong School” (“Are we going to applaud, push or even permit our schools (including most of the private ones) to continue the safe but ultimately doomed strategy of churning out predictable, testable and mediocre factory-workers?”), I’m similarly weighed down. This transformation that SKR urges is great in theory. But quite a challenge in the classroom (no matter how large or small), in a school, and of course in a district, city, state, or national system of education which Godin explains, “churn(s) out millions of of workers who are trained to do 1925 labor.”

So, what do we do about that? Because I agree with Will on this one…

To answer his question…and SKR’s call to transform (not reform) education, I am motivated by “what we — at Trinity — are doing this year.” Since the approval of Trinity’s Strategic Vision in May 2008, we have been working to make personalizing learning a reality. The reality of doing that, of course, has taken years and will continue for many years to come. At Trinity, we say that personalized learning is tailoring education in ways that fulfill the unique potential of each student. The goal of personalizing learning is to enhance every child’s ability to become a responsible, productive, and compassionate member of the expanding global community.  A key assumption is that the more a child knows about his or her learning, the more he or she will thrive as a learner in and out of school.

Our first step in this process of personalizing…this disrupting and transforming…was a switch in our foreign language curriculum and instructional methods. The second, and much larger step, is the development of a learning profile and portfolio (a PLP) for all of our students from the three-year-olds to the sixth graders. You can read more about Trinity’s approach to personalizing learning in a blog post written last year by our Head of School, Stephen Kennedy.

The cool thing that struck me as I participated in today’s faculty meetings “launching” Phase II of this process (Phase III being that we’re “all in” with each child having a PLP), is that we are disrupting in a way that, initially, seems so passive.  Today we talked about the power of observation. I wished we had coined it “active observation” because that’s just what it is. How should we observe to make us more aware of each child in our class? What methods might we employ to notice in a way that leads to greater understanding of how to personalize learning for the students in the classroom? This kind of observing is certainly not a passive process…and without a deep level understanding of this piece, the larger goal of actually personalizing learning would not, in my opinion, be realized.

It was a powerful beginning to this second phase. And a powerful reminder to me. It’s one thing to say that we should be personalizing learning. It’s another thing to actually commit to doing so. So often we want to rush to action. To move from theory to reality swiftly. To fix. To do. To hire. To fire. As I sat amongst my colleagues and listened to them push one another to think differently about observation, I felt as though disruption was happening. That mindsets were being shifted. That the reality of personalizing learning, at least within the walls of Trinity School, is closer than it was last year. And that’s a good thing.