Learner-Centered Experiences in the Ideal Classroom (#IMMOOC 4 Week 2)

Ideal Classrooms don't have traditional rows of desks with kids sitting like ducks in rows!

They respect the unique characteristics of learners allowing them to

stretch

and explore

Tore Skogheim https://unsplash.com
as they learn!

The Innovation Ecosystem (#IMMOOC 4 Week 2)

An innovation ecosystem provides contrast to the typical compliance driven educational model, empowering people to learn, improve, and innovate.  For decades, the focus of schools has been largely on test performance and compliance, particularly in test-centric states like New York, resulting in many of the troubles experienced with American schools today.

Innovation cannot exist without a culture that supports and encourages it.  The first, most important cultural factor in considering innovation in education lies in the support of teachers.  Are calculated risks encouraged and valued, or will educational risks result in ostracism or worse if school and community politics get heated? 

We have been working for some time in a bureaucratic system that values collective test scores and performance far more than individual growth and outcomes.  In 2001, when I moved to New York, I first saw a teacher teaching an entire Physics course out of a NY State Regents Review book.  Most other teachers of Regents level courses included test review periods of at least a month at the end of courses prior to Regents exams.  As time went on that year, I frequently heard about the “good teachers” that had 100% pass rates on exams and “ineffective” teachers with lower passing rates.  The focus on passing rates and compliance for nearly 20 years has secured this district a spot on the downward slope.  My beliefs about education were too far out of alignment with this district, so I left at the end of that year for another district- one that still had to comply with state assessments but showed more value for the individual learner.

A few years later, an assistant superintendent from a neighboring district came to my school to discuss student performance review on these tests.  She told teachers that our job was to only teach the content of these tests.  Having had experience in other states, I realized the limitations of the exams.  My students in other settings were afforded richer, more meaningful learning experiences and local colleges frequently gave my former district positive feedback regarding the preparation of our students both for laboratory and classroom work.  I raised my hand and asked about content not included on the exams, sharing that when preparing students for college, we need to be mindful of skills needed at that next level.  I was abruptly cut off by her comment, “You don’t worry about that.  They’ll get what they need when they get there.” 

I’m not easily angered, but for the first and only time in my life I walked out of what was supposed to be professional development training fuming.  I’ve always cared more about the individuals in my charge than about the tests and the data.  While I wholeheartedly agree that data has value in evaluating our progress and in assessing needs and growth of students, it should never be the sole driver of our actions in education.  I also don’t believe that a single test should ever be our end goal!  This notion is just preposterous!

Educator training such as described above, administrative policies, and school cultures that are test-centric, have driven the heart and soul out of our schools.  Our schools need to be places where the individual matters and the success of those individuals must be at the heart of what we do.  Success must also be thought of in a broad sense in schools, with consideration of the unique needs and paths of each child.  To be truly innovative, we need to look beyond prescribed tests to student interest and passion, giving students voice and choice, ultimately empowering students to be drivers of their own education, facilitated by skilled educators who believe in them.

For our schools to be innovation ecosystems, change is needed.

1.       Cultural change from test driven a student driven/”learner obsessed”

2.      Focus Change from siloed a collaborative partnerships with businesses and the community

3.      Leadership Change from traditional authoritarian a collaborative lead learner, supporting teacher development and student learning

4.      Evaluation change from hyper focus on test outcomes a broader view of student impact

5.      Instructional change from direct explicit standards driven, traditional a  students meeting standards along a teacher facilitated path filled with inquiry, exploration, experimentation, and discovery

6.      Learning Change from what is delivered/provided to the individual a individuals actively seek opportunities for personal growth (This applies to students and staff!)

7.      Expectations change from compliance a empowerment, where staff and students work together, maintaining a positive, growth-focused school culture

Martin, Katie, Learner-Centered Innovation:  Spark Curiosity, Ignite Passion, and Unleash Genius (San Diego, CA:  Dave Burgess Consulting,  Inc. 2018).