Wednesday, September 24, 2014

Grading Participation?

Today, I had an unexpected and quite interesting conversation about grades, including how we evaluate participation, and so I wanted to record some ideas here for further discussion. In the past, while teaching both as a TA and in my first few years at the secondary level, I've always built a participation component into my overall schema. But, after reflecting on what participation means over the past year, I no longer include it. It's a big shift from how I used to approach grading, but I think it's for the best.

The current conception of grading is severely flawed, as more and more educators are realizing; but I just want to focus here on participation, in that it may help us to see this bigger and fuzzier picture more clearly. I'm particularly interested in this question, since it has a lot to do with developing EQ and non-cognitive skills in students, which is one of my major projects this year. With that, grading participation, as I see it, is flawed for developing emotional and social intelligence for a number of reasons:

  • Grades are founded on the "carrot and stick" model that Pink has criticized so well in his discussion on motivation (cf. Drive pp. 32-57). I've come to believe that we should never force kids to participate in class, but rather create the sorts of environments that encourage and welcome their participation in their own individual ways. It's thus our responsibility as educators to facilitate classroom participation, not our kids'. As such, they shouldn't be penalized for our own failures.
  • Based on our different levels of "social comfort" within classrooms, participation cannot be evaluated evenly and fairly within a given group. How do we evaluate the more talkative students beside those who aren't as comfortable or confident voicing their opinions? How can we take into account different levels of brain development and self control? Too often, I fear, we attribute participation grades to personalities more than anything else.
  • As far as I know, participation can't be easily defined and therefore measured. Is there such a thing as a "rubric" for participation, especially within "one size fits all" model? How do we give effective feedback for participation that accurately reflects an understanding of the brain?
  • Most critically of all, perhaps, participation is often used as a tool to "fudge" grades, arbitrarily moving some kids up or down a grade level. Is it fair that one student with an 89.7% should get an "A-", while another a "B+" based solely on participation? Shouldn't an 89.7% that's fairly earned equal another 89.7% (whatever that even means!)? Opacity in grades just isn't fair.
Ultimately, this is a discussion about ego. It's not that egos are inherently bad, per se, but when we let them control us, as in this particular case, we build an expectation for participation, which we use grades to enforce. Within the traditional framework, then, assigning a grade to participation is more about us than about our students. But if we can let go of these expectations and let the kids be themselves, while we work to design engaging environments for them, we can develop EQ without the need for a carrot or a stick. In other words, it's about controlling our ego and expectation by building empathy, or an understanding of our classroom experience from our students' individual perspectives. It's not easy, but I think it's the right thing to do.

I'll admit that I'm heavily biased, so I welcome comments or other ideas below or on Twitter. What do you think about participation? Why or why not do you believe in using it to evaluate students? Can we make it work, or is it inherently flawed? What have I missed?



Wednesday, September 17, 2014

Building d.Teams with DEEPid

N.B.: This post can also be found on the #dtk12chat community page.

I've been talking with more people about design thinking (DT) lately, and the question about how to do DT within classes consistently resurfaces. It's a great question, and, to be honest, I myself have been thinking for quite some time now about how to incorporate DT into our Latin program. Below, I'm going to take a circuitous route outlining my ideas for an answer.

MVIFI's DEEPdt Model for Design Thinking
I'm sure most educators have some familiarity with the STEAM movement that now occupies the center stage at many schools. And I'm sure most are also familiar with a number of the attempts to twist the STEAM acronym to include other subject areas within an interdisciplinary framework (cf. the evolution of STEM to STEAM and another interesting idea that adds SEL elements in the equation). I deeply value cross-discipline thinking and the project-based approach; but while the inclusion of these other disciplines is often thoughtful, it's also forced and ultimately uninspiring, as I see it.

Since I've been paying attention to the development of STEAM, I've been keen to see when language study will finally find itself a part of the acronym; but to date, I've yet to see a single argument in favor of including our field. As a Latin teacher and an advocate of language study, I'm disappointed, if not not too surprised, by the relative neglect of language study beside more alluring subjects like math and science. The failure to include language study echoes our nationwide attitudes toward language learning.

As we've been rethinking our approach to pedagogy at our school and in our own World Languages department, we've had to work to justify why language study plays a valuable role within education. Fortunately, I think the justification is easy: language study is most valuable when it involves a high degree of cultural fluency in complement to linguistic fluency. That is, the best and most effective language programs focus on people, rather than the just language itself. That sounds a lot like DT to me, and I'm of the opinion that this is the direction that language study needs to take in order to stay relevant in the next generation.

To return to how we might use DT within our classrooms, I use DT in Latin to help me build discovery skills with my students. We focus on this one phase of the process and we learn to do it as best we can, now that I have come to understand how language study plays the role of discovery within the process of innovation. Language study teaches us how to communicate with people and, namely, how to value and learn from differences through divergent thinking, which is a critical component of problem solving. This is what discovery is all about, and since discovery is arguably the most important phase of DT, I think that language study is more relevant than ever.

So, I don't take students through the entire DT process in my Latin classes. Instead, we focus on the process of discovery by learning about the people who used Latin communicated. We work to build fluency of Roman culture, alongside the Latin language, through the documentation that they left behind, and by doing so we develop a number of critical non-cognitive skills like effective collaboration and listening to hear (rather than listening to reply), we test our creativity, and we build empathy for people who lived rather far away from us in both time and space.



With this in mind, I want to rethink the STEAM as the sole solution to interdisciplinary work, in that it's too narrow in scope with respect to the kinds of collaboration and thinking that the world's problems need. In other words, STEAM and all the other acronyms offered for it too often seem to be attempts at pulling content together, rather than combining the skills necessary for creative and innovative problem solving.

DEEPid #sketchnotes
Instead, following on an idea proposed by +Mary Cantwell in her post on building d.Teams, I'm now more interested in considering an interdisciplinary study model through the DEEPdt framework, in which the skills that each subject area teach, not just their content, drive our collective interdisciplinary approach. These skills can then be woven together by members of a given d.Team to offer a more realistic vision for interdisciplinary work that can help us to attack real problems more successfully.

In these d.Teams, with a grounding in the DEEPdt model, our work begins with the skills that we use to learn from and about people. Since our language programs teach precisely these skills, problem discovery can begin in our language courses. Our work can be then passed along to those areas that move into the next phase of the DT process, hopefully encouraging the various subject areas to work together within it. I like this model because it favors skills over content, it brings people into the equation through the social impact that Mary stresses.

That said, I have more questions than answers for how DEEP interdisciplinary work could work in schools (I'll call it "DEEPid" for now). I've sketched out some tentative ideas for it, and I'm eager to think through them with everyone in our #dtk12chat community. We'll have a discussion on building d.Teams on Wed., 10/22 at 6pm PST, and in the meantime, I love to hear how others think that DT can be used to bridge our traditional subject divisions. What skills are most valuable in the traditional content areas? How can they fit into the DT framework? How might a DEEPid program get started? I'm looking forward to our discussion!

Tuesday, September 9, 2014

Cultivating a Gratitude Practice

Latin IA Gratitude Notes
Following the CUE Manhattan Beach Rock Star camp, friend and colleague +Karl Lindgren-Streicher reflected on the incredible experience, sharing his gratitude with a number of influential people who have helped him along his journey. It's a great post, and now that I have spent the summer reflecting about many of the changes sweeping through our school and my role within them, I want to follow suit and start developing a regular gratitude practice of my own, beginning with how I ended up where I am today.

Though I always had an interest in technology and Google in particular, I never really pushed the envelope as far as I could in my current job and wasn't even aware of the possibilities that tech offered. Then, in the fall of 2012 our school went GAFE, and so I decided to attend a Google Summit in Boulder, CO in August to see what others have been doing with Google, working under the assumption that I was farther along than I really was.

It was the first educational conference I attended, and needless to say, I was stunned by the creativity that people were bringing to the table, and the things they were doing with their students opened my eyes to an entirely new way of thinking about teaching (especially as I look back on my notes from the summit). That's when I first met +Wendy Gorton+Molly Schroeder, and +Mark Wagner. They introduced me to the professional world of educational technology and inspired me to get out of my comfort zone by trying new things. And Wendy in particular introduced me to the world of the Google Certified Teacher and the community that GCTs have created for themselves. I was hooked and wanted to be a part of it.

In looking back, though, I wasn't even on Twitter at the time of the Boulder summit! Thanks to what I learned there about the power of being connected, I soon got back on, after two previous failed attempts. It makes me smile to look back on my first Tweet:

It wasn't long before I stumbled onto #caedchat and started regularly participating in the weekly conversations, where I met countless other passionate educators who have since shaped my own thinking. That's where I first met Karl, and I also had the good fortune to start developing a relationship with the HBUSD crew, including +JR Ginex-Orinion+Chris Long+David Theriault+Sean Ziebarth, among others like +Alice Keeler . These guys have helped me to see the value of sharing and leading by example through the interesting things they do seemingly every day.

With that momentum, I applied for the GTA in Mountain View in Dec. of 2012, though without luck. I applied again for Chicago in June of 2013, thanks to some inspiration offered by +Alice Chen, and this time luck was on my side. I had an amazing time in Chicago, thanks to the best community of educators I know and for whom I will always be grateful. They taught me the value of community and hammered home the power of the "Yes, and..." mindset. If I name one, I'd have to name them all.

It was in Chicago that I started to think about innovation and the role that design plays in education, and shortly thereafter, in the fall of 2013, I learned about design thinking and the #dtk12chat community devoted to its role in education. Through #dtk12chat, I met the Mount Vernon crew and a number of other regulars on Twitter who have had a major impact in how I now think about innovation and change. +Trey Boden, +Mary Cantwell, and +Dan Ryder, to only name a few, have made me realize that change first and foremost is about people, which has had a profound impact on how I now approach the teaching profession.

So many others have helped me along the way that it's impossible to thank them all. But these are some the folks who have been present a major turnposts in the evolution of my own thinking, and I'm grateful for the educational community that they have helped to create. Thanks go to Karl for inspiring me to write this post. I'll echo his call for others to consider who has helped them along their own paths and share it out.



A new school mission statement was just recently unveiled to our community, after a year of work building it. It goes well beyond traditional academic emphases, and I expect it to be a beacon for decades to come, and I'm quite proud to share it:
Harvard-Westlake strives to be
a diverse and inclusive community united by
the joyful pursuit of educational excellence,
living and learning with integrity,
and purpose beyond ourselves.
This year, I plan on cultivating a gratitude practice with my students. Once a week, we'll take about 10min to write down on a Post-It note something we're grateful for or share something good that happened in the week, and then we'll post it somewhere in the room for others to see (with or without names attached to the note). By doing this, I hope that we can create a more mindful classroom experience that underscores our new mission by actively engaging with gratitude and sharing it within our community. It should be a great year.

Saturday, July 5, 2014

FUSE14 and Designing for Engagement

Sometime last fall I stumbled onto design thinking (DT) and was immediately drawn to its grounding in working with and for people. DT, to put it simply, is a process (or, if you prefer, the DT "mindset") that can be summed up as "people-centered problem solving with a bias toward action." Since learning about it, I've been working with it as often as I could, including participating in the #dtk12chat to meet others interested in DT in education. So when I learned about FUSE14, a two-day design thinking workshop hosted at the Mount Vernon Institute for Innovation in Atlanta, I jumped on the opportunity, given that it was scheduled immediately before ISTE2014 this summer (on which cf. my reflections). At FUSE14, I was very eager to work on some problems we've been uncovering at our school with the hopes of designing prototype solutions for them.

At the event, +Melissa Strong, the chair of our MS World Languages Dept., and I represented our school in the 201 track, to which we brought our problem of "time" to put through the DT process. Using MVIFI's DEEPdt process (standing for Discover Empathize Experiment Produce; digital editions of the fantastic DEEPdt playbooks can be purchased here), we had hoped to gain a better understanding of how we manage time, with the goal of bringing back to suggestions to our community. And that's exactly what we accomplished, though not in the original way we had intended.

Discover

Our Middle School campus has 9 periods each day, with 40min in each period. It's an exceptionally short amount of sit-time to have with students each day, and more faculty of late have begun to identify problems with our schedule and have suggested that we again explore block schedules, among other ideas, making it the perfect "wicked problem."

Before jumping into the deep end of the 201 track, we were asked to organize interviews with our "users" to be held during our first day. Time affects all users (e.g., students, faculty, staff, parents, etc.) in our community, but because we were biased toward our schedule, we decided to focus mainly on our students. After 75min of great Q&A with two students and two faculty members (thank you, Regan and Ian!), we realized that we needed to take a few steps back: our problem isn't as much about time as we initially thought.

Empathize

Our interviews exceeded all expectation and gave us some very useful data to work with. In particular, they bore out a few interesting observations:
  • Kids are more engaged when introduced to new material, and they're more engaged when they're reviewing material in preparation for a test. They don't find the middle stages in a particular unit as engaging as the beginning or end.
  • When asked to "think about something" at home, kids rarely do so. Unless there's some tangible activity to be done, kids don't do work outside of the classroom, and even then, they report less engagement than when doing work in class.
  • When rushing through material, kids don't often feel that they should ask questions, and they sometimes feel that tangential questions, when not answered, must be irrelevant to the topic at hand.
  • Double periods (only in English and science) are more engaging than single periods, on account of the types of activities done in class.
  • 50min periods aren't necessarily more productive than our current 40min periods, since small talk often gets in the way.
  • Regular breaks in the middle of the day are more welcome than random breaks throughout the day. 
Based on our subsequent empathy mapping of the interviews, we concluded that time and our current schedule aren't our primary problems. Rather, time was more of a symptom of other problems, namely the problem of overall engagement and "flow" (cf. Csikszentmihalyi's TED Talk). It's not that we don't have enough time, as much as it's about how we're using the time that we do have together. In other words, a different schedule, with longer class periods, wouldn't by itself fix any of the issues that our users identified. That's not to say that I wouldn't warmly welcome more time and longer class periods, but the interview results suggest that we need to work on engagement to give our community clear reasons for using time differently, before we can tackle more concrete schedule issues. With that, Melissa and I began to dig deeper into the assumptions and obstacles standing in the way of the kinds of engagement that we believe are possible.

Experiment and Produce

Now that our discovery work has uncovered engagement as the deeper issue, we, with the help of the outstanding FUSE14 coaching staff, next needed to uncover the long-held assumptions governing how we use our time (cf. Kahneman's idea of "theory-induced blindness"). We now believe that, by challenging these assumptions to produce "How might we?" (HMW) questions that have the potential to engage our community in productive discussions around these ideas without seeming confrontational, we can start working toward new kinds of environments for not only our students, but our faculty and staff too. Our users, then, have become faculty.

1. Assumption: Students learn best through regular content-based testing.
 HMW transform our feedback system to reward process over product?

We broadly use the word "feedback" to include not only rote testing but everything we do that informs students of their own progress through our courses. It's the way we answer (or don't answer) questions, it's the work we do with them in class, it's our body language, and more. With this in mind, we need to think through our feedback systems in much greater detail, starting with the fact that a test isn't the only form of feedback.

2. Assumption: Rigor usually excludes creativity.
 HMW: Use curiosity to drive our curricula and content?

That kids are most engaged when introduced to new material underscores the power of creativity and wonder in the learning process, I think. There seems to be a widespread assumption that rigor and creativity are mutually exclusive, but this isn't the case at all, as cognitive science is proving. We need to think hard about how we can continue to challenge our students, while also encouraging them to be creative, along with building on other non-cognitive skills. This goes for us too: if we're not feeling creative in teaching, I can't imagine that we're feeling truly fulfilled.

3. Assumption: Our purpose is driven by our obligations to the school.
 HMW: Separate true purpose from duty or obligation in what we do as educators?

Students and faculty have a frightening small amount of free time, thanks to the regular ancillary duties and obligations (i.e., external motivators) that are asked of us within our communities. Many seem to equate such obligations with purpose, thereby using such obligations to drive purpose; but Melissa and I would like to challenge this assumption and have larger conversations about purpose (i.e., intrinsic motivators), under the belief that our purpose as educators far exceeds these obligations.

4. Assumption: Kids need daily homework and class meetings to learn.
 HMW: Get rid of homework?

This assumption speaks for itself. A growing body of literature (e.g., a recent Stanford study), however, including our own school's Workload Study, makes a strong case for the relative lack of value that homework offers, especially within the traditional framework. That said, this HMW question may be the most controversial, with homework being so culturally ingrained in education.

In sum, if we can challenge these assumptions and work toward engaging both our faculty and our students in different ways than we currently do, we may be able to treat the symptom of time that we've been discussing in our community. No one would say that our classes lack engagement, but after talking with students and faculty and thinking through our wicked problem, we see the big picture differently and believe that there is still opportunity for improvement. A 40min class, while still short, can still be productive, if we have more of an active understanding of how engagement works. This is only the beginning of this process, and we're hopeful that we can unpack more assumptions in conversations with our community and conduct even more interviews, when we return in the fall.

#dtk12chat at MODA

FUSE14 included a trip to MODA, the Museum of Design Atlanta, where we had the opportunity to view the Design for Social Impact exhibition and watch a live broadcast of the #dtk12chat show, hosted by +Trey Boden and +Dan Ryder. The exhibition is amazing and included a number of remarkable works by designers driven by change.


DT Resources

If new to DT and interested in learning more about it, I recommend any of the resources below. More than anything else, DT is inherently social, and so it's best to talk about it with others. Regardless of experience, I highly recommend stopping by #dtk12chat on Twitter on Wed. at 6pm PST.




Throughout our workshop, our coaches were insistent that we do all the work, while they only gave us guidance and some of the tools to do it. For that reason, FUSE14 was one of the most intense and rewarding PD experiences I've ever had, and I can't recommend it enough to other educators seeking to rethink how we work with people. We came to Atlanta with a problem and left with a few questions that can offer opportunity for innovation within our department and at our school. Leaving Atlanta, I have more of a designer mindset than ever, and I'm eager to get to work. Thanks to everyone who made the experience so valuable for us, including +Bo Adams for his fantastic work as MC and host, Trey Boden for designing the experience, and the entire 201 team of coaches, led by +Greg Bamford and +Jennifer Chan.


Thursday, July 3, 2014

ISTE2014 and Collaboration

After a week in Atlanta for FUSE14 (cf. my reflections) and ISTE2014, my head is spinning. It was an extraordinary experience, and I learned so much that it's going to take months to sort it all out. Most of all, it was a invigorating and inspiring to spend quality time in person with so many amazing people (thanks +Dominique Dynes for the picture below!).


Last year in San Antonio, I spent a fair amount of time reading the ISTE Tweet stream, which helped me to learn what others were doing at the conference. This year, however, I spent the majority of my time presenting and talking with people in person, including meeting a number of Twitter friends for the first time. While I regret not being able to follow ISTE on Twitter as closely as I'd have liked, I thoroughly enjoyed the conversations I had, since this is what ISTE is all about.


So much happened in Atlanta, but I'll share some brief highlights:
  • Our #brewcue was very successful, and the Google events were awesome, where we were able to reunite some of our GTACHI colleagues. It's amazing to see what we've all been doing in the past year, and I'm beyond honored to be part of such an illustrious group. The Instructure party was also quite heavily attended, and I enjoyed meeting other independent school folks at our #isteisen dinner, where I got to catch up with an old friend and colleague +Jennifer Carey. The #isteball baseball game was a lot of fun, too. All in all, there was plenty of great socializing in Atlanta.
  • HackEd was again fantastic. I had the opportunity to lead a session on design thinking, following up on FUSE, and we had some good conversation about bringing DT into the classroom.
  • At the GlobalEd Day "min-conference," +Melissa Strong and I led a discussion on world language study and globalization. We learned what others are doing at their schools to make their language programs more global, which gave us some ideas of our own to try out.
  • I've been experimenting with gamification in our Latin program, and so I was geeked to chat with +Michael Matera about some of my ideas. He gave me some extremely helpful feedback that I'm very excited to test next fall, and I look forward to continued collaboration with him.
  • +Zee Poerio invited me to join her poster session on using technology in Latin classrooms, focusing on the project-based learning approaches we've been taking. We had fun sharing some of the projects we've been working on with our students and hopefully offered an attractive plug for the study of Latin.
  • +Isis Stephanie Cerda and I gave a session on using Google's Fusion Tables in the design thinking process at the Google Playground. This session was particularly interesting, in that it generated a number of questions about how we collaborate that I think are worth exploring in more detail.
The State of Collaboration

Given that ISTE is all about bringing people together, Stephanie and I decided to send out a brief survey on collaboration to collect data that we'd use in our Fusion Tables session. In particular, we collected standard demographics like gender, role, experience, etc., followed by research questions on collaboration. Using a 4-point scale to prevent selection of an unhelpful "no opinion" middle response, we asked respondents to rate their agreement with the following statements, with 1 representing "strongly disagree" up to 4 "strongly agree":
    • I collaborate with others in my organization.
    • I collaborate with others outside of my organization.
    • I participate in regular PD activities.
    • I organize regular PD activities.
With the collected data, we demonstrated how Fusion Tables can be used for quick analyses in our session (cf. the overall Collaboration by Experience results below). All told, 90 people submitted a survey (we thank them all!), and the data are summarized in this Fusion Table (feel free to copy).

A few caveats: We pushed out the survey on Twitter at a ISTE and must acknowledge that the sample size is both small and certainly skewed toward the more collaboration-friendly; but our numbers are nonetheless interesting. And we must remember that correlation does not imply causation, so any apparent relationships in the data will need to be investigated further, before conclusions can be drawn. With that in mind, here's a summary of our findings:

  • It is certainly significant that 60 of the 90 respondents were female. Any comparisons between males and females must thus be taken with caution.
  • Not one male response had more that 20 years of experience in the current role!
  • Participation in PD is relatively stable across experience levels (i.e., no one experience group participates with greater frequency).
  • Overall, there seems to be an apparent correlation with experience and organizing PD: the more experience one has, the less PD she organizes. Those with 0-5 years of experience report an average response of 3.77, while 21+ stands at 2.67. That's a huge drop.
  • Female administrators (3.92) and tech specialists (3.78) organize significantly more PD than respective male counterparts (3.4 and 3.5, respectively), but male teachers (3.15) organize more PD than female teachers (2.71). Female teachers with 21+ years of experience only report a 2 for organizing PD.
  • The less and most experienced administrators and tech specialists organize PD more often than those in the 6-10 year range.
  • Less experienced educators collaborate more inside of their organization, and more experienced educators collaborate more outside. This phenomenon is more pronounced with males (a statistical by-product?). 

Even in an informal survey of this sort, we can ask some potentially powerful questions about the data we collected and dig deeper into problems that we may not have known existed. Among a number of interesting questions, we can ask why the more experienced teachers are not leading as many PD opportunities as others. I've witnessed veteran teachers who believe they have less "value" than their younger colleagues who are more tech savvy, but this simply isn't true. Now knowing this, how might we encourage educators with more experience to share their experience inside and outside their communities? How might we learn to better appreciate the diverse value that everyone brings into our communities? To gain a better understanding of the problem and begin to work toward solutions, we should next talk with more experienced teachers about their thoughts on PD.

It could be quite interesting to repeat this process in a Twitter chat sometime. If we pushed out a survey, ideally asking students questions, and gave our communities a week to respond, we could spend the discussion time analyzing the results and generating more questions for investigation. Any takers?



So much for ISTE2014. Atlanta was a fabulous host, full of friendly people and great food. I enjoyed talking with you all, and I can't wait to do it again. And in the meantime, I'll be looking forward to kicking around these ideas.


Friday, June 20, 2014

My "Go Bag"

Following +Trey Boden's share of his "Go Bag," or what gear he carries around with him, I'll share my own gear that I have with me in my DT manpurse, with an eye on FUSE14 and ISTE2014. These are the things I find useful while traveling and/or conferencing:

My Go Bag
Rickshaw Zero Messenger Bag (medium, custom) — Really love these bags. The medium size forces me to compromise on what I really need to have with me.
Rickshaw Deluxe Drop Pocket — Pockets can be swapped out of all bags.
Rickshaw Classic Folio — Great for carrying pens, cards, small notebooks, etc.
• 13in MacBook Pro
• MotoX
Sennheiser CX215 earphones — Great sound for the price.
Anker 5600mAh portable battery — Absolutely indispensable. Can get 3 charges from it.
Extra large Moleskine soft cover journal (squared, gray)  For detailed sketchnotes.
Pocket Moleskine hard cover notebook (squared, red)  My "commonplace book" for random notes and ideas.
Field Notes notebook (dot-grid, pitch black) For notes from FUSE and ISTE.
Small Post-It notes
Lexar 32gb flash drive
• Business cards and a Y&G business card holder
• uni-ball 0.7mm roller pens (assorted)
MUJI 0.5mm gel ink pens (black) — Trying these out on a recommendation, but I'm more of a 0.7mm kind of guy.
Sharpie retractable markers (assorted) — An addiction.
USB dual-port adaptor and 6' micro USB cable
• HDMI and VGA dongles
• Microfiber cloth — Handy for cleaning screens, glasses, etc.
• Reading (Clay Shirky's Cognitive Surplus and David Mitchell's Black Swan Green)

Add a pack of Starbucks Via, and I'm good to go. What's in your go bag?

Saturday, June 7, 2014

Finding Purpose on #slowchatED

The Purpose Economy
N.B.: This post is duplicated in the #slowchatED blog.

I'm excited to host a #slowchatED discussion on finding purpose within education the week of June 9, since it's a topic I've become very invested over the course of this past year. Our school is on the verge of making some potentially big changes, based on a quite thorough "Workload Study" we recently completed with all of our students, and purpose has been one of the more salient talking points in the discussion. In thinking about how to design more engaging classroom experiences for my students and more engaging PD opportunities for faculty, as well as considering reworking our school mission, we've been doing a lot of thinking about purpose, focusing on the question of why do we do what we do.

Alongside autonomy and mastery, purpose is one of Dan Pink's three essential requirements for intrinsic motivation, which he outlines in his fantastic book Drive (cf. some of my thoughts on the book). Pink (2011:137) points out that we don't often enough ask "Why?" in the workplace, and I think the same is true within the classroom and at schools in general. Now that we're starting to understand the value of the so-called "non-cognitive" or "soft" skills like creativity and empathy that play a central role in engagement and happiness, it's the perfect time to call more attention to purpose and think hard about this question, as we're pushing change in our schools.

When I learned about Aaron Hurst's new book The Purpose Economy, I couldn't wait to read it and see what he had to say on this idea. It's an excellent book to add to the list of "books not about education that have everything to do about education," and if anyone is looking for something to inspire deep thinking about important ideas, I highly suggest picking it up (cf my notes on it). In the book, Hurst (2014:18) makes it clear that his idea of purpose goes beyond service, thinking of it within the following framework:
"When I say purpose, I mean more than serving others and the planet. Service is certainly at the core, but in speaking with hundreds of professionals and reading thousands of essays, I've discovered that there are two other key sources of purpose people seek: a sense of community and the opportunity for self-expression and personal growth. In other words, they pursue personal, social and societal purpose."
That said, the book (cf. also Hurst's blog) have served as the inspiration for me to have a wider discussion on the topic, with the hope that we can bring together a number of diverse ideas on purpose and start to answer the question "Why?" for both ourselves and our greater communities. "Much like technology a few decades ago, purpose has now become a business imperative," Hurst (2014:21) claims, and in my opinion, purpose should also be an educational imperative. If interested in discussing more on the book itself, by the way, share any thoughts or questions in our EduRead G+ community and/or use the hashtag #eduread14 on Twitter.

So to this end, we'll discuss the questions below next week using the hashtag #slowchatED on Twitter, beginning with Q1 on Monday, June 9, followed by a new question each subsequent day of the week. All are welcome to participate throughout the week, whether it's just for one question or for the duration of the discussion. As always, there are no wrong answers in a discussion like this, and I'm excited to see what ideas we can come up with together.


Suggested Reading

There's no need to read The Purpose Economy for our #slowchatED discussion (though you certainly should at some point!), but it may be helpful to read through a couple good blog posts on the idea:
Questions

Q1 Why is purpose important? What does it do for us as community members?
Q2a Define what purpose means to you as an educator, sharing examples. What is your own personal purpose?
Q2b Define what purpose means to you as colleague, sharing examples. What is your societal and social purpose?
Q3 What are some myths or misconceptions about purpose? Why isn't purpose often pursued?
Q4 How can we find, celebrate, and sustain our purpose as educators?
Q5 Why is finding purpose more important than ever for students? How do we help them find it?
Q6 Share a purpose project you intend to work on in the next academic year.