A nice overview video of the Competency Assessment model from New Hampshire.
This video (the first 17 minutes) is fantastic. More people need to watch it to understand the links between deeper learning models and equity. In short, we have to make sure all kids have access to a thinking, deeper learning curriculum ... not just the wealthy kids. She does a great job of positioning this debate historically. Superb stuff.
Superb story from Donna Neary, a UK student, Next Gen Alum, and teacher in Jefferson County Public Schools. Donna is using the power of deeper learning, project-based instruction, and performance assessment to transform the lives of immigrant children that move to Louisville.
Donna tells her own story well, so I will not elaborate:
Full story: https://www.edsurge.com/news/2018-05-07-inside-the-project-based-program-that-s-turning-refugees-into-high-school-grads
Roll of the Student
Roll of the Parent
Roll of a Teacher
Feature of Parent on 2 daughters in Summit
These are awesome. Kudos to the team at Boone County and the hard work of the teachers and leaders making this happen. We at Next Gen are so proud of you!
Make no mistake what I am personally going for at STEAM ... I want a 10 times better high school experience for kids, not just a 10% better high school experience. Most of the innovation I see in schools are people looking for a 10% better solution. They are mostly trying to maximize the efficiency out of existing models. There is nothing wrong with that at all. That is extremely valuable work, but it can also be draining as we try to squeeze more and more out of a model designed for a different time.
I really love this article from Google X's thinkers (and passed along by Scott McLeod) on how it can actually be easier to go for 10x than 10%.
I very much agree with this notion and my experience over the last 4 years developing STEAM confirms for me that not only are 10x opportunities possible within public schools, we can deliver them.
Take for instance the number of hours spent in internships in high school within Lexington. Last semester our kids (around 200) spent over 15,000 hours collectively. Pick any other random 200 high school kids in Lexington and they would be lucky to have 1,500. In fact, our small high school achieves more internship hours while in school than the rest of the city's public high schools combined. Honestly, it was actually easier to rethink our assumptions around when and how kids can leave the building than for a traditional public school to try to squeeze another 10% internship hours. At STEAM, we are going for similar 10x gains in dual credit courses, 10x fall in discipline rates, 10x project based learning opportunities. We are not actively trying to get those 10x gains, but when you are willing to get to the level of questioning assumptions and first principles ... those kinds of gains are possible.
The key is in the assumptions. Every model (including our new one) is based on core assumptions. It is in those assumptions that opportunity truly lies because the assumptions that worked 20 years ago or 100 years ago do not necessarily work today. Many of them may still work, but some will not. Yet, those outdated assumptions are locked into the models we operate in schools. Once you start to see the assumptions (which I call the "code") they are absolutely everywhere. We make assumptions about how teachers spend time, what makes them qualified, how they should grade, how they should teach. We make assumptions about structures from the size of a classroom to the timing of the schedule. And, of course, we make assumptions about kids. Those can be the most infuriating. If you really want to know where the achievement gap lives, it is not in the mind of the child (which is equally, beautifully intelligent) it is in the assumptions of the adults.
Getting beyond the assumptions requires a different kind of thinking ... one that does not come as naturally to us. No company in the world more clearly exhibits this trait right now than those of Elon Musk (Tesla and Spacex, we have a 10x better electric car, a 10x better battery, 10x better solar panels, and 10x better rockets). The key to getting those world-changing technological solutions time and again is that the people working in those companies reason from first principles, not from analogy. Elon (not the best speaker, be patient with him) explains below.
When you apply this same reasoning to schooling ... finding and achieving 10x solutions is actually not that hard. Of course, it takes lots of time and communication and hours and hours of modeling, testing, adjusting, remodeling, etc. ... but if you stick with it at some point you look back and realize that you've achieved something for kids in your context that has never been achieved before. Not even close. Your are not 10% better for the learners than it was before, you are approaching 10x better. It can be done and much more easily than people realize.
Now, a 10x solution is not the same things as a "magic bullet" and it is also still making incremental improvements overall ... but we will leave those connections for another day.
Following up on my post yesterday of the long division "bullshit" moment my son experienced, today at STEAM we were dancing to mathematics, for real. (The teacher, Mr. Tyler Waters, is the one filming).
And, it wasn't all just the fun (and they were clearly having a lot of fun) of creating a new dance, there was real geometry at play as students documented and graphed all the geometric movements in their particular dance pattern and the different geometric patterns at play.
This is what Math can look like. It doesn't need to look like long-division worksheets and students frustrated to the point of exhaustion. It certainly doesn't look this way every day at STEAM, but damn this looked great to me after long-division this weekend.
I've been waiting for the moment when it happened to my kid ... The "school is bullshit" moment of the opening to Most Likely to Succeed. So, it is happening in general, but this moment will go down as that moment for me with Matthew. It is a long-division worksheet. He crumpled it up, threw it across the room, screamed, cried, and ultimately came to this position of utter frustration in the picture. So, yeah ... It's personal to me.