I'm not going to be around for ever, and neither are you. As teachers, we only have a short time to make an impression on our students, and that time goes by very quickly. So what legacy do we leave behind when we stop teaching? Is our influence as educators solely confined to the memories of those who have sat in our classes? I believe our influence can be much wider and long lasting, certainly in the digital age. There are so many ways teachers can continue to educate long after they have gone. Before the digital age, teachers could write books and articles to share their knowledge. Today, teachers are spoilt for choice. Here are five ways we can give our knowledge to generations of learners we will never meet:
1) Blogging. Blogs such as the one you are now reading have been set up to share knowledge, and also to encourage discussion. The more teachers share their ideas and interact on public spaces such as blogs, the more that dialogue and emergent thinking can be preserved for future generations to learn from and enjoy. If you want to blog, tools to look out for include Blogger, Wordpress (includes Edublogs), Typepad, Tumblr.
2) Video. Creating videos of events, presentations, interviews, demonstrations... in fact anything that we can learn from, is another way to store up ideas for future generations to use. Video is also very effective for storytelling, and one of my favourite things to watch on video is documentaries. They capture my imagination and get me asking questions I would otherwise have missed. Tools to look out for: YouTube, Vimeo, SchoolTube, Daily Motion.
3) Slideshows. There are many tools available for sharing slides, and if you really want to give your slidedecks impact, record an audio commentary to accompany it. Most hosting site provide the facility for you to add audio that synchronises with your slides. Tools to look out for: Slideshare, Authorstream, Speakerdeck, Sliderocket.
4) Photographs. Images tell a story that goes beyond words. Powerful images can be used for a number of educational purposes, and students can engage with them at many levels. Some of the most powerful images of our time capture moments in history where everything changed. They can be a valuable legacy for our future generations of learners. Tools to look out for: Flickr, Instagram, Imgur, Photobucket, Pixabay.
5) Audio. Don't underestimate the power of audio. Some of the most evocative moments in history have been captured in audio format. Radio has been a powerful medium since it was first invented, and we live in an audio culture. Simply look around in any public place and not the number of people who are walking around wearing headphones or earbuds. Podcasting is a popular method for conveying knowledge in audio format. Tools to look out for: Podbean, Libsyn, Audacity.
So think about how what you know can be shared with others long after you are no longer around. Teaching is for a season. But learning continues for a lifetime.
Photo from Wikimedia Commons
20 tools for legacy learning by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Monday, 30 November 2015
Friday, 27 November 2015
Narrative pedagogy 4: Connecting the dots
Teachers can learn a lot from the techniques writers use. In this short series I'm exploring some of the storytelling techniques that can be adapted for use in education. The first post featured a technique called Interrupted Routine; the second discussed Red Herrings in narrative. Number 3 in the series was about Deus ex machina (God out of the machine or 'an act of God'). Number 4 is Chekhov's Gun.
The Russian author Anton Chekhov believed that every element in a story should have a purpose. He offered the example of a writer describing a gun hanging over a door. He argued that the gun must be fired later in the narrative, otherwise it serves no function in the story. In other words, if something is not essential to the story, don't include it. It's a minimalist literary rule.
There are various instances of the Chekhov's Gun principle in popular fiction. In the first episode of the Walking Dead zombie apocalypse TV series, Rick Grimes takes a grenade from a dead soldier. We don't see the grenade again until several episodes later, when he uses it to blow an escape hole in a pane of bullet proof glass. Some might assume that the writers needed a means of get Rick to escape and so back-engineered the first episode to include the grenade. But I like to think it was just an example of brilliant story telling.
In Rowling's Harry Potter saga, there are numerous applications of Chekhov's Gun. Notably, Ron Weasley's pet rat Scabbers is introduced in the first book. Ron tries to turn the rat a different colour using a spell his brothers have taught him, but he fails. We don't know why the spell fails, and this element in the story seems somewhat irrelevant. The story moves on to other matters. It is only later in another Harry Potter book that we discover the reason why the spell failed. Scabbers is in fact a wizard who has taken on the form of the rat to hide. Comedians often use the same principle of Chekhov's Gun in their routines. They introduce a seemingly random topic early on in their set, and it seems there is no relevance. Later, toward the end of their set, they revisit the theme, and the entire narrative connects. It's a very effective method to help the audience join the dots.
How might we use the principle of Chekhov's Gun in education? Teachers can introduce elements of a lesson that are intriguing, but at first have no meaning. Later, these same elements can be revisited, and principles learnt around them. The approach helps students to connect together the elements of the lesson or lecture and to see a more holistic view. In language teaching, the teacher may speak a phrase at the start of the lesson, move on to develop the lesson theme and then revisit the phrase during the plenary. In a science or history education, an object may be placed at the front of the class, and not used until right at the end of the lesson. Used appropriately, it can be a very effective method to prepare students' minds for when an important principle or concept needs to be conveyed. By the same token, teachers should only include in a lesson those elements that are absolutely necessary.
Photo by England on Flickr
Narrative pedagogy 4: Connecting the dots by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The Russian author Anton Chekhov believed that every element in a story should have a purpose. He offered the example of a writer describing a gun hanging over a door. He argued that the gun must be fired later in the narrative, otherwise it serves no function in the story. In other words, if something is not essential to the story, don't include it. It's a minimalist literary rule.
There are various instances of the Chekhov's Gun principle in popular fiction. In the first episode of the Walking Dead zombie apocalypse TV series, Rick Grimes takes a grenade from a dead soldier. We don't see the grenade again until several episodes later, when he uses it to blow an escape hole in a pane of bullet proof glass. Some might assume that the writers needed a means of get Rick to escape and so back-engineered the first episode to include the grenade. But I like to think it was just an example of brilliant story telling.
In Rowling's Harry Potter saga, there are numerous applications of Chekhov's Gun. Notably, Ron Weasley's pet rat Scabbers is introduced in the first book. Ron tries to turn the rat a different colour using a spell his brothers have taught him, but he fails. We don't know why the spell fails, and this element in the story seems somewhat irrelevant. The story moves on to other matters. It is only later in another Harry Potter book that we discover the reason why the spell failed. Scabbers is in fact a wizard who has taken on the form of the rat to hide. Comedians often use the same principle of Chekhov's Gun in their routines. They introduce a seemingly random topic early on in their set, and it seems there is no relevance. Later, toward the end of their set, they revisit the theme, and the entire narrative connects. It's a very effective method to help the audience join the dots.
How might we use the principle of Chekhov's Gun in education? Teachers can introduce elements of a lesson that are intriguing, but at first have no meaning. Later, these same elements can be revisited, and principles learnt around them. The approach helps students to connect together the elements of the lesson or lecture and to see a more holistic view. In language teaching, the teacher may speak a phrase at the start of the lesson, move on to develop the lesson theme and then revisit the phrase during the plenary. In a science or history education, an object may be placed at the front of the class, and not used until right at the end of the lesson. Used appropriately, it can be a very effective method to prepare students' minds for when an important principle or concept needs to be conveyed. By the same token, teachers should only include in a lesson those elements that are absolutely necessary.
Photo by England on Flickr
Narrative pedagogy 4: Connecting the dots by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Thursday, 26 November 2015
Education Readings for creative teachers
We need to avoid the political press for standardized teching! |
By Allan Alach
I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz
Robert Sternberg |
The Conversation: Why 1904 Testing Methods Should Not Be Used for Today’s Students “Testing is compromising the future of many of our able students. Today’s testing comes at the expense of validity (strong prediction of future success), equity (ensuring that members of various groups have an equal shot), and common sense in identifying those students who think deeply and reflectively rather than those who are good at answering shallow multiple-choice questions.”
Avoiding "Learned Helplessness”
“Instead of coming immediately to the teacher, we want students to experiment on their own. Many of us wonder why students constantly do the opposite instead. I've got news for you. It's our fault. We, as educators, are often responsible for learned helplessness, and we have a responsibility to change it! How can we empower our students to be self-directed learners?”
Growth Mindset: Clearing up Some Common Confusions
Carol Dweck |
“Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. This article summarizes some common confusions and offers some reflections.”
Moving away from factory teaching |
Levels of Understanding: Learning That Fits All
“In order to reach diverse learners, we need diverse teaching strategies. Student voice and choice lie at the foundation of a differentiated classroom. When voice and choice are honored, the one-size-fits-all model transforms into multiple pathways for student growth.”
Why Understanding These Four Types of Mistakes Can Help Us Learn
“We can deepen our own and our students’ understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.”
The Global Search for Education: Just Imagine – Tony Wagner and Ted Dintersmith
“The Global Search for Education consistently focuses on how to better prepare students for the21st century — an age which will be all about innovating and building. Today, we’ve invited education expert Tony Wagner and entrepreneur and filmmaker Ted Dintersmith to imagine the school of the future.”
Contributed by Bruce Hammonds:
Ditch cameras - draw! |
Museum Asks Visitors to Put Down Cameras and Pick Up Pencils and Sketch Pads
“Rijksmuseum, the Netherlands national museum dedicated to arts and history in Amsterdam, recently launched a new campaign called “The Big Draw.” It’s an effort to get museum visitors toditch cameras and simple snapshots in favor of drawing the artworks in order to more fully appreciate the easy-to-miss detailsThe tagline of the campaign is “You See More When You Draw,””
Are Schools Designed to Help Children Learn?
In trying to wrap our hands around learning about learning, we need to understand how to personalize learning by focusing on the learner first. This article discusses three “space
invaders” that take up the space as teaching, performance and work instead of what they should be focusing on: LEARNING.
One size doesn't fit all |
“When you see learners noticing and reflecting on their learning during their learning, that is the Wow of learning. This is the higher-order thinking skills we want our children to adopt: learning about learning and thinking about learning. This makes learning visible.”
Teacher Burnout: What Are the Warning Signs?
“It is not a matter of teachers becoming superhuman and overcoming all horrible conditions and indignities trying to succeed in doing what is virtually impossible, especially in a sustained way. The students need their teachers to stay engaged and fight for them. When the conditions of teaching are bad, the conditions of learning tend to be worse, and children suffer in lasting ways. That's why the collateral damage of burned-out teachers is burned-up children.”
“The illusion of making progress in education, the continuous re-evaluating, revising, and reorganizing of educational principles and practices, and the use of flawed data to direct our course of action, are all part of a grand illusion that is producing much “confusion, inefficiency, and demoralization.””
From Bruce’s ‘goldie oldies’ file:
Reflection on my teaching beliefs
“There are many, including myself, who believe we are now entering a new age of creativity- some even call it a 'second Renaissance'. If this is so then many of our current organisations, with their genesis in an industrial age, will need dramatic transformation, as will, more importantly our mindsets. We will need new minds for a new millennium.We will need to create networks of creative schools so as to to be in the forefront of such exciting changes. To achieve this schools, and their communities, need to stop and think about what is required of education in such exciting and very unpredictable times. Traditional education just won't do.”
Get out for a better view |
The power of visiting other schools
“It is my belief that focused school visits ( hence the need for a guide) are the most powerful means to gain professional development and, in particular, to gain insights in to what other schools/teachers feel important. This is all the more necessary as schools are increasingly under pressure to distort their teaching programmes by the need to respond to the reactionary and politically inspired introduction of National Standards.”
Wednesday, 25 November 2015
Narrative pedagogy 3: Out of the blue
Teachers can learn a lot from the techniques writers use. In this short series (on what I will call 'narrative pedagogy'*) I'm exploring some of the storytelling techniques that can be adapted for use in education. The first post featured a technique called Interrupted Routine; the second discussed Red Herrings in narrative. Here's number 3 in the series: Deus ex machina (God out of the machine or 'an act of God').
The world is full of problems. We encounter them every day. You're late for work, rush out to your car, and discover that you have a flat tyre. At that very moment, a friend is passing by and pulls over to ask if you would like a lift. Of course, that kind of miracle doesn't happen in real life.... or does it?
When I was 12 years old I was in a car accident. We were living in the Shetland Islands at the time. One winter evening my father was driving my mother and I home from a shopping trip along the sea road. We found ourselves in the middle of a blizzard, and the snow was falling fast. It was dark, the temperature was dropping rapidly, and the road was icy. As my father drove us around a sharp bend in the road, he accidentally hit the brakes, we spun around several times on the ice, and ended up at a perverse angle, with the front of our car pointing downwards looking at a steep incline into the sea.
We were terrified. There was no traction in the wheels. Try as he might, my father was unable to extricate us from the danger we were in. There was no way we were going to get out of this without help. But in the middle of a blizzard, in the dark, in the middle of nowhere, where would it come from?
At that very moment, we heard voices outside, and as if by magic two large men materialised out of the snowstorm. I heard them talking to my father, and there were a few moments of silence. Then our car was literally lifted back onto the road. My father wanted to thank them, but they had disappeared. There was no-one there. Our lives had been saved in a most surprising and unexpected manner.
Popular culture is full of such interventions 'as if from above'. The use of deus ex machina can be seen in the movie Life of Brian. Toward the end of the film, the main character is falling to his death from a high tower, but is saved by a passing alien spacecraft. It's an absurd, literally out-of-the-blue resolution to the storyline, but what else do you expect from Monty Python? A more believable deus ex machina can be found in H. G. Wells' novel War of the Worlds, where the seemingly invincible alien invaders are ultimately defeated by the smallest living organism on Earth - a virus.
Discovering strange and improbable solutions to big challenges is what science is all about. It is also the basis of problem based learning (or PBL). Students are presented with a problem and limited resources (e.g. time) with which to solve them. They have to draw on their expertise, prior knowledge and ... yes, sometimes luck - to solve the problem. Sometimes they don't know how they solve the problem, or where it comes from. It seems as though the answer comes from outside of their influence. Often, in the most advanced forms of PBL, ill structured problems are given, where instructions are sparse or ambiguous, or several potential solutions to the problem might be possible. Suddenly the circle is incomplete. Several possible escape routes have been explored and choices made. In Gestalt theory, all humans are assumed to have an innate psychological need to complete the incomplete, to close the circle. They join the dots together in their heads to make sense of the world around them.
PBL calls on this specific human trait - the need to make sense. Unconscious knowledge can be drawn upon to solve most problems no matter how ill-structured they might be. Prior knowledge usually helps us to solve the seemingly intractable problem. New learning occurs when students study the problem space, and think of possible algorithms they have previously encountered that might apply or be adapted. This forms connections between the known and the unknown. Deeper learning emerges when students reflect and discuss their experience once the problem has been successfully solved.
Photo by Kabir Bakie on Wikimedia Commons
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 3: Out of the blue by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The world is full of problems. We encounter them every day. You're late for work, rush out to your car, and discover that you have a flat tyre. At that very moment, a friend is passing by and pulls over to ask if you would like a lift. Of course, that kind of miracle doesn't happen in real life.... or does it?
When I was 12 years old I was in a car accident. We were living in the Shetland Islands at the time. One winter evening my father was driving my mother and I home from a shopping trip along the sea road. We found ourselves in the middle of a blizzard, and the snow was falling fast. It was dark, the temperature was dropping rapidly, and the road was icy. As my father drove us around a sharp bend in the road, he accidentally hit the brakes, we spun around several times on the ice, and ended up at a perverse angle, with the front of our car pointing downwards looking at a steep incline into the sea.
We were terrified. There was no traction in the wheels. Try as he might, my father was unable to extricate us from the danger we were in. There was no way we were going to get out of this without help. But in the middle of a blizzard, in the dark, in the middle of nowhere, where would it come from?
At that very moment, we heard voices outside, and as if by magic two large men materialised out of the snowstorm. I heard them talking to my father, and there were a few moments of silence. Then our car was literally lifted back onto the road. My father wanted to thank them, but they had disappeared. There was no-one there. Our lives had been saved in a most surprising and unexpected manner.
Popular culture is full of such interventions 'as if from above'. The use of deus ex machina can be seen in the movie Life of Brian. Toward the end of the film, the main character is falling to his death from a high tower, but is saved by a passing alien spacecraft. It's an absurd, literally out-of-the-blue resolution to the storyline, but what else do you expect from Monty Python? A more believable deus ex machina can be found in H. G. Wells' novel War of the Worlds, where the seemingly invincible alien invaders are ultimately defeated by the smallest living organism on Earth - a virus.
Discovering strange and improbable solutions to big challenges is what science is all about. It is also the basis of problem based learning (or PBL). Students are presented with a problem and limited resources (e.g. time) with which to solve them. They have to draw on their expertise, prior knowledge and ... yes, sometimes luck - to solve the problem. Sometimes they don't know how they solve the problem, or where it comes from. It seems as though the answer comes from outside of their influence. Often, in the most advanced forms of PBL, ill structured problems are given, where instructions are sparse or ambiguous, or several potential solutions to the problem might be possible. Suddenly the circle is incomplete. Several possible escape routes have been explored and choices made. In Gestalt theory, all humans are assumed to have an innate psychological need to complete the incomplete, to close the circle. They join the dots together in their heads to make sense of the world around them.
PBL calls on this specific human trait - the need to make sense. Unconscious knowledge can be drawn upon to solve most problems no matter how ill-structured they might be. Prior knowledge usually helps us to solve the seemingly intractable problem. New learning occurs when students study the problem space, and think of possible algorithms they have previously encountered that might apply or be adapted. This forms connections between the known and the unknown. Deeper learning emerges when students reflect and discuss their experience once the problem has been successfully solved.
Photo by Kabir Bakie on Wikimedia Commons
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 3: Out of the blue by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Narrative pedagogy 2: Maintaining the suspense
Humans have been telling stories since time immemorial. Narrative is built into our collective memory, and is part of what makes us human. Stories are compelling. Every story is a lesson, and every lesson can be a story. Teachers can learn a lot from the techniques writers use. In this short series on what I will call 'narrative pedagogy'* I want to explore some of the storytelling techniques that can be adapted for use in education. Yesterday I wrote about a technique called Interrupted Routine. Here's number 2 in the series:
Closely aligned to Interrupted Routine is another narrative device known as the Red Herring. It's a technique beloved of crime and suspense writers such as Sir Arthur Conan Doyle and Agatha Christie that is used to keep the reader guessing. Red herrings are clues that lead the reader in the wrong direction. They are distracted from the real villain, and focuses for a while on other characters. Similarly to Interrupted Routine, the Red Herring maintains interest, because the reader is now engaged in trying to work out 'whodunnit' or what happened.
Warning - Spoiler Alert!
In a recent episode of the zombie apocalypse series The Walking Dead, Glenn, who is one of the central characters, is standing atop a trailer trying to escape a seething mass of zombie 'Walkers'. His companion falls and takes Glenn with him. The next shot we see is a close-up of Glenn screaming in pain and horror as blood gushes everywhere. The audience is shocked. They believe he has been torn to pieces by the herd of Walkers. Confusion reigns as everyone tries to process what they have witnessed. Social media goes crazy with speculation and fans try to resolve their confusion. Is Glenn really dead? No-one knows for sure. But everyone keeps watching to find out.
It isn't until 3 episodes later that it is revealed in additional scenes that Glenn falls under his companion, and that it is in fact his companion's body that has been torn apart, not his. He subsequently wriggles free and under the trailer, and escapes to safety. So the first scenes were just a red herring to convince us all that Glenn had died.
I have occasionally used the red herring technique in my own teaching. I inform my students that I'm going to tell them a deliberate lie at some point during my lecture. Now their interest in piqued. They listen more attentively during the lecture to see if they can detect the falsehood. Sometimes the lie is real, but sometimes there is no lie at all. Except of course for the red herring - that I promised I would tell a lie at some point in the lecture.
Both the interrupted routine and red herring devices are used to focus interest and also to sustain the momentum of the story telling. Red herrings can keep students in suspense, or even in a state of confusion - something that may or may not be pedagogically desirable. The longer students are kept in suspense, the more they will be interested in what comes next (well, up to a point - you need to decide). I sometimes use a rather dangerous demonstration in the classroom to explore visual perception. It's potentially dangerous, because if it goes wrong, I'm likely to be injured and there will be blood. It involves a can of baked beans and my index finger!
The video above shows a version I recorded several years ago during a lecture. Because of the perceived danger, and the suspense over whether I will actually go through with the trick or not, you will see that the students are totally focused. When I eventually complete the trick, there is surprise and confusion. How did I manage to do it without getting injured? They discuss it for some time afterwards, trying to figure out how the trick worked. But it is just a red herring. There is no danger, because it is a sort of illusion. They now need to think about whether they actually saw what happened, or something else entirely. Or... was the whole thing just a red herring?
If used appropriately, red herrings can also encourage students to sort good information from bad information.
Photo by Daniel Hollister on Flickr
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 2: Maintaining the suspense by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Closely aligned to Interrupted Routine is another narrative device known as the Red Herring. It's a technique beloved of crime and suspense writers such as Sir Arthur Conan Doyle and Agatha Christie that is used to keep the reader guessing. Red herrings are clues that lead the reader in the wrong direction. They are distracted from the real villain, and focuses for a while on other characters. Similarly to Interrupted Routine, the Red Herring maintains interest, because the reader is now engaged in trying to work out 'whodunnit' or what happened.
Warning - Spoiler Alert!
In a recent episode of the zombie apocalypse series The Walking Dead, Glenn, who is one of the central characters, is standing atop a trailer trying to escape a seething mass of zombie 'Walkers'. His companion falls and takes Glenn with him. The next shot we see is a close-up of Glenn screaming in pain and horror as blood gushes everywhere. The audience is shocked. They believe he has been torn to pieces by the herd of Walkers. Confusion reigns as everyone tries to process what they have witnessed. Social media goes crazy with speculation and fans try to resolve their confusion. Is Glenn really dead? No-one knows for sure. But everyone keeps watching to find out.
It isn't until 3 episodes later that it is revealed in additional scenes that Glenn falls under his companion, and that it is in fact his companion's body that has been torn apart, not his. He subsequently wriggles free and under the trailer, and escapes to safety. So the first scenes were just a red herring to convince us all that Glenn had died.
I have occasionally used the red herring technique in my own teaching. I inform my students that I'm going to tell them a deliberate lie at some point during my lecture. Now their interest in piqued. They listen more attentively during the lecture to see if they can detect the falsehood. Sometimes the lie is real, but sometimes there is no lie at all. Except of course for the red herring - that I promised I would tell a lie at some point in the lecture.
Both the interrupted routine and red herring devices are used to focus interest and also to sustain the momentum of the story telling. Red herrings can keep students in suspense, or even in a state of confusion - something that may or may not be pedagogically desirable. The longer students are kept in suspense, the more they will be interested in what comes next (well, up to a point - you need to decide). I sometimes use a rather dangerous demonstration in the classroom to explore visual perception. It's potentially dangerous, because if it goes wrong, I'm likely to be injured and there will be blood. It involves a can of baked beans and my index finger!
The video above shows a version I recorded several years ago during a lecture. Because of the perceived danger, and the suspense over whether I will actually go through with the trick or not, you will see that the students are totally focused. When I eventually complete the trick, there is surprise and confusion. How did I manage to do it without getting injured? They discuss it for some time afterwards, trying to figure out how the trick worked. But it is just a red herring. There is no danger, because it is a sort of illusion. They now need to think about whether they actually saw what happened, or something else entirely. Or... was the whole thing just a red herring?
If used appropriately, red herrings can also encourage students to sort good information from bad information.
Photo by Daniel Hollister on Flickr
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 2: Maintaining the suspense by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Tuesday, 24 November 2015
Narrative pedagogy 1: Focusing their attention
Humans have been telling stories since time immemorial. Narrative is built into our collective memory, and is part of what makes us human. Stories are compelling. Every story is a lesson, and every lesson can be a story. Teachers can learn a lot from the techniques writers use.
In this short series on what I will call 'narrative pedagogy'* I want to explore some of the storytelling techniques that can be adapted for use in education. Here's the first literary device: Interrupted Routine.
Students get bored easily in class. Boredom is often caused by routine. When nothing changes, there is not a lot to look forward to. Conversely, there is little that piques our attention more than a sudden disruption to routine. Interrupted Routine is one of the many narrative devices writers use to keep their readers or viewers interested.
This is how it works: You think you know your favourite character, and then suddenly, they behave out of character. The familiar pattern of behaviour is broken. Something happens which you least expect to happen. This shocks you, and you are now intrigued as to why things turned out differently to your expectations. It keeps you on your toes because now you are looking out for more shocks, and expecting the unexpected. Your focus has been sharpened.
In Tolkien's Lord of the Rings, the main protagonist is the hobbit Frodo, who with his best friend Sam, is on an epic quest to destroy the One Ring. At a critical point in the narrative, Frodo turns angrily on his best friend Sam and abandons him in the hostile territory of Mordor. This is a shock, because when everyone expected them to stay loyal to each other whatever was thrown at them, suddenly they are separated and everything looks bleak. It is only later that they are reunited, their friendship is resolved, and the reasons for Frodo's hostility are revealed.
How can this technique be used in teaching? Well, here's one example: Now and then I present a topic for my students to debate. It's usually quite an emotive one, about morality, ethics or some other fairly intractable issue. I divide them into two debating teams and ask them to elect speakers who can best present the group's arguments. Next I ask them to spend some time discussing and writing down their arguments on a sheet of paper so they can structure their rhetoric. With a few minutes to go I ask the two leaders to approach me with their crib sheets. I inspect the two sheets, and then I switch them. I give group A's sheet to group B's leader, and vice versa. Suddenly they are confused. I have done something they didn't expect and now both teams are wrong-footed. They now have 5 minutes to go away and rehearse the opposing team's arguments before they debate. Ultimately, both teams get to see all of the arguments, and the ensuing role play is often powerful, because they have focused keenly on the content.
Whatever techniques you use to try to maintain the interest of your students, we can all learn a lot from narrative devices. I would be very interested to hear from any teachers who have used this or a similar technique to keep students attention. Please share them in the comments box below.
Image source
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 1: Focusing their attention by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
In this short series on what I will call 'narrative pedagogy'* I want to explore some of the storytelling techniques that can be adapted for use in education. Here's the first literary device: Interrupted Routine.
Students get bored easily in class. Boredom is often caused by routine. When nothing changes, there is not a lot to look forward to. Conversely, there is little that piques our attention more than a sudden disruption to routine. Interrupted Routine is one of the many narrative devices writers use to keep their readers or viewers interested.
This is how it works: You think you know your favourite character, and then suddenly, they behave out of character. The familiar pattern of behaviour is broken. Something happens which you least expect to happen. This shocks you, and you are now intrigued as to why things turned out differently to your expectations. It keeps you on your toes because now you are looking out for more shocks, and expecting the unexpected. Your focus has been sharpened.
In Tolkien's Lord of the Rings, the main protagonist is the hobbit Frodo, who with his best friend Sam, is on an epic quest to destroy the One Ring. At a critical point in the narrative, Frodo turns angrily on his best friend Sam and abandons him in the hostile territory of Mordor. This is a shock, because when everyone expected them to stay loyal to each other whatever was thrown at them, suddenly they are separated and everything looks bleak. It is only later that they are reunited, their friendship is resolved, and the reasons for Frodo's hostility are revealed.
How can this technique be used in teaching? Well, here's one example: Now and then I present a topic for my students to debate. It's usually quite an emotive one, about morality, ethics or some other fairly intractable issue. I divide them into two debating teams and ask them to elect speakers who can best present the group's arguments. Next I ask them to spend some time discussing and writing down their arguments on a sheet of paper so they can structure their rhetoric. With a few minutes to go I ask the two leaders to approach me with their crib sheets. I inspect the two sheets, and then I switch them. I give group A's sheet to group B's leader, and vice versa. Suddenly they are confused. I have done something they didn't expect and now both teams are wrong-footed. They now have 5 minutes to go away and rehearse the opposing team's arguments before they debate. Ultimately, both teams get to see all of the arguments, and the ensuing role play is often powerful, because they have focused keenly on the content.
Whatever techniques you use to try to maintain the interest of your students, we can all learn a lot from narrative devices. I would be very interested to hear from any teachers who have used this or a similar technique to keep students attention. Please share them in the comments box below.
Image source
*Yes, I know that the term 'narrative pedagogy' has been used before, but in other contexts. My use signifies how storytelling devices can be applied to everyday pedagogy.
Narrative pedagogy 1: Focusing their attention by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Our Surprise Thanksgiving Feast
Every year, Melissa and I plan a huge surprise Thanksgiving breakfast buffet for the kids on the day before our break. We enlist the help of the kids' parents with a TOP SECRET e-mail at the beginning of November. Parents sign up for items they'll contribute and some make a commitment to come to school and help set up the event. There is a lot of coordination and planning in the few weeks before our feast but most of it is done through e-mail.
On the morning of our Thanksgiving feast, Melissa comes up with an excuse to be absent for the first couple of hours of classes. We get a substitute in her room while she is down in the library organizing parents, cooking and setting up the buffet. Soon, the smell of bacon wafts through the building. Kids are busily working like any other day, unbeknownst to the setup in the library. At the end of second hour, Melissa texts me that everything is ready. It's time for the big guns! Our principal, in a ruse, comes to our team and talks to them sternly about the improper use of cellphones and devices. She notes some statistics that make it clear that the kids are in trouble. She then tells them that we are going to do some emergency digital citizenship lessons in the library so everyone should line up to walk down to the LMC.
When the doors open and the kids wander in, they see many of their parents and tables of food, all prepared for them. They have no earthly clue what is happening. Even after the adults yell "Surprise!" the kids are befuddled. The looks on their faces are priceless. It is awesome! "Are we still in trouble?" "What's going on?" "Are our parents here to punish us about the cell phones?" the kids ask. When we make it clear to them that this is a holiday buffet and that the cell phone issue was just a way to get them to the library without them guessing the truth, they relax, start to laugh, and begin their celebration. "Wow! We really thought we were in trouble!" they say during conversation.
The parents are incredible. They pitch in and help make this an event that the kids will never forget. Year after year, we try our best to keep this event a secret and year after year, we succeed. This success is especially surprising because last year's team is in the eighth grade in our building. They keep mum, I think, because they want our current team to experience the surprise that they got to experience. Even the few kids whose siblings we had years before, keep quiet so that everyone else will be surprised. That is the climate of our team. We look out for each other, we take care of each other, we promote the accomplishments of each other and we always help each other. For that, we are so thankful.
On the morning of our Thanksgiving feast, Melissa comes up with an excuse to be absent for the first couple of hours of classes. We get a substitute in her room while she is down in the library organizing parents, cooking and setting up the buffet. Soon, the smell of bacon wafts through the building. Kids are busily working like any other day, unbeknownst to the setup in the library. At the end of second hour, Melissa texts me that everything is ready. It's time for the big guns! Our principal, in a ruse, comes to our team and talks to them sternly about the improper use of cellphones and devices. She notes some statistics that make it clear that the kids are in trouble. She then tells them that we are going to do some emergency digital citizenship lessons in the library so everyone should line up to walk down to the LMC.
When the doors open and the kids wander in, they see many of their parents and tables of food, all prepared for them. They have no earthly clue what is happening. Even after the adults yell "Surprise!" the kids are befuddled. The looks on their faces are priceless. It is awesome! "Are we still in trouble?" "What's going on?" "Are our parents here to punish us about the cell phones?" the kids ask. When we make it clear to them that this is a holiday buffet and that the cell phone issue was just a way to get them to the library without them guessing the truth, they relax, start to laugh, and begin their celebration. "Wow! We really thought we were in trouble!" they say during conversation.
The parents are incredible. They pitch in and help make this an event that the kids will never forget. Year after year, we try our best to keep this event a secret and year after year, we succeed. This success is especially surprising because last year's team is in the eighth grade in our building. They keep mum, I think, because they want our current team to experience the surprise that they got to experience. Even the few kids whose siblings we had years before, keep quiet so that everyone else will be surprised. That is the climate of our team. We look out for each other, we take care of each other, we promote the accomplishments of each other and we always help each other. For that, we are so thankful.
Monday, 23 November 2015
EdCamp Harmony 2.0
Our first student edcamp was such a hit that we decided to do another one. Our kids are learning so many new things every week and edcamp provides a great platform to share that learning. Since our last edcamp, we have gotten a few new technology tools, kids have used new apps for their projects and all have polished skills that they wanted to share. What a great day of learning.
We used the same format as before. We scheduled three 25-minute sessions within the first two periods of our schedule. We were able to use five classrooms for our edcamp and things seemed to go off without a hitch. One thing that kids learned today is that because something is interesting to the presenters does not mean it will be interesting to other kiddos. We did have a few sessions that were unattended. We also think that a tweak for next time might be to shorten the sessions from 25 minutes to 20 minutes. We are always tweaking things to make for a better learning experience for the kids. All in all, today was another great student-led learning experience.
We used the same format as before. We scheduled three 25-minute sessions within the first two periods of our schedule. We were able to use five classrooms for our edcamp and things seemed to go off without a hitch. One thing that kids learned today is that because something is interesting to the presenters does not mean it will be interesting to other kiddos. We did have a few sessions that were unattended. We also think that a tweak for next time might be to shorten the sessions from 25 minutes to 20 minutes. We are always tweaking things to make for a better learning experience for the kids. All in all, today was another great student-led learning experience.
Sunday, 22 November 2015
The things we've learnt are no longer enough
The title of this post comes from the lyrics of the Joy Division track Transmission. It was played during the introduction of the 2015 ALT-C Conference in Manchester. The quote was used in the opening session because a) Joy Division were from Manchester, b) it's an iconic post-punk track and c) it's a challenge for education today.
It led me to the question - what are we actually teaching our children today? We teach quite a lot of knowledge in our classrooms, and we also teach skills. Thinking and doing are central to the curriculum. Is this knowledge (and are these skills) up to date? More importantly, are the knowledge and skills we teach future proofed? Teachers are in an invidious position, trying to educate children when we don't know what the future will be for them. And before someone says 'It's always been thus..' I would like to point out that the current labour market has never been so volatile, prone to change and disrupted by technology as it is right now.
There is a lot of discussion about the future of work. Some would claim that many of the jobs that will be available for children when they leave school in 10 years do not exist yet. Whether this is true remains to be seen, but one thing we can be certain of is that future jobs will be highly dependent of new technologies, and many future jobs will contribute toward the advance of new technologies.
So what are we teaching the children in our schools? Are we preparing them for a future replete with technology and change? If so, what are the transferable skills they need to learn? They will need to be literate in a era of major technological advances, the digital age. My list may be different to yours, but think about these: problem solving, team working and collaboration, designing and making, decision making, leadership, logical (algorithmic?) thinking, research and discovery, and of course communication skills. I believe that transliteracy - the ability to communicate across multiple platforms and media will be one of the most important. I also believe that learning to learn (or metalearning) will be a key skill for all this century. I sincerely hope that children who leave our schools in the next decade have learnt enough to survive and thrive in a future that is uncertain. They will, if we ensure the skills they develop are adaptable to any circumstance.
Photo by Wesley Fryer on Speed of Creativity
The things we've learnt are no longer enough by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
It led me to the question - what are we actually teaching our children today? We teach quite a lot of knowledge in our classrooms, and we also teach skills. Thinking and doing are central to the curriculum. Is this knowledge (and are these skills) up to date? More importantly, are the knowledge and skills we teach future proofed? Teachers are in an invidious position, trying to educate children when we don't know what the future will be for them. And before someone says 'It's always been thus..' I would like to point out that the current labour market has never been so volatile, prone to change and disrupted by technology as it is right now.
There is a lot of discussion about the future of work. Some would claim that many of the jobs that will be available for children when they leave school in 10 years do not exist yet. Whether this is true remains to be seen, but one thing we can be certain of is that future jobs will be highly dependent of new technologies, and many future jobs will contribute toward the advance of new technologies.
So what are we teaching the children in our schools? Are we preparing them for a future replete with technology and change? If so, what are the transferable skills they need to learn? They will need to be literate in a era of major technological advances, the digital age. My list may be different to yours, but think about these: problem solving, team working and collaboration, designing and making, decision making, leadership, logical (algorithmic?) thinking, research and discovery, and of course communication skills. I believe that transliteracy - the ability to communicate across multiple platforms and media will be one of the most important. I also believe that learning to learn (or metalearning) will be a key skill for all this century. I sincerely hope that children who leave our schools in the next decade have learnt enough to survive and thrive in a future that is uncertain. They will, if we ensure the skills they develop are adaptable to any circumstance.
Photo by Wesley Fryer on Speed of Creativity
The things we've learnt are no longer enough by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Friday, 20 November 2015
Podcast: IETC, EdCampSIL and Blogs
In this episode, we talk about IETC, EdCampSIL, blogging, idea generation, our upcoming Pitch Day and the ever-approaching EdCampSTL. You can subscribe to our podcast on iTunes and you can always follow us on Twitter, @dayankee and @melissahellwig4.
One of the best
Once in a while, someone comes into your life, profoundly influences it, and then is gone. You forget, but the legacy remains. Just such a person was Carol Woodward. She was headteacher at Woodford Primary School, just a mile or so away from my home in Plymouth. I knew her both as a parent and in a professional capacity. I served as a governor at Woodford for several years, and later had some professional contact with her in my teacher educator role. She was a wonderful teacher, an inspirational leader, and she had my greatest respect.
All three of my children attended Woodford, but my youngest child, who was then in the process of being diagnosed with autistic spectrum disorder, was the one who benefited from her care the most. His condition made him very difficult to manage in class, as he oscillated between sudden, volatile behaviour and social withdrawal. It was a difficult time for our family and also for his teachers, but Carol was incredibly supportive, making sure my son had all of the resources to ensure he received a quality education. Her care and attention, her sunny disposition and her decisive intervention were instrumental in ensuring that my son was educated to the highest standards. The children in his class were also incredibly supportive, which is a further testament to the high quality of the teaching at Woodford School.
Over time, my son has learnt to manage and surmount the challenges his autism presents, and now, aged 20, he is in his first year at Plymouth University, studying on a degree programme in computer graphics and games design. He's doing very well. As a family we can't thank Carol enough for the hard work, dedicated care and superb encouragement she gave us all during my son's years at her school. We would love her to know that he is now studying at university, and that her efforts from all that time ago have paid off. We would love her to feel proud of what she achieved with him. But she will never hear it. Sadly, she will never know, because Carol took her own life at the end of the last school term.
The heartbreaking tributes from children currently at the school, and those from her family show just how much she was loved, and the high esteem in which she was held. Tragically, Carol's life came to an end when she could no longer face the pressure and the ignominy of a poor OFSTED report. Her health and mental well being declined rapidly following the government school inspection. It had been conducted while the school was experiencing disruption from building works. The report said the school was inadequate, because communication with parents was 'not always effective', and some bullying incidents had not been recorded. These are questionable criticisms of a school that has enjoyed an exemplary track record for decades. Did the school deserve such a damning report on the basis of these small failures?
It's impossible to say what other pressures there were in Carol's life, and what finally caused her to decide to take her own life. But for those who knew her, and knew the pride with which she led her school, and looked after the children in her care, it is clear. The OFSTED visit would have caused a tremendous amount of unneeded pressure on everyone, and the trauma of receiving a report that showed the school in a bad light would have been a major contributory factor to her death.
It can only be speculated upon what went through the minds of the inspectors of Woodford School, when they wrote their report. Some of my colleagues are currently school inspectors, or have been in the past, so I am aware of the pressures they themselves face from above. OFSTED's leadership is not famed for its friendliness. Established as the government's education watchdog, many believe that OFSTED has evolved into an attack dog, coached to act aggressively. Regardless of the hype and media surrounding OFSTED, we need a reality check. Schools have improved tremendously over the last few years, and many are now asking whether OFSTED is still necessary. This simply adds further fuel to the fire.
Life is precious, and the lives of teachers are fraught with challenges and pressures. You don't need to look too far to find accounts of teachers suffering from insomnia, anxiety, depression, alcoholism and stories of the culture of fear in schools. Caring for the mental health of teachers is an issue that is not addressed sufficiently in our society. How many teachers entertain suicidal thoughts because of the extreme pressures brought on by a school inspection? Most educators would agree that the additional pressures created by a school inspection do nothing to improve the quality of teaching. In this case, it seems a school inspection cost the life of an excellent teacher.
Carol Woodward was one of the best, sadly taken before her time. In time, the OFSTED report will be forgotten and the school will move on. In her time, thousands of children have benefited from Carol Woodward's excellent teaching and leadership. That will be her legacy. May she rest in peace.
Related items:
Head Teacher suicide verdict
Head's suicide raises questions about Ofsted inspection
Photo: Evening Herald
One of the best by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
All three of my children attended Woodford, but my youngest child, who was then in the process of being diagnosed with autistic spectrum disorder, was the one who benefited from her care the most. His condition made him very difficult to manage in class, as he oscillated between sudden, volatile behaviour and social withdrawal. It was a difficult time for our family and also for his teachers, but Carol was incredibly supportive, making sure my son had all of the resources to ensure he received a quality education. Her care and attention, her sunny disposition and her decisive intervention were instrumental in ensuring that my son was educated to the highest standards. The children in his class were also incredibly supportive, which is a further testament to the high quality of the teaching at Woodford School.
Over time, my son has learnt to manage and surmount the challenges his autism presents, and now, aged 20, he is in his first year at Plymouth University, studying on a degree programme in computer graphics and games design. He's doing very well. As a family we can't thank Carol enough for the hard work, dedicated care and superb encouragement she gave us all during my son's years at her school. We would love her to know that he is now studying at university, and that her efforts from all that time ago have paid off. We would love her to feel proud of what she achieved with him. But she will never hear it. Sadly, she will never know, because Carol took her own life at the end of the last school term.
The heartbreaking tributes from children currently at the school, and those from her family show just how much she was loved, and the high esteem in which she was held. Tragically, Carol's life came to an end when she could no longer face the pressure and the ignominy of a poor OFSTED report. Her health and mental well being declined rapidly following the government school inspection. It had been conducted while the school was experiencing disruption from building works. The report said the school was inadequate, because communication with parents was 'not always effective', and some bullying incidents had not been recorded. These are questionable criticisms of a school that has enjoyed an exemplary track record for decades. Did the school deserve such a damning report on the basis of these small failures?
It's impossible to say what other pressures there were in Carol's life, and what finally caused her to decide to take her own life. But for those who knew her, and knew the pride with which she led her school, and looked after the children in her care, it is clear. The OFSTED visit would have caused a tremendous amount of unneeded pressure on everyone, and the trauma of receiving a report that showed the school in a bad light would have been a major contributory factor to her death.
It can only be speculated upon what went through the minds of the inspectors of Woodford School, when they wrote their report. Some of my colleagues are currently school inspectors, or have been in the past, so I am aware of the pressures they themselves face from above. OFSTED's leadership is not famed for its friendliness. Established as the government's education watchdog, many believe that OFSTED has evolved into an attack dog, coached to act aggressively. Regardless of the hype and media surrounding OFSTED, we need a reality check. Schools have improved tremendously over the last few years, and many are now asking whether OFSTED is still necessary. This simply adds further fuel to the fire.
Life is precious, and the lives of teachers are fraught with challenges and pressures. You don't need to look too far to find accounts of teachers suffering from insomnia, anxiety, depression, alcoholism and stories of the culture of fear in schools. Caring for the mental health of teachers is an issue that is not addressed sufficiently in our society. How many teachers entertain suicidal thoughts because of the extreme pressures brought on by a school inspection? Most educators would agree that the additional pressures created by a school inspection do nothing to improve the quality of teaching. In this case, it seems a school inspection cost the life of an excellent teacher.
Carol Woodward was one of the best, sadly taken before her time. In time, the OFSTED report will be forgotten and the school will move on. In her time, thousands of children have benefited from Carol Woodward's excellent teaching and leadership. That will be her legacy. May she rest in peace.
Related items:
Head Teacher suicide verdict
Head's suicide raises questions about Ofsted inspection
Photo: Evening Herald
One of the best by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Thursday, 19 November 2015
Make a difference:Creative teacher readings
.
By Allan Alach
I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz
“The way teachers feel about the subject also has an impact – if we think maths is hard and scary our class will too. Instead of taking shortcuts, teachers must help children see the relationship between the different challenges to ease their anxiety.”
Constructing learning in the digital age
I haven’t included a Steve Wheeler article for a while.
“From a cognitive constructivist perspective, learning is achieved through the twin processes of assimilation and accommodation. The latter implies that new learning is 'bolted onto', or constructed within, existing cognitive structures known as schemas. Learning relies on the individual construction of reality, according to Jean Piaget. Such construction of meaning is unique to each individual, and therefore centres on each learner's efforts to make sense of the subject.”
Children should be allowed to get bored, expert says
“Children should be allowed to get bored so they can develop their innate ability to be creative, an education expert says. Dr Teresa Belton told the BBC cultural expectations that children should be
constantly active could hamper the development of their imagination.”Parents aiming too high can harm child's academic performance
All teachers will be aware of this….
“When parents have high hopes for their children's academic achievement, the children tend to do better in school, unless those hopes are unrealistic, in which case the children may not perform well in school, according to research published by the American Psychological Association.”
Art and the Mind’s Eye: How Drawing Trains You to See the World More Clearly and to Live with a Deeper Sense of Presence
Self portrait by John Ruskin |
An excellent reason to include drawing in your class programme.
“Drawing, indeed, transforms the secret passageway between the eye and the heart into a two-way street — while we are wired to miss the vast majority of what goes on around us, learning to draw rewires us to see the world differently, to love it more intimately by attending to and coming to cherish its previously invisible details.”
Power, Labor, and Compliance in Education Reform: Why We Must Refuse
Does this sound familiar?
“It appears apparent to anyone who has worked in education for more than a few years that what we have before us is a never-ending avalanche of policies. Further, dedicated and committed teachers try their best to follow instructions. They try to follow the latest round of “to-do” lists hurled upon them from above by “experts” and policy makers.
But there’s a catch.”
Contributed by Bruce Hammonds:
Standardization isn’t Just Killing Students’ Creativity
“Standardization is destroying the soul of creativity in our students. My subject area is about reading and writing, something a majority of my students hate doing. This is tragic because they’re both activities that I love deeply and most young kids enjoy. Older students often tell me that they loved reading and writing when they were younger, but they hate it now.”
Service Learning: Growing Action From the Roots of Passion
“Our goal was to create an educational model in which students' passions are the driving force, empowering them as global citizens. While we have limited time to cover required curriculum, we are committed to finding ways of embedding curriculum in "real-life" applications within the project.”
What are your students storys |
The Power of Story in School Transformation
“Human brains are hardwired to understand the world through stories. This is so true that psychologists often refer to stories as "psychologically privileged," meaning that our memory treats them differently from other types of information (Willingham). Each of us is a collage of our unique life experiences. By organizing these experiences into a story structure, we try to create order from chaos.”
How Can We Harness the Power of Learning Beyond the School Day?
“Discussions of learning tend to focus on what happens in schools, but many students are learning lots of important skills outside of school through extracurriculars like sports, music, art, politics or any other passion. Often students don’t get recognition for the learning they pursue on their own, and many times they don’t even see their passion as learning at all.”
From Bruce’s ‘goldie oldies’ file:
Developing a co-constructivist unit of study
Bruce wrote this after a visit to my school…sadly all this has now gone due to the switch after my departure to ‘raise achievement’ against ‘national standards’ based on the collection of
‘achievement data.’“A plan for a school to develop a unit of work which values students' ideas and thoughts and then challenges them to 'change their minds' though interactive activities. Before starting the unit the staff need to clarify their idea of 'constructivist' and inquiry learning.”
Mavericks - our only hope!
Creative ‘mavericks’ are our only hope – but times are difficult for creative thinkers in our standardised education system.
“Does your school benefit from the talents and energy of the 'maverick' or does it seek to restrain them?.New Zealand was settled by courageous creative Polynesian and European adventurers prepared to risk all for success in an unknown world. Not for then complying to bureaucrats sitting at their desks or self interested populist politicians.It was anthropologist Margaret Mead who said that every new idea was started by a small group of committed people. Or as Ralph Waldo Emerson wrote, 'Every reform was once a private opinion.”
Monday, 16 November 2015
Moving into a Post- Capitalist world - A book by Paul Mason. 'Market forces' past its used by date!
Someone once told me I am always captured by the last book I have read.
Paul Mason |
There is some truth in this. I also can’t resist ordering books I have heard reviewed on National Radio that capture my interest. One such book was Paul Mason’s ‘Post capitalism – a Guide to Our Future ‘- the author was interviewed by Kim Hill.
The ideas in the book certainly have impressed me and all I will be able to do will share, best I can, some of his ideas. I really enjoyed the historical development of the relationship between labour and power and, in particular, the dramatic rise of socialism and capitalism.
Well worth a read. It was referenced by speakers at the recent NZ Labour Party Conference which I recently attended.
The book is premised by the belief that ‘for the developed world the best of capitalism is behind us, and for the rest it will be over in our lifetime’.
‘What started in 2008 as an economic crisis morphed into a social crisis, leading to mass unrest’. There are two ways it can end. In the first scenario, the global elite clings on’ but with stagnating
Escaping the neo liberal box |
In the second scenario, as ordinary people refuse to pay the price, a variant of what happened in 1930s could emerge.
In both scenarios, the serious impact of climate change, demographic aging, mass migration and growing debt will combine to create chaos by 2050.
Mason proposes an alternative, we ditch neo -liberalism; then we save the planet – and rescue ourselves from inequality – by moving beyond capitalism. There is a growing consensus as to how you do it: suppress high finance, reverse austerity, invest in green energy and promote high waged work. But, as Greece found out, any government that defies austerity will clash with the global institutions that protect the 1%..
‘Neo - liberalism’, writes Mason, ‘ is the doctrine ofuncontrolled markets: it says that the best route to prosperity is individualspursuing their own self-interest…. It says the state should be small…that financial speculation is good; that inequality is good’ and that the natural state of humankind is ‘individuals competing with each other’. And, of course, unions need to be crushed.
The route to a new future beyond capitalism has been created by technology ( just as the printing press provided the impetus to create the Renaissance). Modern technology, through automation, has reduced the need for labour to produce goods. Secondly information technology corrodes the markets ability form prices correctly - - consider the ease of downloading music from the internet. Thirdly there is the rise of collaborative production – Wikipedia, the biggest information product in the world is free as is the rise the ‘creative commons’.
'A networked world', Mason believes ‘offers an escape route’ and this ‘must be driven by a change in our thinking about technology, ownership and work itself’.
‘In the old socialist project the state takes over the market, runs it in favour of the poor instead of the rich, then moves key areas of production out of the market and into a planned economy’. This has been tried but it hasn’t worked.
The state’s future role is to create the framework for change. ‘The new information technology has created a new agent for change; the educated and connected human being. Revolutions in highly complex information driven society will look very different from the revolutions of the 20th century.’
The challenge of the future is between the availability of free and abundant goods (with minimal labour input) and a system of monopolies, banks and governments trying to keep things private, scarce and commercial. ‘Everything comes down to the struggle between the network and the hierarchy, between old forms of society molded around capitalism and new forms of society that prefigure what comes next’.
The power elites and the financial institutions have a lot at stake. The idea of TINA (there is no alternative) is now under attack. ‘Millions of people are beginning to realize they’ve been sold a dream that they can never live’. There is no ‘trickle down’; growing inequalities are a feature of capitalist societies
In his book Mason writes that in the decades after WW2 prosperity was the result of state ownership and control. It was an era that resulted in technological changes and the spreading of best practices. This came to a halt with the oil shocks of the 70s and with President Nixon removing the gold standard for the dollar.
This was the beginning of neo-liberalism – Thatcher, Reagan and in New Zealand ‘Rogernomics resulting in the dis empowerment of worker unions and the rise of business elites and corporate domination.
Mason’s book is premised on the concept of cycles of political change in power structures; neo-liberalism is coming to end.
It is Mason's belief that the new information technology, rather than creating a new and stable form of capitalism, is dissolving it; corroding market mechanisms, eroding property rights and destroying the old relationships between wages, work and profit.
More radically it is leading us towards a post capitalist economy; a move as great as when the financial merchant families replaced the power of the feudal monarchs' ; a change that will redefine the nature of work itself as automation takes effect.
Recommends Mason's book |
More radically it is leading us towards a post capitalist economy; a move as great as when the financial merchant families replaced the power of the feudal monarchs' ; a change that will redefine the nature of work itself as automation takes effect.
This automation will result in making human labour largely redundant resulting, for many, more free time than work time leading to the problem of what to do with the millions of people whose jobs are automated? In this process work will lose its centrality as part of a person’s identity. Networked individuals will increasing become a power for change.
Transitions are always hard to understand as the plot of Downton
Abbey illustrates. The question is how will humans have to change in order for post capitalism to emerge?
Changing times in an earlier era |
Four time bombs Mason writes will create the press for change – all are interrelated an all will require dramatic action.
The first is climate change – the result of ‘free market’ capitalist economic growth -primarily caused by the use of carbon fossil fuels to fuel economic growth. Strong positive action focusing on renewable energy will help but, as Mason writes, ‘more and more the climate talks…come to resemble the peace treaties that paved the way for the Second World War’.
The second time bomb is the demographic problem of aging, potentially as big a threat as climate change but with a more immediate economic impact. Fewer and fewer workers will be available to pay pensions and the care of an aging population. This is an irreversible change added to by falling birth rates.
The demands of spending on pensions, health and care will create devastating problems of public debt.
The fourth time bomb is the impact of mass migration resulting from poverty. Mason predicts that we have not seen anything compared to what is to come. 'Either poor countries will become richer or poor people will migrate to richer countries.’
Notwithstanding all these problems, even following the GFC of 2008, the ‘financial aristocracy is determined to go on living as if the threats outlined above are not real,’ believing that market forces will solve all problems. Those in power will do whatever they can to avoid real transformational change that requires the end of neo-liberalism and the development of a post capitalistic world. The illusions, bred over the last twenty-five years, feed our paralysis – the illusion that everything is going to be OK.
This false sense of security, echoing the feelings prior to the outbreak of World War Two, will eventually require dramatic action.
Only states and states acting together can organize positive actions – responding to the challenges that lie ahead will require more state ownership and will require more planning than anybody currently expects..
Mason’s book provides an antidote to despair. For all the rhetoric about free markets, the capitalist system will not provide any answers and, rather, will contribute the problems..
The theme of Mason’s book is that technology is developing a world that requires fewer workers and introduces the idea of a transition to a world without work driven by information technology able to produce goods almost for free; a challenge to profit orientated capitalism. In the future people will be involved in providing services beyond the market – for example free information through Wikipedia or the creative commons.
In his final chapter Mason outlines what a post capitalist society might involve. He calls it Project Zero as its aims are a zero- carbon energy systems; the productions of machines, products and services with zero marginal costs; and the reduction of labour time as close as possible to zero.
This is not about returning to deadening state control but rather will require a state foresight and guidance rather than command and control; networks rather than hierarchies.
Mason outlines five principles.
The 1 % |
Test all proposals on a small scale before attempting them on a larger scale.
Design transitions to ecological sustainability, responding to problems as they emerge.
This transition will not be just about economics but will require the emergence of new kinds of people that will be created created by the growth of networked communities. The growing cohorts of networked citizens will have different perceptions from their parents or grandparents.
The fourth principle will be to attack all problems from all angles. The rise of networked citizens allows them to organise meaningful spontaneous actions as powerful agents of change beyond the control of governments, political parties and corporations. New forms of democracy will need to evolve allowing solutions to be found through a mix of small scale experiments that, if shown successful, can be scaled up through top down action.
The fifth principal for a successful transition is to maximize the power of information. Already aggregated data about our lives is available too often controlled by governments or corporations.
There will be a need to create democratic control over aggregated information to prevent its misuse by states and corporations. Once information has been 'socialised' it will have the power to amplify the results of collective action by mapping problems and providing immediate assistance.
There will be a need to create democratic control over aggregated information to prevent its misuse by states and corporations. Once information has been 'socialised' it will have the power to amplify the results of collective action by mapping problems and providing immediate assistance.
In Mason’s scenario decision making is decentralised; the structures needed to deliver it emerge
during the delivery; targets evolve in response to real-time information – and all actions should e modelled through simulations tools before enacted for real. ‘The best method is for small groups to pick a task, work on it for a bit, document what they’ve done and move on.’Top level aims of a post capitalist project would be:
Rapidly reduce carbon emissions -work towards sustainability
Stabilize and socialize the finance system to take into account problems of aging, climate change and debt.
Deliver high levels of material prosperity and well-being by facing up to inequalities in society.
Gear technology towards the reduction of necessary work – eventually work becomes voluntary with the rapid transition towards an automated society.
Such changes will require a ‘new spirit’ – a new attitude to replace the current misplaced faith in ‘market forces’ which is unable to solve current problems.
Mason’s solutions provide his best guesses and is open to be changed by the wisdom of others.
‘The most challenging arena for action is the state; we need to think positively about its role in the transition to post capitalism.’
‘The state has to see itself as one of nurturing new economic forms to the point where they take off.’ Currently the state, under neo-liberalism, has been deregulated to allow marketization, corporatisation and privatisation in such areas as education and health. ‘The state has to reshape markets to favour sustainable, collaborative and socially just outcomes. ’Local energy systems could be incentivised and infrastructures developed to allow local innovation. The state has to ‘own’ the agenda for responses to the challenges of climate change, demographic aging, energy security and migration’.
‘The state has to see itself as one of nurturing new economic forms to the point where they take off.’ Currently the state, under neo-liberalism, has been deregulated to allow marketization, corporatisation and privatisation in such areas as education and health. ‘The state has to reshape markets to favour sustainable, collaborative and socially just outcomes. ’Local energy systems could be incentivised and infrastructures developed to allow local innovation. The state has to ‘own’ the agenda for responses to the challenges of climate change, demographic aging, energy security and migration’.
Governments will have to do something clear and progressive about debts – in countries that are unable to repay debts they could be written off.
Collaborative business models need to be fostered. The tax system needs to be reshaped to reward the creation of non-profits and collaborative productions.
Large corporations need to be controlled by regulation. This might sound harsh but similar restrictions outlawed slavery and child labour despite protests of factory bosses and plantation owners.
New minds required |
Monopolies to be be outlawed. ‘For twenty five years’, Mason writes, ‘ the public sector has been forced to outsize and break itself into pieces; now would come the turn of such monopolies such as Apple and Google’.
‘Public ownership delivered in the past huge social benefits and in the post capitalist society it would deliver that and more.’
Public provision of water, energy, housing, transport, telecoms infrastructure and education would feel like a revolution as these have been privatised under ‘market forces’ for the benefit of a few.
Public provision of water, energy, housing, transport, telecoms infrastructure and education would feel like a revolution as these have been privatised under ‘market forces’ for the benefit of a few.
'A mix of government encouraged initiatives and highly regulated corporations would create the framework of the next economic system, not its substance.’ ‘There is no reason to abolish markets by diktat, as long as you abolish the basic power imbalances that the term ‘free market’ disguises.’ Innovation and creatitivity would be rewarded. Patents and intellectual property rights would be designed to taper away. State funded research should be free and shared.
‘The only sector where it is imperative to suppress market forces completely is wholesale energy. To meet climate change with urgent action the state should take ownership and control of the energy distribution grid, plus all big carbon suppliers of energy. Renewable sources of energy need to be subsidized. Mason believes in' decentralizing and allowing local communities to keep the efficiency gains they make’.
The neo-liberal position |
The next big piece of social technology would be focused on the financial system. Central nationalized banks should have sustainability targets. Other banks would need to be restructured to reward innovation and to be penalised for speculative rent seeking loans.
The biggest structural change to make post capitalism possible is to establish a state guaranteed universal basic income.
The purpose of a basic income is to formalize the separation of work and wages and to subsidize the transition to a shorter working week, or day, or life.
The purpose of a basic income is to formalize the separation of work and wages and to subsidize the transition to a shorter working week, or day, or life.
The idea is simple: everybody of working age gets an unconditional basic income from the state funded by taxation, and this replaces the unemployment benefit. Other forms of need-based
welfare would still exist topping up the basic income.This move would radically accelerate technological progress.One study states that 47% of all jobs in an advanced economy will be redundant due to automation – this would result in an enormous unemployment problem. A basic income paid out of taxes gives people a chance to build a life in a non –market economy allowing individuals to involve themselves in work or non-work activities.
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The fiscal cost for this would be high costing, according to UK figures, twice the current welfare bill.. This would be affordable if current tax exemptions were abolished combined with cost saving changes to other public spending.
‘Under this system there would be no stigma attached to not working. The universal basic income would be an antidote to the low paying service jobs that capitalism has created over the past twenty-five years that pay little and demean the worker.
‘As we pursue these goals, a general pattern is likely to emerge; the transition to post capitalism is going to be driven by surprise discoveries made by groups of people working in teams’. ‘This is not going to be a controlled process. The most valuable thing that networks can do ( and individuals within them) is to disrupt everything above.’
Asking what is the end state is not the wrong question according to Mason. Post capitalism is a ‘beginning state’.
As the reproduction cost of labour shrinks dramatically the employment problems that have defined human history will shrink or disappear. ‘So instead of looking for an end state, it’s more important to ask how we might ... escape a dead end.’
As the reproduction cost of labour shrinks dramatically the employment problems that have defined human history will shrink or disappear. ‘So instead of looking for an end state, it’s more important to ask how we might ... escape a dead end.’
We are entering an era when the labour that is necessary to sustain life falls and free time grows – where the division between work and free time is blurred.
Mason concludes his book writing, ‘we are at a moment of possibility; of a controlled transition beyond the free market, beyond carbon, beyond compulsory work.What happens to the state? It probably gets less powerful over time- and in the end its
function are assumed by society.’‘What happens to the 1%?
Their ideology tells them their uniqueness has made them successful but their success depends on a plentiful supply of cheap labour and repressed democracy – where inequality is rising. 'To live in a world so separate, dominated by the myth of uniqueness but in reality so uniform, constantly worrying you’re going to lose it all, is- I am not kidding, tough.’
‘But there is good news. The 99% are coming to the rescue. Post capitalism will set you free.’
Not an easy book to summarise. Best you read it for yourself
Mason is asking readers to imagine a more socially just and sustainable society beyond capitalism – a world we can help shape rather than simply react to problems that face us .
Link to the corporate takeover of society - including education
Pope Francis - inequality and capitalism and Thomas Piketty
Lestor Thorow - challenges that lie ahead for capitalism
Link to the corporate takeover of society - including education
Pope Francis - inequality and capitalism and Thomas Piketty
Lestor Thorow - challenges that lie ahead for capitalism
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