20% Time PD

20% Time PD

I have been fascinating with a the idea of giving both students and educators 20% time based on the writings of Dan Pink and the book Drive (a must read for all educators in my opinion). There has been some momentum growing in education around this idea and this past year I followed a few teachers who implemented “Genius Hour” in their classroom. A great name for this idea of getting out of the students way and allowing them to do great work. I haven’t had a lot of time to implement 20% time into my consulting work. One hour workshops just don’t lend themselves to this kind of deep learning. That is why the three day Learning Institute I did in June in London had me so excited. Excited to get out of educators way and allow them to do great work. I started off by learning something new myself. I set up a Tumblr account to run the three day institute. You can see all the learning here: http://litechaslondon.tumblr.com/ I had a Tumblr account but hadn’t used it that much and was looking for a place that not only could I set the outline for the three days of learning, but also find a place for participants to reflect easily without having to create an account. So I took my own 20% time before the institute started and watching a bunch of YouTube videos….mostly made by Middle School girls…..I taught myself how to set up a Tumblr site and how to allow others to submit reflections to it without needing an account. Honestly I didn’t know how the participants would react when I told them at the beginning of the first day that each day I was going to give them 1 1/2 hours to do a project. Their project could be on anything they wanted. Play a song, write a poem, bake something, or do work based on what they were learning over the three days of the institute. The only catch was they had to have something to share the last hour of the last day of the institute. You can read the reflections on the blog, but it was a pretty powerful experience for all of us. The really interesting thing was this institute was held at the end of the school year. Students had finished school just two days prior and all logical thought pointed...

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Learning through Presentations

“How many of you have done the 18 minute, right before class, copy and paste, plagiarized, bullet point, turn and read off the screen PowerPoint Presentation? Be honest.” Every hand in the room goes up. We know it as educators, kids know it as students. The presentation really is about finding information, putting it on some slides, add some transitions and then telling the rest of the class what it is you found. Then there is the audience who is suppose to take notes on the information. A.K.A. copy the bulletpoints in bulletpoint format onto a piece of paper. Because there is so much learning in copying words from the slide to paper….NOT……and of course as you are busy copying the words you’re not listening to what the presenter is saying…not that it matters they’re just reading the words off the slides anyway.    What if there was a different way? What if the presentation was a story, a journey, an in-depth look into some aspect of a book, a time period as told through images and the research of the storyteller. What if the preperation of making the presentation was about learning? What if it was about crafting a story and understanding a topic to the point where you could stand and without notes, without bulletpoints tell your story.  That’s exactly what I’ve been working with in partnership with one of our high school English teachers. Let me give you the outline. Students in 9th grade English are reading To Kill a Mockingbird. A classic read for many students in high school. To help students understand the novel and the time period in which it takes place. Each student researches some aspect of the 1930’s. Students are given a list of topics or are free to come up with their own. Some topics include, Adolf Hitler, Fascism, The Great Depression, FDR, Women in 1930 America.  Students have free range to choose a topic (Autonomy) as long as they can tie it some how to the book, or how this might have affected the characters in the book in that time period.  Once they have chosen their topic and had a conversation about the angle they are going to take with it and how it ties to the book, they are set free to research (Mastery).  The Purpose is to craft a story on how or why they feel...

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Autonomy, Purpose, Mastery

  I’ve been reflecting a lot on Dan Pink’s new book Drive and thinking about how this applies to education and the work we ask students to do. My wife recently took 10 Middle School students on an Operation Smile trip into the mountains of Thailand near the Burma boarder. The Middle Schoolers spent their time playing the kids who came there to get surgery done. It’s a moving experience…the kind that shapes you as a person. When the students get back they are given one assignment…..reflect on your experience. Autonomy: Take as long as you need, and use the media that you want. Purpose: Share your experience with others. Mastery: You can reflect anyway you want: Essay, blog post, video, presentation, etc. One student decided to write an essay that I hope she decides to publish on her blog….it will bring a tear to any eye. And then there is Brian. The lone 8th grader on the trip who decided to express his emotions and reflection using video. I get asked by teachers how do you have students use media and make it a reflection not just a retelling of what happened? The answer, I believe, is in giving students a purpose. A meaningful purpose to reflect that is bigger than a grade, or an individual assignment. Yes…I’m going to make you go to Brian’s Blog to view the video in hopes that you too will be so moved by his creativity and message that you leave him a comment or pass along the message of Operation Smile to others....

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