Blog Archives

Love Learning, Yet Hate School?

This morning, in an email from TIE, I received a link from Greg Limperis to watch a viral video related to education. The title caught my attention…Why I Hate School But Love Education. I was hooked…had to watch. You should too…

Now, I should mention that I’m currently reading Tony Wagner’s latest book, Creating Innovators. I’m only a chapter or two in, but something clicked as I watched Suli Breaks‘ video sermon about re-envisioning the role of school in education. No, I wasn’t thinking that schools are no longer needed just because a handful of famous, wealthy, successful people didn’t stay in school (and I don’t think that was ultimately his point). Rather, schools are at risk of failing to serve students who want a more meaningful learning experience (which reminds me of Dan Brown’s An Open Letter to Educators video rant back in 2010). Could schools actually be on their way to earning a failing grade in their own course, Education 101?

We must evolve our approach to teaching and learning. If we don’t, schools WILL become obsolete. It’s NOT good enough to hand our students a laptop or an iPad and proclaim, “There, now we’re 21st century school.” It’s about changing the fundamental way in which our schools and classrooms operate to best serve the needs of the modern day student. We have to make a shift from a pedagogy founded on  knowledge-delivery to one that promotes creativity, innovation, and differentiation.

Suli makes this point with prose that brings words to life…true “education” is education that is meaningful to it’s possessor. Picasso learned the art of, well, art. Shakespeare mastered the art of words and Colonel Sanders perfected the art of fried chicken. Each did it their OWN way, not one that was prescribed in a school’s curriculum. As Suli vividly describes in my favorite example of his about passion-based learning, Beckham didn’t learn to “bend it” (a penalty kick) at Chingford Foundation School. In fact, David once said,

At school whenever the teachers asked, ‘What do you want to do when you’re older?’ I’d say, ‘I want to be a footballer.’ And they’d say, ‘No, what do you really want to do, for a job?’ But that was the only thing I ever wanted to do.

So he did. Beckham bends it with such skill and precision, not because Chingford Foundation School successfully coaches all their kids to do so, but because he had a passion for the sport that drove him to study and perfect the art of penalty kicking. Imagine how scary he would be on the pitch had his teachers fully accepted and promoted his passion for soccer as a career!

Ultimately, schools must learn to inspire and promote our students’ inherent passion for authentic, meaningful, and individualized learning. After all, our future depends upon it.

What are your thoughts about Suli’s video? How can we shift our approach as a school to provide a more relevant and authentic experience? Please share your thoughts.

Deprogramming Students for 21CL

“Just give me the answers.”

“Why won’t you help me? You’re the teacher.”

“This project is going to take FOR…EVER. Ugh.”

“You mean I actually have to think on this assignment?!?”

Ever heard one these grumblings from one of your students? Believe it or not, it’s a good thing. It means your learning environment is transitioning. Our students are programmed to succeed in the traditional educational system. They want to continue to use BASIC while the world now requires them to know Objective C.

FACT: The recent shift to 21st century learning – promotion of skills like creativity, collaboration, problem-solving, curation, and innovation – is just as difficult for students to embrace as it is for teachers. Shocked?

Our kids are accustomed to the age-old game of content acquisition (passive learning) and testing (regurgitation). And many have gotten downright amazing at it. You know them. They’re typically your honor students. The ones who breeze through the homework and ace all your tests. They average a 98% or better in your class. And they’ve found a nice, warm, cozy niche in your educational environment. The problem is that information, once scarce, is now abundant and instantly available in today’s world.

So now, you’re challenging them to move. You’re asking them to take knowledge  and do something with it (other than just spew it back to you). You’re asking them to design. Create. Innovate. Share. Debate. Present. Choose. Imply. Ask questions. Manipulate the content – and do so in a team with others.

It’s not going to be an easy adjustment for some of them. And, as teachers, we must understand the challenge involved in figuring out the rules of this new game – 21CL. So, what can we do to help our students then?

Have you encountered student resistance to 21CL activities in your classroom? How have you handled it? Found anything that works? Share your experiences with the E21 blog community. Comment on this post.

We have to “deprogram” our students by increasing the 21CL opportunities. We have to talk with them about the fact that the game is changing. Discuss the new “rules” when you implement a PBL unit. Explain that it may seem at times like you’re not teaching them, but that’s because you want them to learn. The active process is now theirs, not yours. It’s because you want them to take ownership of their own learning. Assure them that you are not abandoning them – and they can call on you for help and guidance as they explore. Expect mistakes along the way…and encourage your students to learn from failure. You are their 21st Century Tour Guide.

Failure is okay. Some of the world’s most successful people failed miserably while learning to succeed. Remind your students that they fail time and time again playing video games.

And yet, in the end, they always save the world.

Computational Thinking: A Digital Age Skill for EVERYONE

I just came across this video that really makes me feel good about where we’re going with things on our campus. I just had to share.

Solution Fluency: to thine own problem-solving self be true

In November, kinder21 presented the concept of “Solution Fluency” to our group and discussed a simple problem faced by a group of her Kindergartners. They were outside for recess playing basketball and the ball became wedged between the rim and the backboard.

The kids tried a bunch of unsuccessful solutions to get it down, which included (memorably) shouting at it, before someone finally tossed another ball at the stuck ball and hit it, which knocked it down.

kinder21 explained the “6 D’s” of Solution Fluency, and the process the kids had unwittingly gone through before finally hitting upon the one that worked.

It got me thinking: how do you get students — or anyone for that matter — to consider and follow those 6 steps every time they are faced with a problem? Do I do that? Could I hold myself to that standard? I visited the 21st Century Fluency Project’s site for a closer read of the D’s:

Define the problem, because you need to know exactly what you’re doing before you start doing anything.
Discover the history of the problem which provides context.
Dream Envision a future with the problem solved.
Design your solution in stages through gap analysis from Define to Dream.
Deliver the goods. Complete and publish your solution.
Debrief and foster ownership, by getting involved in the evaluation of the problem-solving process.

It seemed pretty reasonable, but somehow I couldn’t see myself printing the D’s out and hanging them on my classroom wall as a guide for my students to follow.

I thought about my own problem-solving process and compared it to the D’s, and realized I was more drawn to some of the stages than others.  If I had to follow the 6 D’s sequentially… well… I just would not necessarily do so every time, and my solution might suffer for it.

But they seem so sensible, what was my problem with the D’s? I read the description again and saw this preamble:

“This is about whole-brain thinking – creativity and problem solving applied in real time.”

Eureka! The key word for me was “whole-brain” thinking. It reminded me of the Myers Briggs Type Indicator test I took in college.  My mom is pretty well-versed in this area and had some good resources, so I investigated further.

You can read up on Myers Briggs, or just check out the chart below and think: where do my thoughts tend to go when I am faced with a problem that needs solving?

Is there one (or more) which seem too cerebral, too ethereal, too impulsive, or perhaps too inefficient? You will most likely be drawn to two of the quadrants (one top, one bottom).

Which quadrants represent for you the most comfortable way to begin the process of problem solving?

·  Face all the facts
·  See the situation as it is.
·  Be realistic and avoid wishful thinking or feeling that may distort the picture
·  What do we know for sure?
·  Who is involved?
·  What has gone before?
·  List possible courses of action
·  Put these into words and make conscious
·  Develop a range of alternatives without analyzing or critiquing.
·  Don’t reject anything yet, keep brainstorming.
·  What solutions “leap out”
T: WEIGH THE CONSEQUENCES of each course of action
· What steps do you take to get there?
· What will happen if you do?
· List steps for each course of action
· Make an impersonal analysis of cause/effect
· Make a tentative judgment about what will give the best result
F: WEIGH ALTERNATIVES in terms of feeling.
· How deeply do you care about the things that will be gained or lost.
· How will this effect others?
· Impact on people
· Impact on values and sensibilities?
· Acknowledge subjective elements

Source: Myers, Isabel B., McCaulley, Mary H., Quenk, Naomi L., Hammer, Allen L. MBTI Manual: A Guide to the Development and Use of the Myers Briggs Type Indicator, Consulting Psychologists Press, 3rd Edition, 1998.

Personally, I tend to operate out of the right-hand side of the box, so if I am approaching a problem I am thinking about the feelings of those involved, what obvious possibilities are “leaping out”, and I will begin to generate a list of ideas by brainstorming.

Someone who operates out of either of the quadrants on the left might not understand why I might approach it that way, and might see it as inefficient, but for me considering the effect on others and the having opportunity to creatively discover a solution appeals to my values and preferences.

I never would have considered a career in finance because of the type of thinking required. It’s not my strength! However, put me in a classroom with a group of learners who have a variety of strengths, needs and aspirations and ask me to give them skills in, and an appreciation for, world languages and culture and you’ve got the right girl.

We all have our own sets of values and preferences that might lead us down one path or another when faced with a complex problem to solve, and each type of person can make helpful contributions to the problem-solving process.

The Partnership for 21st Century Skills designates Problem Solving as one of 6 essential, and currently not assessed, skills for students to learn, and describes it thus:

“…Solving complex, multidisciplinary, open-ended problems that all workers, in every kind of workplace, encounter routinely.The challenges workers face don’t come in a multiple-choice format and typically don’t have a single right answer. Nor can they be neatly categorized as “math problems,” for example, or passed off to someone at a higher pay grade.

Businesses expect employees at all levels to identify problems, think through solutions and alternatives, and explore new options if their approaches don’t pan out. Often, this work involves groups of people with different knowledge and skills who, collectively, add value to their organizations.”

If we imagine the Kindergartners with the stuck ball as representing a group of four distinct problem-solving “types” — S (sensing), N (intuition), T (thinking), and F (feeling) — working together to solve the problem, the conversation might have looked something like this:

Finn (F): Oh no! Johnny’s crying!
Samantha (S) : His ball is stuck!
Finn: We need to get it down!
Nick (N): Maybe we could parachute off the top of the school and kick it out as we fly by the net?
Tricia (T): No, that won’t work. We don’t have parachutes and we might get in trouble.
Finn: Johnny will be so upset if we can’t get it down, he got that ball for his birthday!
Samantha: Let’s see, what can we do?
Nick: How about we yell at it REALLY loud? Maybe we’ll scare it down!
Tricia: That didn’t work. Any more big ideas?
Finn: That was kind of mean Tricia.  Maybe we should get the teacher?
Samantha: Tricia, don’t criticize. Finn, go get the teacher.
Tricia: Sorry Nick. Maybe you could think of something that knocks the ball down without using things we don’t have, and without imagining that the ball has feelings.
Nick: Maybe a bird could hit it… I’ve got it! Maybe we could hit it with something?
Tricia: That’s more like it, but how could we hit it if we’re down here and it’s up there?
Samantha: (picks up a ball)
Nick: How about another ball? We could throw it!
Tricia: That’s quite logical actually, I think it could work!
Samantha: (aims ball at stuck ball)
Nick: Maybe if you stand with your back to it and throw it over your head…
Tricia: A simple, forward-facing shot will work, let’s just get it down.
Finn: Yay! It worked! You did it!
Samantha: I’m going to go bring it to Johnny.
Nick: That was cool! I really think we should try parachuting off the roof though…
Tricia: Great shot, Samantha.
Finn: GREAT shot Samantha! Johnny will be so happy!

In the conversation above, any of the kids might DEFINE the problem (the ball is stuck), though defining a problem is usually the realm of the fact-oriented S.

Certainly the feeling-oriented F would recognize the importance of solving the problem, and would generate the sense of urgency that would press the S into problem-solving action, rather than simply abandoning the ball and finding a new one to play with.

The fact-oriented S would give context to the problem (DISCOVER) that would help the others to break the problem down into manageable parts.

The N would begin generating possibilities (DREAM and DESIGN), some of them improbable, and the T would analyze and critique, thereby influencing the DESIGN.

The S would put the design to use (DELIVER), the T would analyze the results (DEBRIEF), and the F would celebrate the results (DEBRIEF).

What I am getting at is that we all do have the capacity to do all 6 of the D’s, and students would certainly benefit from some outright training in problem solving, but they will choose to use the D’s that make sense to them. “Dreaming” of a solution might sound hokey to some, while “Design a solution through gap-stage analysis” might sound overwhelming to others.

For me, Solution Fluency is about knowing your strengths and weaknesses, and recognizing the strengths in your teammates that fill in where yours leave off. For simple problems it is important to be able to work independently, but for the complex it is equally important to be able to work together.


Myers, Isabel B., McCaulley, Mary H., Quenk, Naomi L., Hammer, Allen L. MBTI Manual: A Guide to the Development and Use of the Myers Briggs Type Indicator, Consulting Psychologists Press, 3rd Edition, 1998.

Creative Fluency

from  “Creative Fluency is the process by which artistic proficiency adds meaning through design, art and storytelling. It regards form in addition to function, and the principles of innovative design combined with a quality functioning product.Creative Fluency extends beyond visual creative skills, to using the imagination to create stories, a practice which is in demand in many facets of today’s economy. It is widely regarded by many successful industries that creative minds come up with creative solutions.There is tremendous value in the artistic creation of items in order that they may transcend mere functionality.”

So today I introduced my students to their creative project for the semester: Build Your Own Utopia. I thought this would be something fun for them–a chance to flex their imagination muscles but still demonstrate an understanding of the ideas we’ve been discussing all semester long. Yet I heard over and over again from students: “This is HARD!” or “This requires me to think!” (insert shocked expression). The assumption on their part was that something creative should be easy and thoughtless. Maybe one way of understanding this is by looking at the difference between imagination and creativity.

Oklahoma‘s recent National Creativity World Forum 2011 (www., explains on their website that “ Imagination is the capacity to conceive of what is not yet present or manifest. Creativity is imagination applied (“imagination at work”) to do or make something that flows from the prior capacity to conceive of the new.” My students have imagination (they can come up quickly with some off the wall zany idea never heard of before), but when it comes to applying that imagination (creativity) they realize that its not enough to just come up with an idea, it has to be made meaningful and requires a lot of problem solving that they didn’t anticipate.

I’ll let you know how it goes.

Book Review: Out of Our Minds: Learning to be Creative (Ken Robinson)

I’ve ordered a hard copy – I already view screens for too many hours a day and refuse to do any serious reading on one! I picked the book because I was super impressed with Ken’s TED talk on education (view below). From the book reviews it sounds like his recently updated book was the basis for his TED talk on education (past, present, future), creativity & globalization. Sometimes I feel like phrases like “21st century learning” sound good but are a little short on substance. It was obvious from his TED talk though Ken has a meaningful message for educators. I’m excited to read what he has to say!

This is also the first time I’ve blogged before! I’m not sure exactly what I’m “supposed” to say. Hopefully my errant thoughts will do!