57 Flavours ....... or just 1?

A long time ago I wrote  a post called 57 flavours? about how teachers are hired because they will bring the school something it needs, because they will add their own "spice" to the mix. I wrote that teachers should not hide their uniqueness or worry about the fact that they are not quite like anyone else at the school.

However, lately, whenever I talk to colleagues I feel that things are changing. I participate in activities, such as the Teachers' Guild, where I meet teachers from private and public schools all over the world. I am hearing from teachers - constantly now - that administrators want more consistency across classrooms in each grade, and are asking teachers to do the same things, the same way, on the same schedule. It sounds like administrators do NOT want teachers who bring their uniqueness: it sounds like they would prefer to have teachers who are as identical as possible.

I must admit that part of me completely understands this need: it must be difficult, for administrators, to keep an eye on progress across a grade if the teachers are teaching different parts of the curriculum, in different ways, at different times. And, of course, parents tend to compare notes, and a parent who feels that another teacher in their child's grade is doing something better, is going to be unhappy and may complain. Every time two teachers do things differently, at least some parents are going to think the other teacher's way is better, and be unhappy. Unhappy parents are bad for the school, and there is an easy "fix" for this sort of unhappiness: make all the classes do things as similarly as possible.

So, I understand the drive for consistency, but a part of me wonders... by eliminating the things that make us (teachers) different, by making all teachers do everything just the same, are we giving our best to the students?

If we all teach the exact same lesson, the same project, in exactly the same way, don't we lose some of the passion a teacher brings by communicating in the way they feel most excited about, feel is most natural for them? If we don't vary our approach and timing based on the students' response, don't we lose some of the differentiation our students need? If we send the same letter to all parents in the grade every week, don't we lose some of the authenticity we are trying to build in our relationships with them?

This is difficult stuff. We want to make sure that admin can properly track progress in each classroom. We want parents to be happy, and not to feel that their child would have a better experience in another teacher's classroom.

And yet...

Consistency means that innovative, creative teachers must stop innovating and creating. Consistency means that teachers are being asked not to do their best, but to do only those things that all the other teachers can do equally well. Just as every teacher has unique strengths, every teacher has some relative weaknesses: consistency means every teacher must level down, in each area, to match the teacher who is least strong in that area. One result is that it is easier for the school to monitor the classrooms and be sure that every student is getting the education they were promised. But leveling down to every teacher's relative weakness means the students have a very different experience, compared to one where they can benefit from their teacher's greatest strengths.

I have many friends in schools around the USA and around the world, and I am increasingly hearing that many of them are moving schools with the hope that, in a different school, they will again be allowed to keep their "spice" alive. They were hired for their track record of talented teaching but now are being asked to stop being different.

At the Teachers' Guild, I have come across teachers who are trying to find people at other schools who can implement their ideas, to see if their ideas would work, because they are not allowed to do so themselves. You can imagine how frustrated they feel!

The drive for consistency seems to be happening everywhere, all at once. I certainly understand why. Certainly, "creativity" and "uniqueness" should not be used as excuses for failing to properly teach the curriculum; it is important to identify teachers who need help, and to get it for them. But, it does make me wonder: is this the best way to ensure that every student has the most amazing possible experience? Or are we guaranteeing somewhat poorer - but equal - experiences for everyone? And, how can we get the best of both worlds?

iCity

Great News!

If you enjoyed reading about iCity two years ago in this blog you can now download the iCity booklet at the Apple Bookstore for Free.

iCity is booklet number 2 of the Spreading JAM series. Book 3 and 4  (iCelebrate and iLive) will be available soon.

iCity

iTravel

Great News!

If you enjoyed reading about iTravel earlier in this blog you can now download the iTravel booklet at the Apple Bookstore for Free.

iTravel is booklet 1 of planned series called Spreading JAM. Book 2, iCity will be available soon.

iCity - STEAM

STEAM in the Classroom

Have you ever heard the word STEAM

Science/ Technology/ Engineering/ Arts and Math

Plus Design Thinking. (see previous post)

The activity combines learning about the world, nature & weather (science); designing and building something (technology and engineering); crafts (arts); and an understanding of spatial relationships, and of shapes (math). The activity is STEAM – all in one!

iCity

Now for something completely different!

Yes, it has been quite a while. I have been reading a lot and inventing a lot.

My latest idea is not an old one or one that other teachers haven't done yet, I also have done models before, but I have never done one with Design Thinking in mind.

A while ago I wrote about iTravel and we end iTravel activities by "returning" to New York. 

and when returning to New York (this year) we will build STEP BY STEP a model (last year we had a cooking show for this Unit)

So, we will move from a global view to a local one.

In Model City, the children discuss the elements of a city (roads, buildings of various types, etc.). They each choose an element that they will make (a crafts activity), and then we build a model city. In building the model city we discuss whether the relationship between the various elements makes sense, and the children can move the elements around until they arrive at a configuration that works. While doing this, we discuss the notion of process (Step by Step is one of our Interdisciplinary units). More broadly, this activity also helps us to practice "design thinking", where we use what we know about the world to come up with solutions, and in the process we identify things we don't know yet (and need to learn about!)

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As I read about Design Thinking, I realize that the process of coming up with this activity did follow the Design Thinking process:
- Discovery: I have a challenge
- Interpretation: What does this challenge tell me?
- Ideation: What can I create that might address this challenge?
- Experimentation: Try it and see!
- Evolution: It doesn't always work perfectly right away - iterate and improve, based on feedback from the children and parents, and our own observations.

The first thing we did last week was to decide where the streets would go, and how big the Model City blocks would be, then each child chose a "building". Once they had their buildings, each child traced its base on their own Styrofoam block, and thought about what they would put on the surrounding part of the block (grass, gravel, etc.). Then we glued our buildings in their designated spaces and painted them white. Next, we started a discussion on what our buildings were going to be - shops, apartments, offices, hotels, hospitals, etc., and why, and what kind of things each of these buildings would have and need, e.g., parking. (We will relate this to the neighborhood walk and eventually connect it to our last Interdisciplinary unit: Where Are We.) 

Each child has its own styrofoam block (18 in total), they are all numbered because they must be put together in a certain way. Every class starts with a discussion, with the challenge, we brainstorm, then the child works on their block alone as they are doing the basics. later they need to work with the friend that has a block next to theirs and sort out their common spaces. This model making is about collaboration, brainstorming, overcoming challenges and finding solutions and above all observing the world around us. one of the pre assignments I gave the students was to do a neighborhood walk so when they start looking at the details they can look at the pictures they took and see if their city has what needs.

And yes, we have a long way to go and the discussions are fantastic!

Because in this process the important part (as in most) is the journey not the arrival.

I Wonder ...... Earth

When our "I Wonder" session began this week, we all sat down in a circle and the kids did some "wondering," and I reminded them that we had planned to talk about one of the "wonders" from last week: how the Earth came to be the Earth! 

I had my story ready:

A long, long, long, long, long time ago(!) there wasn't any Earth. All there was, was just a lot of dust and rocks, floating in space.

Then, this one fairly big rock came along, and other rocks and dust started to stick to it. As they did, it got bigger and bigger, and the bigger it became, the more the other rocks and dust wanted to stick to it, so it kept getting bigger and bigger until eventually it was HUGE! And that HUGE rock is what we now call Earth.

Now, I said that the other little rocks and dust started to stick to the bigger rock. But how do we know that happened? We know because it still happens! We can even make that happen here in the classroom, RIGHT NOW!

(Have the children pick up small objects - pencils and so forth.)

Okay, now let's pretend that the pencils and the rulers are just like rocks and dust in space. (If anyone is really dubious, you can always get them some rocks.) What happens if you let them go?

(The children let them go. They fall.)

See? Everything wants to stick to the Earth! In fact, WE even want to stick to the Earth! (Jump up, fall back down!) Does anyone know a name for that? It's called Gravity.

Now, does anyone know anything else that things like to stick to? (Discussion - and introduce the magnet.)


Magnets don't have gravity, they have magnetism. It's different because only metal wants to stick to a magnet, but EVERYTHING wants to stick to the Earth. But we can use a little magnet to let you imagine what it looked like when the Earth was just starting to grow.  (Show the magnet. Put it under the paper. Explain that the iron filings are dust, but they're made of metal so that they want to stick to the magnet. Sprinkle filings over the paper, very slowly, explaining that these are the pieces of dust passing by. As you do so, filings landing near the spot where the magnet is below the paper, will start to gather in a clump over the magnet. The area nearby will have very few filings on the paper, although filings landing farther away will stay where they are. The clump of filings represents the rocks gathering to form the early Earth, and the clear space around the clump shows why the Earth isn’t growing much today – all the rocks that could have fallen down have already fallen down.) 

You may want to re-do the "things falling" demonstration. It's pretty cool because they can see for themselves how the rocks stick to the Earth - and to see that they do, too.

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Questions you might be asked:

Q: Where did the dust come from?
A: We don't really know! We know that some of it came from stars, like the sun, very far away. And scientists think that, originally, everything began in a giant explosion called the Big Bang, but how that happened is still a mystery. Maybe one of you will eventually figure it out!

Q: Why does everything want to stick to the Earth?
A: Gravity means that when something is really, really big, small things want to stick to it. Things want to stick to the Earth, but things near the Moon want to stick to the Moon. And, in fact, things near the Sun want to stick to the Sun (which is really hot, so I'm glad I'm not standing on it)!

Q: But if the Earth started off as a small rock, why did things want to stick to it then, when it was small?
A: Well, back then only very very tiny things stuck to it. But every time they did, it got a little bigger. And as it got bigger, slightly bigger things stuck to it. It was a bit like making a snowman, when you start off with a snowball and roll it on the ground (not all the children may know this, but some will). At first you roll it and roll it but only a little snow sticks to it, and it stays small for a long time. But then, as it gets bigger, it grows faster and faster, and soon it gets really big.

Q: Is the Earth still getting bigger?
A: Not much anymore, but yes. Almost everything in the area, small enough to fall down onto it, has already fallen down! But sometimes a passing rock, floating past in space on its way from somewhere else, will get pulled down. At night, if it's really dark out (like when you're in the countryside), you sometimes see a falling star. That's a rock, falling down onto the Earth, and making it a little bit bigger!

I WONDER.....

I read a book recently that got me thinking and looking at things a bit differently. The book was by Steve Wozniak, who was one of the founders of Apple Computer. When Wozniak (everyone calls him "Woz") was a boy, he would wonder how things worked, and as a teenager he would even take them apart, to find out! In the book he described how he took apart light fixtures, and telephones, to see how they worked. 

And I realized that, as a child, I had never stopped to think about how a light fixture, or a telephone worked. "How odd!" I thought, and I wondered... why not?

Well, as Woz himself points out in his book, his father was an engineer, and talked about how things worked all the time, so the young boy grew up in a world where people thought about those kinds of things. On the other hand, my father was an economist, and he didn't talk about his work at home much. But, our house was full of very interesting books, and my father would read stories to me when I was little, and I grew up loving to read!

So, while Woz and his father were dismantling things, I was reading all kinds of exciting tales of adventure! Woz wondered, "how does that work?" and I wondered, "what will happen next?"

And that got me thinking... To some extent, the things we wonder about as children depend on what we are exposed to. So, perhaps there would be some way to bring those different influences together in the classroom, so that the children could hear what the other children wonder about! Maybe this will spark some new curiosities they hadn't had before.

As you know, we have been in the habit of reading a story to the children, or simply having a chat about our day, at the end of the day before we all go home. So, one day a week (Friday), before we go home, we will make our chat be about things we wonder about!

The children already know about this, because we introduced the idea, and asked the children to start thinking what they wonder about. They already have plenty of things they wonder about! For example,

- what is inside my body?
- who made the first airplane?
- how did George Lucas think of Darth Vader?
- why is it cold in the freezer?
- why do we have velcro if we already had shoelaces?  

Our purpose will not be to get into science (or the creative fiction process), but just to talk about these things enough to introduce the idea of thinking about them, and introduce the idea that it is possible to research the answers.