Are You Running a Benevolent Dictatorship?

Once,  I attended a workshop that was meant to demonstrate a model of participant-led discussion.   Seating was arranged in a circle to allow full viewing of all participants.  On the surface, the session had the physical appearance of this new model of learning except for one key element - the facilitator chose a seating position that said "power and control".   She sat in a relaxed position on top of a table which placed her  above the rest of us.

The facilitator had done a great deal of work before we arrived.  She had predetermined topics for discussion, devised questions for us to think about and had a plan to manage the flow of conversation.  She had done what teachers are trained to do.  At no point were we asked what our questions were nor what we felt was important to discuss.  There was no need for our input; the facilitator had done her lesson planning and already had a full agenda timed to the minute.  And so the knowledge, expertise and insights of participants remained hidden.

The session began. The facilitator introduced the first topic and then identified what she felt was important. We then went round the room and dutifully added our ideas to that topic.  We spoke one at a time and everyone had a turn.  Having attended true open space events where dynamic, thought-provoking non-stop passionate conversation occurs, I became increasingly frustrated and then completely fascinated, because this facilitator was doing what teachers do a million times a day across the world.    And now I know what causes students to disengage.

Most participants remained silent unless asked to speak.  The few times free and open discussion began, it was promptly ended by the facilitator because we had to move to the next topic on the agenda. Conversation was filtered through the person with the power and control. Participants were polite and contributed at a superficial level. We played along with the game of school. People around me began checking their emails, playing video games and reading their twitter feeds.

What should have been a rich and dynamic experience  went flat. We who had entered the room eager to participate in a full and open conversation about the topic slowly fell silent. Well, not exactly silent.  There were a few attempts to seize control by participants, but the facilitator did her job and made sure we stuck to the Lesson Plan.  We resigned ourselves to voicelessness and polite participation - a few people spoke but not with any real depth or insight.

I felt trapped. I wanted to leave. I wanted to disrupt.  It was one of the richest learning experiences I've ever had because it opened my eyes and made me see clearly why students disengage.  They're stuck in benevolent dictatorships.

Reflecting on my own evolution as an educator, I know I have structured lessons in this way.  I've had students shut down.  Conversation and learning have ground to a halt.  Eyes have glanced at the clock. I also know there is an alternative.  It is why I encourage everyone to experience at least once, an unconference, Edcamp, bar camp or Open Space model.  It is possible to completely release control of the process and when one does, magic happens.  

How Does Innovation Occur

This week I was invited by the Canadian Education Association to reflect on what it is that allowed our innovative work to occur. Here's the post: http://www.cea-ace.ca/blog/heidi-siwak/2012/03/4/how-provoke-innovation-your-school-%E2%80%93-teacher%E2%80%99s-blueprint

In Defense of the Hunger Games

One of the goals of the Thinking Matrix is to move students towards being able to take a well-informed critical stance on challenging ideas and issues.  This week my grade 6 students moved into critical stance mode independently.  One of the girls came into class irritated that a few people that her mother knew were criticizing the plotline of The Hunger Games.  For those who have somehow missed the brouhaha, in the book children fight to the death.  My student was most irritated that these adults were voicing opinions without having read the book.  This led to a passionate discussion about the violence in the novel, book banning, maturity, parental guidance in choosing books and individual rights to read what one wishes.  The class has decided that once our iPads arrive they will organize themselves into groups and host a book talk podcast in defense of The Hunger Games. Seriously, it doesn't get any better than this for a teacher! 

Our Inquiry is Well Underway

Class 62 is deeply into their inquiry.  Knowing that they must present their information in relation to our essential question is giving much greater focus to their research than a traditional project would.

Of course, there is now free movement in the classroom. Students are in small groups, with partners or working individually. Laptops and computers are on. As well, students head to the computer lab when needed.

I move from group to group to observe, comment, ask questions and make suggestions. As students show me their information, I prompt them to think about the interactive museum. What could be turned into multimedia? What might someone make while visiting the museum? How will the information be displayed? As students read and gather information, they are deciding which information to include.
Knowing that they will each have a iPad2 available has opened new possibilities and as they continue researching they are beginning to discuss options and ideas.  Students are also thinking about how to include QR Code displays.Students are also choosing tools appropriate to their needs. Some groups have set up google docs, some are working in Animoto and powerpoint, some are marking books with sticky notes.

The atmosphere is relaxed, quiet and focussed. A great deal of content is being learned. There is frequent sharing of information. It is expected that as we progress, students are keeping track of their process on the accountability sheets.

3 students create google doc to gather research efficiently

Keeping track of who did what

1 student in the class who is strong in data management created  graphs from class survey of background knowledge

Cynthia Jabar Writes About our Project

Digital Media Artist Cynthia Jabar has given a shout out to Class 62. Nice work on the picture Cynthia! http://www.transmediakids.com/2012/03/class-62-heidi-siwak-ken-spencer-award.html

A Visit From Dr. Ken Spencer

It was announced many weeks ago that my grade 6 students from last year had won the Canadian Education Association's Ken Spencer Award for our App Project.  Today, Dr Spencer flew in from Vancouver to award the prize. He was accompanied by CEO, Ron Canuel and Max Cooke, the communications officer for CEA.  We were presented with a lovely framed certificate which will be hung in the foyer of Dundas Central and a cheque for $7 000.  What a proud moment for the entire school.  The ceremony was filmed and afterwards the students, administration and myself were interviewed about our work.

Once again, these students astonished me. They spoke articulately and thoughtfully about the project; they shared insights and observations about learning; they spoke intelligently about why this project was different from the typical work done at school.  Most of all, they expressed a sense of pride and pleasure in their accomplishment.  Even though we have not been together as a class since last June, this project is still very fresh and alive for them.  I honestly did not expect such depth to their responses - several times they startled the adults in the room with their unanticipated insights. I was proud of them.

Pictures and the video will be posted at a later date.

Becoming Curators: First Nations Inquiry

I'm learning as I refine the inquiry-based learning model how to structure in accountable talk (talk that is on topic and that involves high level critical thinking and discussion).  Today I put my grade 6 students through a simulation.  

We had a fabulous whole class discussion about exhibits and museum displays and what makes certain exhibits more engaging than others.

I then divided them into groups.

Each group was given a photocopied sheet of a particular element of First Nations culture: hunting, food, clothing, transportation, medicine ...

The groups were also given this: https://docs.google.com/document/d/1pwxyaShntz6cUL10PLWPtifcmmKk2RMlGRm6ttGH8BQ/edit a sheet on what to think about when planning an exhibit.

They then read the material with a purpose: how would they create an exhibit of this minitopic?

Students read, marked up the texts, drew, made notes, brainstormed, debated approaches, made decisions, bounced ideas off each other, sought feedback from others, asked questions of me and generally acted in ways that any exhibit planning team might act.  Of course, there were a few who needed reminders to focus, but overall I was thoroughly pleased by the quality of the talk.

The beauty of structuring an activity in this way is that I did no "teaching" of content and yet because the students had to read the text and make decisions about the material in the text, an inordinate amount of content was learned and shared with others during this process.

While students worked, I wandered from group to group, observed their planning skills and prompted where needed. I helped them refine understanding of what to think about when creating an exhibit. 

This was practice; every student now has a good understanding of the kind of thinking and discussion that needs to occur once they choose their inquiry topics within the boundaries of our First Nations unit. 

The students are thoroughly excited and can't wait to begin.  How lovely is that? 

Dundas is Buzzing with Innovation

What a fabulous event 5X7 Dundas was! 7 speakers shared their ideas on how to make Dundas better.  It was a mini-version of a Ted Talk, but better because it was local!

The range of ideas and enthusiasm was inspiring - from creating a farm day to connect the community to our food sources, to closing a street and creating a public square, to creating a mini version of Toronto's distillery district to a truly visionary plan for what to do with Parkside High that will keep it open and develop a centre for science innovation, to ...

One idea stood out for me: A sign of our failing school system is not low test scores, it's that youth are not becoming citizens - they are not voting - they are disengaged from political participation and this does not bode well for our future. How can we change this?

I felt privileged to be one of the speakers. Teachers don't usually have an opportunity to share our vision of education with such a diverse audience. It was so rewarding to be given the chance to demonstrate how school could be different. It is possible to step away from micromanaged classrooms and test scores. We can consciously shift into innovative and creative practices. It is possible to have enthusiastic students actively engaged in meaningful learning on a regular basis. It just will take a little bit of effort.

Once again I made many connections with incredible people who have ideas about how they might participate in this educational revolution. And these are not teachers. These are people from a broad range of fields who know that change needs to happen and that they have something to offer our youth.  Let's seize that energy!

I'll be speaking this Wednesday at 5X7 Dundas

This Wednesday I have been invited to speak at 5X7 Dundas.  It's an idea jam for the town. 7 speakers will take 5 minutes each to discuss ideas and dreams on what Dundas could be.  I'll be speaking on how we can radically transform our Dundas schools into globally connected centres for creativity and innovation.  Hear about our app project and where we're going next.  Please join us at the Carnegie Gallery and thank you to Jeff Goodes for organizing this. 

Ontario's Dirty Little Secret: The Death of Community Colleges

Why is Ontario killing its community colleges?

Community Colleges were introduced in Ontario during the 1960's.  They were designed to fill a gap in the education system.  Students who were not seeking university theoretical learning, could select a community college program and receive hands on technical training.  Outstanding achievements have come from these technical schools including such wonders as the Canadarm http://www.asc-csa.gc.ca/eng/canadarm/ And now, the Ontario government is quietly killing the schools. Their death is not visible because of the  intense construction of beautiful facilities that has taken place over the past ten years.  From the outside it appears that all is well; what is occurring inside the walls is not so pretty. This is what appears to be happening:



Colleges are quietly eliminating their hands-on technical programs.  Instructors are being actively encouraged to discontinue lab portions of their programs which are now viewed as too costly to continue.   The kind of instructor being hired has also changed.  Previously colleges would hire technical experts in various fields.  Instructors are now expected to have theoretical Masters and PhDs.  This means that skilled people who actually work in the field can no longer apply for teaching positions.  Instructors are being pressured into conducting lectures because these can be packed with students.  Labs require small class sizes.  Colleges, in fact, are actively eliminating full-time educators in favour of part-time contract instructors. Quality of instruction is beginning to disappear.  Advanced flagship programs are being shut down including such highly touted ones as the Canadian Plastics Training Centre and even in demand technology fields.

Colleges are replacing administrators who have an education background with pure business administrators who are expected to run their faculties as for-profit ventures.  This means that they are turning to filling their seats with foreign students.  These students pay exorbitant fees.  Quality of candidates and prerequisite knowledge are not key concerns for deciding admission.  Ability to pay the fees, is.  It seems that before Canadian students even apply for placement, foreign students are already receiving their acceptances.

Many community colleges are being redesignated as universities.  Universities receive more per student funding and only have to provide theoretical learning.

If this is the case, the demise of the community college system is a black eye on the McGuinty government.  These are the allegations. Speak up, Mr McGuinty, what is happening to our community colleges?

I've Been Away

I've been absent from the online world these last few weeks.  My father is ill and as things evolve, I will be updating only when able to.

Career and Education Planning: the Best $550 I Ever Spent

There is nothing more frightening for a parent these days than attempting to guide a teen towards selecting that right path for post secondary education.  These are challenging times.  The number of parents I know whose children have graduated from university unable to find more than minimum wages jobs in the service industry is truly shocking.  We're not used to this in Canada, yet it is the reality.  I've had discussions with two career planners recently and both made the same observation.  One described the new employment reality as a triangle - those with highly specialized knowledge will find themselves at the top, but the vast majority of people will be in low wage contract jobs.  Another career strategist described it more as a diamond. The broadest group of people will be in the widest part of the diamond, they will be in a combination of low-wage, self-employment and endless contract work.  Both made the same comment about our education system: schools are doing a poor job of preparing students for this new reality.

For those of us who grew up and entered careers during the largest economic boom in one of the world's richest countries, this is shocking news. As an educator it frightens me, because we are the people educating the young, preparing them for the world we grew up in, rather than the one that now exists.  And I  don't think those of us in secure, union-supported, benefit enhanced, privileged jobs really understand this new reality because we are so, so protected from it.  At the same time, there are thousands of highly paid jobs going begging because employers cannot find employees with the right skill sets. Clearly there's a disconnect between what we are pushing in schools and what is actually needed in the job market.

Speaking from the point of view of a parent of two children about to enter post-secondary education and make career choices, I am floundering in attempting to provide guidance - and I work in education.  I can't imagine what it must be like for non-English speaking, immigrant parents attempting to assist their children in making appropriate education and career choices.

Fortunately for us, my eldest has needed no guidance.  She's carved out a specialized niche for herself starting at age 8 and has carefully and strategically worked toward her goal.  The stars are lining up in her favour and she informs us when she has made her next move.

My youngest though, is of a different mindset and actively seeks our input.  For the past year she's been asking what courses to take, what she should be doing, what are the implications of selecting purely academic courses over interest courses.  She'll be 17 when she graduates from grade 12, should she do a victory lap or go straight to university or college or ...?  And I have to say attempting to provide these answers is almost impossible.  The lack of well-developed guidance programs at the high school level has added to our conundrum.

Enter David Lawson.

David has the kind of specialized knowledge that can only be developed through decades of working in his field. He's a career and education planner.  Originally he worked at the university level but became frustrated by the number of students entering university, spending a fortune and not really certain why they were there or whether the programs they had chosen were the correct ones.  He now works in private practice with grade 11 and 12 students helping them to understand their interests and personality traits and to develop a fulfilling education and career path.

This week my daughter, Hannah, went to see him. David does thorough, high quality personality and interest assessments.  Based on those assessments he helped her narrow down education and career options.  Hannah left his office bouncing with confidence, understanding her strengths and weakness and how they might play out in her academic and career planning.  She understands why she excelled in certain courses in high school and why some left her cold.  She now has a clear plan in place of what she needs to do over the next year - what universities to visit, who to talk to, where to find the information she needs and most of all she's excited about her options.  She even knows which institutions will better match her personality and where she'll be more likely to find the kind of success she is seeking.


Her comment after the sessions with David was that every student should have this opportunity.  The question for me as a parent is if these kinds of tools exist why are we not providing this level of service in our high schools?  The stakes are high and leaving parents and students to flounder about with these choices is wrong. Especially given the high cost of an inappropriate education choice. No one can afford the $20 000 cost of a failed year at university.

In talking with David, he knows of no other person who provides this kind of service and schools certainly aren't providing this level of support. His clients come from across Canada, the USA and Europe to his home in Burlington, Ontario and he has a lengthy wait list.  In fact, his 2013 calendar is beginning to fill - although you can ask to be placed on a cancellation list.

I can't fully express how grateful I am to David, because he not only met with Hannah, but he explained to me how to provide assistance in carrying out her plan.  I know my role. Thank you David Lawson. I wish there were more of you!  http://www.lawsoncareersolutions.ca

Building Knowledge by Building Relationships

When we began our First Nations Inquiry, I put a call out on twitter for assistance in developing our essential questions.  (See previous posts for our question) One of the many people who immediately responded was Jana Scott Lyndsay an educator who works with member of the Metis and First Nations community in Saskatchewan. Jana very kindly shared ideas, resource suggestions and links to assist our research.  She also agreed to Skype with Class 62.

Today was our first Skype session.  After overcoming a few technical difficulties our conversation began.  Jana brought Darryl Isbister to the session to offer his perspective.  My students and I have been struggling with the various terms:  Aboriginal, First Nations, Metis, Inuit, indigenous, clan, tribe - what do they actually mean and when and how do we use them appropriately?

Jana and Daryl were so helpful in clarifying what these words mean to them.  As neither are Inuit, they gave their understandings of the term, but suggested we go further in our research and speak directly with the Inuit community.  Students made notes and tomorrow we will discuss what we learned.  All of us walked away from that conversation excited and pleased by the experience.

Best of all Jana and Daryl see this as only the beginning of our conversation.  They will continue to meet with us as we move through our inquiry in order to help us learn.  The richness of this moment went well beyond what typically happens in a classroom when studying First Nations.  Once again, I am awed by the power of Web 2.0 tools to change everything about teaching and learning.

It was only after the conversation started that I thought of recording it, so the full interview is unavailable.  This is what we managed to get.

Class62 Due Date: Residential Schools

Class 62 has developed a writing planner to explain the impact of residential schools.
They must explain:
1. The purpose of residential schools and who ran them.
2. What happened in residential schools.
3. The impact on First Nations people and communities.

Good copy is due on Monday, March 5
Thanks to our PLN, as people come across useful information, they forward links to us. These links have been added to our Residential Schools google docs. https://docs.google.com/document/d/1scPHF5VPYNaiN-1tKp5YqM0VLg_VZx3KtxtugNLrwTw/edit#