Stop asking what you want to be when you grow up, please.
We live in an increasingly global society. Communication has never been faster or easier, and exposure to other countries, and cultures is available from almost any digital platform. The kids in classrooms have more worldly exposure than we ever did at their age. This exposes them to a slew of new experiences, but also highlights some problems that they may already see as something they want to address. For me, this is where the book Teaching Boldly illustrates what we should be doing as educators. To provide students with “goals and frameworks that can offer them inspiration, as well as design thinking principles that can help them devise and implement actions” (Williams, 2020, p.1).
So many students begin to see the classroom as an obstacle between them and what they want to do in life, but we need to establish a classroom that shows them that they can use what they learn in class, and what they do in class to go achieve their dreams, and solve the problems that they want solved. They also want to know that they are not alone in wanting to solve those problems, and that they are not alone in being curious and mystified by the simple things around them. My hope is that when they grow up they haven't necessarily become anything, but that they haven't lost the essential part of their childhood that made them grow to begin with. To have the curiosity and compassion of a small child that has not been corrupted, is what I wish for all students, and really all people. Students should not feel the pressure of knowing what they want to be when they grow up, but they should focus their intentions on what problems they hope to solve during their life.
Destin from the Youtube channel Smarter Every Day is the embodiment of this idea. He is a local (Alabamian) who sees things around him in his daily life and explores them, sometimes to an almost ridiculous degree, but also looks to use that information to solve problems. This is an example of how using simple information that could be gathered by regular observations of our daily surroundings, was used to solve a larger global issue. His curious compassion leads him to approach problems from an interesting perspective. It also makes for great content.
That brings me to the second point that I think is a key component of Teaching Boldly, and that is the collaboration component. Students want to know that they are not alone in tackling issues. There is something gratifying, and life-changing about partnering with others and achieving success in a shared goal. Williams (2020) shares a quote from a friend that illustrates this point amazingly well, "There is no strength without unity." (p.7). Honestly, this idea is one that I utilized throughout my time in the classroom. I decided that I could either try to tackle the world's problems by myself, and do a reasonable job given my strengths and weaknesses, OR I could teach a classrooms full of students to also become problem solvers, and we could tackle them together. That is real strength, and that can really move the needle towards good. An example of this kind of collaborative strength is the Collective Project.
People from all over the country, or even other countries can submit designs from various CAD programs that can be used to 3D print prosthetics for children at a price that can be afforded. The Collective project adds specific electronic components for articulation, etc. so that these can be used to grip, gesture, etc. It's just one of the coolest globally collaborative efforts I saw as a classroom teacher and kids were so excited that it was even a possibility of something that could be done at school.
Collaborative projects also boost engagement as a study from Herr et al. (2011) demonstrated. Secondary science students that participated in collaborative coursework exhibited higher engagement, and ultimately higher achievement. This idea to me rings of the old adage, "A rising tide lifts all boats." All students should focus on improving THE world, not just THEIR world, because ultimately theirs is a world contained within the larger circle.
Be the moon, so that your students can be the rising tide.
References:
Herr, N., Rivas, M., Foley, B., Vandergon, V., & Simila, G. (2011). Computer supported collaborative education - strategies for using ... Retrieved June 26, 2022, from https://www.csun.edu/science/books/articles/Herr-2-2011b-HICE.pdf
Williams, J. (2020). Teach boldly: Using Edtech for social good. Hawker Brownlow Education.
Stephen,
ReplyDeleteWow that last line in your post - "Be the moon, so that your students can be the rising tide" is so eloquent and true! I think the book that you read is very similar in its message to the book I read called The Interactive Class by Joe and Kristin Merrill. Just as you noted that we should "offer goals and frameworks that can offer them inspiration", Merrill and Merrill (2019) wrote, "classrooms should offer specific parameters to help guide and support student learning, giving students a deeper and richer learning experience while empowering them to discover their passions" (p.14). They are pretty much preaching the same thing. In the past as a social science teacher, I have tended to lean on the teacher centered method of teaching, where I am the giver of knowledge. However, students have that knowledge at their fingertips. They don't need that from me. They need us to be facilitators, coaches, and supporters of their learning.
And as far as collaboration goes, that is a must in the classroom. The thought of student collaboration outside of the classroom on authentic and real-world issues is really exciting. Mavridi (2017) underscores the importance of collaboration by stating, "The ability to collaborate in digital environments is also an important digital literacy that students will need in the real world so by setting up online collaborative projects you are actually preparing them for what they are likely to encounter in real life" (par. 4). Preparing them for real life is one important way we can help them be the tide...
PS. I loved that video and look forward to investigating the Collective Project more thoroughly.
References
Mavridi, S. (2017). Fostering collaboration in and outside of the classroom. Digital Pedagogy. https://sophiamavridi.com/collaboration/
Merrill, J. & Merrill, K. (2019). The interactive class using technology to make learning more relevant and engaging in the elementary classroom. ElevateBooksEdu.
Stephen,
ReplyDeleteI enjoyed reading your blog and learning more about the story behind the book Teaching Boldly. I also find it true that school can be viewed as an obstacle that some students have to make their way through instead of something that is seen as an opportunity for growth. It is one of my goals as a teacher to help my students see school as something that will lead them to achieving their goals one day. I really like how you stated how students should "focus their intentions on what problems they hope to solve during their life". Empowering students to do this using their individual interests and talents could help them solve these problems later on in the world. This is also discussed In Arguments in the Real World and how as teachers "we've looked for ways to encourage students and build on their strengths rather than simply evaluate their work" (Turner & Hicks, 2017, p. 124). The two videos you included in this blog helped support your points and conveyed how people today are using their passions and collaboration with others to solve problems and make arguments!
References:
Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann.