Patrick Higgins, Jr.

Posts Tagged ‘sirkenrobinson’

Heidi Hayes Jacobs: Curriculum 21 Essential Education for a Changing World

In ascd, curriculum, school 2.0 on January 13, 2010 at 7:20 pm

On my desk yesterday sat an unwrapped copy from of Heidi Hayes Jacobs’ latest book “Curriculum 21 Essential Education for a Changing World” my monthly gift from ASCD. In all honesty, I immediately balk at most things labeled with the ordinal number “21” as a result of its saturated use in educational circles these days. Rarely does a memo leave the offices in Trenton without mention of this initiative or that program designed to incorporate the 21st Century in some manner.

I am just a little over the term, that’s all.

Being that today is a day of airports and the requisite time-suck that they, and the airlines, put you through, I knew that I’d have time to get through some of the book on the way down. My intent was to use some of it as a springboard for FETC, as some of the themes presented are concurrent with some of my aims at the conference.

The book is laid out in an interesting format, in that Jacobs is the editor, but the first four chapters are hers. Following her are chapters from: Stephen Wilmarth, Vivien Stewart, Tim Tyson (of Mabry Middle School fame), Frank W. Baker (who is also creating a ton of great content over that the Making Curriculum Pop Ning), Daivd Niguidula, Jaimie Cloud, Alan November, Bill Sheskey, Aurther Costa and Bena Kallick.

Since this is mid-flight, and I am nowhere near through the entire book, I thought I’d start with some reactions to the first chapter authored by Jacobs. The thrid through fourth chapters dealing with the structural change to schools and curriculum at the systems level, also Jacobs’ chapters, I’d like to treat on their own, especially after some of the sessions I plan on attending tomorrow.

“The good old days are still good enough.”

In chapter one, I enjoyed the three myths that she believes need addressing when talking about school reform, especially curricular reform. The first myth is a sentiment anyone involved in moving schools and districts forward encounters on a daily basis. Very much the same as the TTWWADI mentality, this one extends beyond schools typically and into the community that surrounds it. There are methodologies that are timeless in education, and there are those that are fleeting. Without careful examination and experimentation with these ideas, we lose the ability to know what works best in given situations. Schools or communities, Jacobs states, are “shackled by memories,” and many times paralyzed by the insecurity of change.

“We’re better off if we all think alike–and not too much.”

The second myth addresses what Jacobs calls “America’s love/hate relationship with being educated.” The myth, is as unsettling as it is hilarious. The glorification of the self-made man who rises out of poverty with little or no formal education to millionaire status is revered among the general population of the United States. Jacobs points to Susan Jacoby’s “The Age of American Unreason,” here with its examination of the fracturing of American discourse into factional discord, whereby thinkers surround themselves with those who share their own ideas. This for is evidenced by the consistent battle between the viewers of Fox News and those of every other major media outlet. We now have the ability and what’s worse, the desire to surround ourselves, rather insulate ourselves with those who think like us. What is missing and necessary in any future of curricular change, according to Jacobs, is a return to active, open discourse between factional thinkers. We were founded amid chaos, and our students need to understand that disagreement is not disloyalty.

“Too much creativity is dangerous–and the arts are frills”

Even though we have much data showing the correlation between study of the arts and music and future academic success, as a society we marginalize the study of these disciplines in times of extreme panic or budget shortfall. Jacobs looks to Dan Pink to help characterize the future skill-set of the 21st Century worker (ugh, I used it as an adjective). Sir Ken Robinson defines creativity as this: an original thought or idea that has merit. In that capacity it cannot be limited to the realm of arts and music. We don’t have innovation fields like accounting unless there is someone who sits in his or her chair and conceives of a whole new way to crunch numbers and manipulate their trade. Eliminating or denigrating arts as “frills” does a complete disservice to the students we teach today who will become tomorrow’s leaders.

Picasso’s Guernica

In reflection on July 1, 2009 at 6:51 pm

I have been spending so much time with the art teachers in my district lately putting together their curriculum, and beyond the fact that my vocabulary is increasing exponentially (terms like gesso, tragacanth, brayer, and fresco are now commonplace for me), it’s been an incredible insight into a very different view of education.  They differentiate by default, and the rest of us struggle to change to it.

In many ways, I am beginning to see the realities of what people like Daniel Pink and Sir Ken Robinson keep talking about.  Art is essential to how we behave as citizens and as society.

So when Marcy Webb posted this the other day, I had to put it up here too.

It Never Was an Either/Or

In 21st Century, curriculum, teaching on March 6, 2009 at 9:26 am

This week I have spent a good portion of my time working with teachers in grades PK-2 talking about creativity and innovation.  Due to the changes that New Jersey is proposing in the new draft standards, which came about through their membership in the Partnership for 21st Century Skills (among other factors as well), the elements that are stressed in the P21 manifesto have populated themselves into the new standards.  Themes such as:

  • Global awareness
  • Financial, economic, business and entrepreneurial literacy
  • Civic literacy
  • Health literacy

and skills like:

  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Communication and Collaboration

are all now written into our standards from PK-12.

If you come from middle or high school teaching into an administration position in which you work with grades PK-5, you will understand how stressful it is to work with elementary teachers.  They are wonderful people; I should know, I am married to one.  But when you look at all they have to do in a day and the limited time they have to do it in, having them sit in an afterschool meeting to work with curriculum is daunting.  To introduce these ideas to our elementary teachers, we used our good friend Sir Ken Robinson.  We took a page from the P21 Framework that centered on creativity and innovation and had the teachers use it as a backbone for writing down ideas that struck them while watching Sir Ken’s TED talk from 2006.  From there, we had them answer two prompts in groups of 4-5:

  • Identify the structures in place in your classroom that promote creativity and innovation either in your students or yourself.
  • So what?  What Now?

The responses were phenomenal, especially in relation to the areas where Sir Ken spoke about finding creative capacities and working with them instead of educating them out of them.  However, one thing I have learned in administration in regards to any kind of meeting is that you have to be ready for the “don’t waste my time question of the day,” which is the part where you have to make it matter to them.  A teacher asked the question very bluntly:

“where is this going?  How are we to fit these ideas, which by the way we all believe in, into what we already do?”

My answer wasn’t great, I’ll admit, and it had a lot to do with explaining where the ideas behind the new standards revisions came from, but it stuck with me.

Last night, in my reader appeared an article from Patrick Riccards at Eduflack in which he debated the mode of delivery that the P21 people have chosen.  This gem was smack in the middle of it:

The debate over 21CS skills should not be one between one set of curricular goals versus the other.  This isn’t core knowledge versus soft skills.  No, our focus should be on how we teach those core subjects that are necessary.  How do we teach math and science so that we better integrate technology and critical thinking skills?  How do we teach the social sciences in a manner that focuses on project-based learning and team-based activities?  How do we ensure that a 21st century student is not being forced to unplug when they enter the classroom, and instead uses the technologies and interests that drive the rest of their life to boost their interest and achievement in core academic subjects?  And most importantly, how do we ensure all students are graduating with the content knowledge and skills needed to truly achieve in the 21st century economy

One does not go forward by jettisoning the skills with which we gathered. To me it’s not about introducing new content, but rather how we engage students in content using the “soft skills” that we need them to develop. The ability to have a lasting understanding is our goal here, and providing relevant context to what we do in the classroom is a great way to get there.  So my answer to that question is not to change the content of what you do, but to use the same skills you are trying to develop in the students in your own practice.  Be innovative, be creative, be prepared to fail often, collaborate, model the behaviors you want to see in your students.

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