TGIF! May 19 2017

TGIF!

Happy Friday morning!

I hope to see you THIS Wednesday (May 24) at Loutit District Library in Grand Haven, 6:30pm in Program Room A, to share more about our school with you and to hear your feedback!  Please contact me with any questions about this event.

Help Promote!

If you belong to any parent, school, or social groups please share our Facebook event! We would love to see some new faces next week as well as our loyal TGIF supporters. J

Why to How: Part IV

To recap: Part 1 – Becoming an adult entails physical maturity, the ability to live independently, and the development of own’s own identity as a person.  Part 2 – The way teenagers construct their adult selves is by trial and error; testing the world and getting feedback. Part 3 – Modern schools ought to recognize this, and provide supportive environments that allow teens to gain this kind of accurate, real-world feedback.

So how do we plan to do this?

The first key is student ownership.  If independence is a goal, then we need to foster it.  That means pushing decisions closer to students and engaging them in the process of how people within organizations make decisions.  Did you read the article last year about the interns who submitted a petition to their employer to change the dress code?  Perfect example of not having any context or experience on how to engage appropriately and as expected in the “real world”.

The second key is related to the first, and that’s the personalization of learning.  The most important decisions young people need to make are those that relate to the forming of their identities – who am I, what do I want to be?  Within the broad graduation requirements (set by the state and required of all public schools), students will have the maximum flexibility to design their Personal Learning Plans (PLPs) to meet their academic and vocational interests and needs.

We’ll unpack the last two keys next week.

 Learning Links

“Finding purpose in life is more challenging today than for previous generations of young people… Just some 20 percent of high school kids can be categorized as purposeful, the rest vary between being motivated but lacking a plan, being active but lacking direction, and being neither active nor forward-thinking.”  [But,] “You can’t write the script of life for your child.” https://ww2.kqed.org/mindshift/2017/05/18/how-parents-can-help-kids-develop-a-sense-of-purpose/

“Suppose that, instead of just providing personalized pacing, we fully personalized the learning. We abandon the traditional linear curriculum entirely in favor of projects and problems that are meaningful, authentic and interesting to our specific students. Further, we let the students figure out the solutions largely on their own with peers, working in a safe and supportive environment we create.” http://www.gettingsmart.com/2017/05/personalized-learning-answer

In closing….

See you Wednesday evening at 6:30!!

Kim

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TGIF! May 12 2017

TGIF!

It is nice to finally be enjoying sunshine and warmth here in West Michigan. If you haven’t already heard, please see below for important information on our upcoming Information Night for parents, students, and community members!

High School Info Night – May 24, 6:30pm, Grand Haven’s Loutit District Library, Program Room A (downstairs)

This information night will allow us to share in more detail our plans for Imagine’s new high school, informed by the valuable feedback many of you shared during our parent interviews in January/February.  On Wednesday, May 24 this one-hour (max) session will include both an overview and Q&A on the school design, our project timeline to open by Fall 2018, breakout sessions for adults and for teens to share feedback and input, and finally the opportunity to (we hope!) sign your name to our “intent to apply” list so we can begin to quantify the strong interest we have already heard from you in our conversations!  Please “Like” and “Share” our event on Facebook (if you are a Facebook user), hit that “Going” button to let us know you will be there, or, just give a quick reply to this email to RSVP.  Feel free to forward this invitation to others, as well!

Why to How: Part III

In my last two posts (here and here), I talked in some depth about this whole process of growing up.  In short, just as the infant needs to experiment with his environment to understand the causes and effects that characterize the physical world, so to the adolescent needs to test himself in the social world which includes the economic, social, and civic aspects of society.  With less time and fewer opportunities to do so outside of school than in generations past, we propose that a 21st century high school must make these opportunities an explicit and non-trivial part of each student’s education.  What opportunities? Establishing and maintaining individual relationships (socialization at school is NOT a bad thing; in fact, it’s one of the most important things!), coordinating and collaborating with others in groups and organizations (much more robustly than in just doing “group projects”, but instead encompassing significant student ownership and real decision-making), performing authentic work with real economic value, and engaging with the community at large.  All of these kinds of experiences allow adolescents to make significant gains in growing in self-sufficiency and self-identity, in the low-stakes high school years, and under the guidance of trusting adults who know him or her well.  When we don’t include these kinds of experiences in high school, we not only provide false feedback (as I talked about last week), but we push too much of that growing up process to the post-high school years, leaving our older teens to construct their “adult selves” in a college environment that is higher stakes and rarely offers trusted adult partners to assist them.

Our vision for every student is this: “That they will gain for themselves the knowledge and experience needed to construct a life of meaning and purpose.”  And our job? To support them in every way possible in that heroic journey.

 Learning Links

Week-long internships in middle school? Heck yeah! https://fourcornersmontessori.com/students-take-learning-beyond-the-classroom/

Teens need for adult mentors https://nyti.ms/2q2Clnh

In closing….

Enjoy that sunshine!  Happy Mothers’ Day!

 

Kim

TGIF! May 5 2017

TGIF!

Happy Cinco de Mayo!

Part II of “Why to How”

We left off last week with the idea that high school probably has some purpose related to kids growing up and becoming adults, and that becoming an adult means (in addition to the obvious physical maturation), that one can be socially and economically independent from their parents (at least in theory) and has some identity of themselves as a person.

So, our next question is, how does this growing up process occur?  What do kids need in order to be able to do it?  If you think about very young children, who needed to learn to walk, and talk, and about a million other things, you see they learn by experimenting.  They try – over, and over, again – until they persevere in working out exactly the way to hold their bodies to take a step, or arrange their lips and tongue to form a word.

Teenagers actually do the same thing with respect to figuring out who they are, and how they can take care of themselves.  When a teen suddenly changes his hair, or clothes, or even hobbies – it’s a social experiment.  (And it’s not personal, parents – YOU have forged this child’s identity up to this point, because of all the choices you’ve made for him before he was old enough to choose for himself.  That’s not a bad thing, that’s just reality. And so, in order to move beyond an identity of being “your child” – to figure out his own, independent identity – the first and most obvious personality to try out is whatever is NOT you. Sorry…)

What about social and economic independence?  While teens may not reach this stage at 18, they certainly must begin to chart a course towards it.  So, somehow, they need to figure out what that course might be.  What do I want to do for work? How do I get there? Can I take care of myself, now and in the future? Do I understand how the structures and organizations of the adult world work – how to open a bank account, or register to vote?  Can I get along with other people? There’s some set of knowledge and skills that are important – both in practical living, and as preparation to engage in both civil society and the working world.

I will leave you with a compliment, and a harsh assessment.  My compliment is that most schools are doing a decent and improving job with helping students gain the knowledge and skills they need in life.  The canon of knowledge that is expected is becoming ever-more practical and meaningful, expecting more thinking and less memorizing, and schools are following suit in their instructional practices.  Schools and community organizations are also trying to include practical life skills, like personal finance. That’s all good.  My harsh assessment is this:  schools are utterly ignoring the negative effect they are having on the development of students’ identities.  Why do I claim this?  Because developmentally, these teenagers are experimenting.  If they experiment with different ways of being and living, different ways of acting, thinking, and communicating, against the artificial environment of a traditional school, they are failing to get any meaningful feedback.  Worse, they are getting contrary feedback.  For example, if a student tries on an obedient personality of following instructions exactly and trusting in the wisdom of their teacher, they will receive positive feedback in the school environment.  Now, what happens when that student enters the workplace, and discovers their boss can’t tell them how to do their job?  That the problems they need to solve don’t have just one right answer? That having the boss’s approval isn’t nearly enough to be successful, and that they need to consider the impact and opinions of many other stakeholders? Now, in the higher stakes “real world”, he’s got to take that new feedback in and try to readjust who he is, in order to be successful in this new environment.

Just as babies can’t learn to walk if they are immobilized in artificial devices like walkers, teenagers can’t learn how to be adults if they are immobilized by their school environments.  I believe that’s why today, so many feel that young people don’t really grow up until they go to college, or after.  It’s not that they are too young in years, it’s that we’re preventing them from engaging in those meaningful, real experiences that allow them to discover themselves, and their abilities.

So how would you design a school that recognizes and supports these natural processes? More next week.

Learning Links

More next week… the above ran WAY longer than I intended.  Thanks for humoring my philosophical essay – I promise I’ll keep it shorter next week!

In closing….

Thanks for reading!

 

Kim

TGIF! Apr 28 2017

TGIF!

The first draft of our application to become a charter school has been written, minus a couple of appendices I’m wrapping up.  Woot woot! Now we get as much feedback from our trusted advisors as possible before submitting.  But things are coming together!

Back to the beginning

After writing up the school’s charter application, I feel like all the parts and pieces that have been jumbling together over the past 18 months are a bit clearer now, especially on how they fit together.  Sticking to the philosophy that “why” you do anything is the most important question, I’d like to take the next few newsletters to build up a coherent answer to that for all of you, from why to how.

Part 1:  What’s the Goal of High School?

Well, that’s a big question.  And it’s not a question that has a single, clear answer. But if you start with the very simple observation that high school wraps up at precisely 18 years old, the age of adulthood in our society, then it follows pretty naturally that the goals of high school ought to have something to do with the goal of become an adult.

What is adulthood? Part of it is physical maturity, but time has a way of taking care of that with little intervention on our part.  The other big piece, for humans as well as all mammals, is achieving independence to meet one’s own needs, rather than having those needs met by one’s parents.  But unlike all other mammals, humans have a hugely diverse range of possibilities as to what form that independence might take!  So in addition to growing into their adult bodies, and finding a way to become independent, people have a third element to figure out, and that is what sort of person you want to be and what sort of life you want to have.  So adulthood = physically mature, socially and economically independent, and self-aware.  How does this happen, and what role does school have in this process? Stay tuned.

Learning Links

24 credits and a D-minus average aren’t good enough, Washington Monthly on the transformation of a Connecticut high school from traditional learning and grades to mastery (aka competency) education.

A national teacher of the year on her most radical teaching practice, Chalkbeat on trust and responsibility, starting with one’s most basic needs.

In closing….

Thanks for reading, especially since our TGIF came out so late this week!  Glad I still got your eyeballs. Have a great weekend!

Kim