Tag Archive for medialab

Developing Our Best Ideas

Originally published in the Leadership+Design Monthly Recharge.

“How do we provide students with the most powerful, lasting learning opportunities? Where do we do this well? Where might we do more?” A learning organization is always asking these questions. Today at University Prep, fully half of our faculty and staff voluntarily serve on research and design teams that produce our best new ideas for enhancing the students’ educational experience. How did we get here?

To develop our new strategic plan, we asked the school community to answer these questions and thereby set our course for the upcoming years. We held focus group discussions, conducted internal research and design workshops, administered community surveys, and consulted with national experts. Along the way, we found that the seeds for UPrep’s future had already been laid. We just needed to create the conditions to help them flourish.

This is one example of what Ito and Howe term “emergence” in their book Whiplash. They write, “emergent systems presume that every individual within that system possesses unique intelligence that would benefit the group.” Doesn’t that perfectly suit a school? One of our teachers commented, “I have had ideas for student learning for years. Now, I feel invited to share them, because they actually get adopted!”

The ideas collected during this listening phase coalesced around five themes. We may have predicted some of these in advance, but others were unanticipated. In emergent systems, Ito and Howe write, “decisions aren’t made so much as they emerge from large groups of employees or stakeholders.” As an added benefit, each project started with the advantage of existing community support, because the community had generated the ideas.

Next Generation Learning at University Prep

New Models of Time

Social and Emotional Learning

Social Justice and Educational Equity

Interdisciplinary Learning

U Lab: Student-Directed Learning Connected to Community

We then invited leaders from outside the administrative team to facilitate each team. Ten teacher leaders and program directors stepped into this leadership role. John Kotter describes this as “a dual operating system” in his book XLR8 (Accelerate). The first operating system, hierarchy, is expert at efficiently managing ongoing operations but also tends to maintain the status quo. The second, network operating system, is creative, divergent, and connects ideas across disciplines and departments. In the organization with only the hierarchical operating system, decisions are made at the top and handed down to uninspired employees. With a dual operating system, both the hierarchy and network play to their respective strengths.

Ubox, a product of the student-led Social Entrepreneurship class

By inviting many voices and broadly distributing leadership, we created a dynamic innovation engine that continues to create great ideas, promote involvement, and cultivate its own support. Within the first year, we designed and adopted a new school schedule, added social and emotional learning activities to advisory, ran our first Senior LaunchPad (an enhanced senior project), launched the first two entirely student-led courses (no teacher needed), and committed to design intensives (single courses that run full-time for a three-week term, borrowed from Hawken School). We have also joined other national networks that uphold emergence, such as Independent Curriculum Group, Mastery Transcript Consortium, and Global Online Academy.

How does UPrep prepare students for a world that values emergence over authority? It’s easy when we value the ideas of every individual. Students serve on research and design teams, propose new courses and independent study projects, take risks when designing their Senior LaunchPads. Valuing emergence means supporting student voice, choice, and leadership in the classroom and school life. Community partnerships create opportunities for students to pursue their passions through online study, internships, social activism, and entrepreneurship. The principles that have made Next Generation Learning a successful strategic initiative have also made the school more responsive and celebratory of student needs, wishes, and dreams.

PicoCrickets and Wigwams

A colleague sent this terrific workshop session description for this year’s Storyline Conference, which is happening in Portland.

4th annual storyline conference

PicoCrickets and Wigwams
Mary Boutton, Carole Lechleitner

This session will introduce PicoCrickets (tiny computers used to create inventions programmed to respond to light, sound, and touch) and demonstrate how they can be used to develop students’ programming and engineering skills while constructing Storyline settings. PicoCrickets are recommended for ages 8 and up.

PicoCrickets, based upon research from the Lifelong Kindergarten Group at the MIT Media Lab, provide entry points to programming and robotics, engaging students with diverse learning interests and learning styles. Strategies that promote this include: (1) focusing on themes, not just challenges; (2) combining art and engineering; (3) encouraging storytelling; and (4) organizing exhibitions rather than competitions. PicoCrickets support these strategies by enabling students to design and program creations while enhancing creative thinking, problem solving, and co-operative learning skills.

Through Storyline, the elementary social studies curriculum can offer a rich array of themes that can be integrated with PicoCrickets. We will focus on how PicoCrickets were integrated into the fourth grade Ohio history curriculum. The presenters will show how fourth graders used robotic technology and concepts to make their Native American and pioneer villages come alive. Participants will observe Native Americans cooking over a crackling fire in their wigwam, tanning a deer hide, turning a grist mill, and making a river undulate through the forest. Students’ work from the 2007-2008 school year will be highlighted. The presenters will share success stories and pitfalls that should be avoided.

The Presenters will also address how using social studies themes can heighten student motivation by giving students the freedom to work on projects they care about in a multi-sensory, artistic, and creative manner. Cooperation and team effort, rather than competition, are stressed, leading to participation in robotics by a broader range of students, particularly girls.

What is the Storyline Method?

Storyline is a structured approach to learning and teaching that was developed in Scotland It builds on the key principle that learning, to be meaningful, has to be memorable, and that by using learner’s enthusiasm for story-making, the classroom, the teacher’s role and learning can be transformed. Storyline is a strategy for developing the curriculum as an integrated whole. It provides an opportunity for active learning and reflection as essential parts of effective learning and teaching. At the same time it develops in learners a powerful sense of ownership of their learning.

The Scottish Consultative Council on the Curriculum