Re-Imagining Public Education: Thoughts on Creative Schools

Nearly three and a half years ago I began this blog with an intense passion about re-imagining public education. During this time, I have continued to learn, encourage, advocate, and speak out about ideas for making school a more enjoyable place for students to learn.

Early posts included Stop Squashing Creativity in Education, written after I saw Sir Ken Robinson speak at NCTE and after I viewed his TED Talk. I offered five ideas for intentional teaching and many of my other posts elaborated on these ideas.

After finishing Creative Schools: The Grassroots Revolution That's Transforming Education, Sir Ken Robinson's newest book, I find myself hopeful and eager to continue the conversations about schooling and transforming the system. While many would say the whole system needs an overhaul, I am interested in Robinson's statement that "it's also essential to make changes within the system as it is." An idea like this means we can begin now, wherever we are.

We can begin changing the conversations, practices, and emphasis we place on test-preparation as a primary means of teaching. We can begin (or continue) listening to students and empowering them to own their learning by providing them choices in what and how they learn. We can involve families and communities in making decisions in our schools to ensure the goals in the schools represent the goals of the larger community. We can redesign school schedules to allow teachers time to collaborate, plan, and create learning experiences for students.

Three of my favorite quotes from the book 

"The fundamental work of schools is not to increase test results but to facilitate learning."

"To transform any situation you need three forms of understanding: a critique of the way things are, a vision of how they should be, and a theory of change for how to move from one to the other."

"Making education personal has implications for the curriculum, for teaching, and for assessment. It involves a transformation in the culture of schools. What does that look like in practice?"

I selected these three quotes to share here because they are the three ideas I've been exploring through blogging for the past several years. 

Since I prefer to be solutions oriented, I suggested that we read up, team up, and speak up. In another post, I suggested that we change the conversation and work toward making schools intellectually engaging and curiosity promoting places where students want to be. Most heart-wrenching in my posts about testing was this post written when my youngest son finished his first year of required state testing and asked me if he could chicken out of testing.

My promise is threefold. I will continue offering a critique of the parts of the public education system not working well for all children. I will continue sharing my vision for change, and I will think more throughly about my theory of change. 

     Whether you've read Creative Schools or not, how do you imagine public education changing? What critique do you offer? What is your vision for change? Your theory of change?

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My friend, Gwyn, also writes and speaks about creativity in schools. After she read my Stop Squashing Creativity post, we exchanged emails and determined that we share many ideas about the education all students deserve, so I asked Gwyn to guest blog. Her two part post continues to be one of the most read posts at Learning to Muse. Read her two part post here and here. 

  

Please Stop the Test Prep in Our Schools

Several weeks ago I began drafting this post after learning from my sisters that their children's schools in North Carolina would start practicing for the state tests.  After talking with teacher and parent friends in Kentucky and around the country and realizing test prep approaches in schools continue to run rampant, I decided it's time to publish this post because this is my way of opening discussion on the issue and my way of encouraging others to do so as well.

Since before launching Learning to Muse in 2012, I have engaged in various conversations with people from around the country about the need to discontinue the test prep approach to teaching.  (Note:  Most of the hundreds of teachers I know do not prefer this approach but feel pressured by the current system to practice for state tests.)  A long time friend and homeschool educator in North Dakota, Gwyn, and I have been dreaming of alternative forms of education and changing the system for some time now.  Only, Gwyn isn't only dreaming--she's making it happen for her own children.  In my quest to persist with public education, I continue to dream that maybe, one day, the landscape will change. 

My own parental heart sank when I once received an email from my son's school (not naming which son or which school for the sake of anonymity here) stating they would begin test prep too.  Specifically, they would be sending home passages for students to read and then answer multiple choice questions "to improve their reading abilities."

As a literacy consultant and former English teacher, I happen to know that requiring students to read passages and answer multiple choice questions is not the way to improve their reading abilities.  As I wrote in a previous post, this is exactly what I feared would happen upon release of the state standardized test scores. The tests themselves are not the problem nor are new standards the problem.  The problem is using a test prep approach for teaching.  Grant Wiggins wrote about this topic last year when people were blaming the tests for all the test prep in schools. 

In the post "Dear High Performing School District," a principal writes to a school district about his dissatisfaction with all the test prep his own children had to endure.  He clearly articulates the same frustration I feel with the focus on subjects that are tested in a specific grade area, or the continuous skill and drill.  Fortunately for his family, they had options to transfer to a different district that focused less on test prep.  Where I live, where my sisters live, and where my friends live that's not an option. Plus, the idealist side of me continues to believe in public education and the potential to transform learning systems in public education to focus on what all kids need, not just what my own kids or relatives need.

Perhaps it's time for me to revisit some of my own advice in a previous post.  As a parent, I will continue to support my own children and their learning opportunities.  I will support the schools and judge them on factors beyond their test scores.  As Brian Nichols mentioned in his letter to a high performing school district, our aim should be "to create problem solvers who find multiple solutions instead of ones that need answer choices."  Insisting that teachers focus on test prep will not help our children become better readers, better thinkers, or better citizens. 

Teachers interpret CCSS for reading-no test prep!

Think about what can happen when educators take action!  The story of Gwyn mentioned above isn't the only story about educators and parents taking action, check out this article about a school in Colorado that's led by the teachers.  They explicitly state "because several of MSLA's founding teacher leaders held National Board certification, the school focused on more robust forms of student learning, not just quick fixes to raise standardized test scores in short order."  They are emphasizing students controlling their own learning and putting the joy back into learning.  These two examples give me hope that maybe--just maybe--all of our children will go to school to learn, not to prepare for tests.

We must persist with creating learning opportunities that promote critical thinking, creativity, collaboration, and problem solving.  Our children deserve it! 

Collaboration and Creativity

Guest blog by Gwyn Ridenhour.  Part 2 of 2

Let students make mistakes

This is such an important point, and one we as parents and teachers are often too quick to “fix.” Our world is currently experiencing more rapid change – in technology, population, and environment - than perhaps in any other point in history. We don’t know what to expect in five years or ten, and that means that we don’t know exactly what to teach our kids in order to make sure they are prepared for their future. Since we don’t know what technologies or global situations our kids will experience when they are adults, the best tools we can give them now are ones they can use in any situation, and these are critical thinking and problem solving.

Kids need to learn how to look at a problem and identify multiple solutions. They need to make mistakes, because it is in these moments that true opportunity happens. They identify what’s wrong. Then they identify what happened to make the project go wrong. Then they identify the possible solutions to create a more successful outcome. Repeat. And repeat again. Only then will they gain the skills to teach themselves – and that should be one of the ultimate goals of education.

Allow more time for the arts, physical education, and recess

This one’s a bit tricky, because though I feel strongly that kids need more of these things, I don’t like the models that are currently being used in the school system. I was shocked earlier this year when I heard a 6^th grade band perform “Old MacDonald” for the middle school band concert. Old MacDonald? For real? Come on. No eleven-year old can play that song with any true feeling, except for one of embarrassment. Band teachers who do it “right” use music from the students’ current world, giving them opportunity to explore themselves through their music.

As for art class, yes – for all of these things, kids need more – but again, you can’t box it up and present it in a sterile package if kids are going to get anything out of it. My daughter, who adores art, hated art class when she was still in public school. I was curious, so I came in to observe. The teacher gave all the kids the same materials and then told them to all paint the same Japanese style cherry blossom tree. If they didn’t do it exactly like her example, she was quick to criticize, guiding kids to become more accurate copiers, perhaps, but surely not artists. There was no joy, no creativity, no freedom of expression. No wonder my daughter hated it. Art should be about the explorative process – not a line of identical copies.

Physical education needs to be about getting kids moving, not exposing them to all the sports that Americans love. Get them dancing, moving, running, whatever. Ask kids what they like and offer different PE mini-classes within the larger group so that they can have choices. Don’t make them play basketball if they hate basketball. What’s the point in that? This should be joyful and rejuvenating, not competitive and stressful. But yes, of course, we need exercise – every day. We need to move, to be outside, to get our blood flowing every day. It makes us happy and keeps us sharp.

And finally, for recess, again, there should be some free choice here. Recess for many kids is bliss – freedom of play, of choice, of conversation. It’s a break in the day and provides much needed sunshine. But for many kids, recess is a nightmare. They dread that time every day because they don’t know who to hang out with. Or they’re bullied. Kids for whom recess is a punishment should have a safer alternative. If the kid is a book lover, then perhaps have an opportunity to volunteer in the library (even better if there is more than one student like this – you can make a volunteer club!). Or if outside time is truly the goal, then create adult-led opportunities that can be done outside. Perhaps a list of recess alternatives could be posted that kids could choose from.

       Allow more time for creating, performing, dreaming, and thinking

This is perhaps the most important of the imperatives. I would actually put these in a particular order: Dreaming, thinking, creating, performing. Allow kids to dream up what they want to do – to be (the idea generator stage). Then think about it – how will you do it? What resources do you need? Who can you talk to for assistance (the problem solving stage). Once ideas are outlined, then the child creates. This isn’t a worksheet assignment. It’s a short film. A new app. A working robot. A book. A painting. A project. This is messy business which can’t be evaluated by a standardized test. And then finally, we come to the performing stage. This is the bit where the student gets to enjoy the limelight and get real positive feedback about her hard work and design. Show off the creation! Share it with class, online, with teachers outside the classroom. The teacher’s role is facilitator, helping the child move through each of these stages. But the work and sense of satisfaction all belongs to the child.

Urging Global Comments to Promote Creativity in Education!

Today’s post will be the first of two parts and is a guest post by a friend who lives many states away from me in the United States.  I am in Kentucky; Gwyn lives in North Dakota.  We are modeling the promotion of creativity through collaboration, and we urge you to join us by commenting on this blog. 

Part 1 of 2:  Guest post by Gwyn Ridenhour

Recently, Renee posted five simple suggestions to encourage more creativity in the schools. She asked me to choose one and respond to it, but honestly I couldn’t. They are all too intertwined and important to simply discuss one.

As a home educator of two remarkable children, I’ve had plenty of opportunity to pursue these suggestions in the freedom of my own home. However, the longer I do this, the more I wish for the same opportunity for teachers and students in the public schools. We are simply not preparing our children for our rapidly changing future. They lack critical thinking and problem solving skills, largely because we are too scripted in the classroom. It’s beyond time to give teachers more autonomy in the classroom and encourage methods that center on creativity and the individual child.

Here’s what Renee says (with my comments following each item):
 Let students study and explore topics that interest them.  

Letting students choose their own topics does several marvelous things at once.

•  It validates  (“you mean you care about what I want to learn??”).
• It empowers, allowing students to become more invested their own success. Suddenly students are learning because it’s something they identified as a goal; they’re no longer just studying for a grade.
• It prepares students for their own futures. If a child passionate about art studies math, science, history, and literature through an art lens, he will learn the core subjects and enrich his knowledge of art all at the same time. The result? And educated child who is an expert in his field.
• It motivates students. Take the art student again. Let’s say that this student has a history of hating math. If you can help him see math as relevant to his passion, then the game changes. Intermingle art and geometry. Introduce him to the myriad patterns waiting to be discovered in numbers and shapes. Let him put doodles on his algebra work.  Suddenly, math becomes a bit more interesting.  If you haven’t discovered Vi Hart yet, be sure to check out her videos (and let students check them out too). She’s a model of combining the arts with math.

Let students use their own technology devices to enhance their learning

I can’t speak to the IPad, IPhones, and so forth, because we don’t own these types of devices. However, we do embrace technology in our home to help the kids pursue their interests. In fact, without technology, the success they’ve had in their areas of interest largely wouldn’t have been possible.

My daughter is an 8 year old author and illustrator of two self-published books. She has sold about 150 copies, enough to buy her own laptop and plenty of book stock to sell at future events. She uses Wordpress to support her author website, lulu.com for the self-publishing services, and National Novel Writing Month (another website) to help keep her on track in her writing goals. This fall, we used our household camera and Windows Movie Maker to allow her to create short films explaining the writing process. This has opened up a wealth of public speaking opportunities, including one video-conference (more technology) with a school across the state. And oh yeah, she’s writing her newest book on the laptop she bought herself.

My 11 year old son is a musician and composer. He uses software called Finale to compose, and Wordpress to support his music-based website. Last year, we matched the money he had earned from gigging to allow him to purchase studio recording equipment. He’ll use this to record his original pieces for many years to come. He uses texting as well, mainly to coordinate band practice and science club meetings.

Final note:  Check back tomorrow for post 2 of 2.  Check out Gwyn's blog and the work of her two fabulous kids.  And, please, comment on both of our blogs so we can increase the collaboration and dialogue about creativity and improvements for education.  

Read up! Speak up! Team up!

Tips for surviving public education’s focus on test preparation

Friends and colleagues frequently tell me “it’s so good to know there’s a voice like yours in public education.”  But really, where does that get me?  Not that I’m trying to get somewhere, but I do tend to take my job personally, as noted in my post on January 2^nd.  I need to remember why I entered the education profession in the first place (hint, it wasn’t to practice for tests.) I want to make a difference, and I want vision with action.

The heavy emphasis on high-stakes standardized assessments in public education weighs heavily on me.  Though I don’t have to administer tests in my current job, I do work with teachers who feel the pressure of tests, and I am also the mom of two boys who bring home practice tests on a regular basis.  Don’t get me wrong, I understand there is a time and a place for some standardized tests, but ongoing and frequent test preparation is detrimental to the lives of students who deserve opportunities to learn for the sake of learning.

Here are a few of my actions for enduring all the test prep.

Read up! 

Staying current with education news inspires me to continue in the profession.  While there’s much in the news that can be discouraging, I intentionally seek balance in my reading list.  I am a member of several professional organizations which send weekly or daily updates with links to educational news around the nation.  I follow education agencies and colleagues who tweet links to interesting and engaging articles to ponder.  Reading research provides me the foundation of information I need when I have an opportunity to use my voice.  I also read novels, poems, and non-fiction because I believe the humanities are essential to life.

As a parent, I read articles written about parents by parents who also find themselves frustrated at the focus on test preparation in public schools.  This article by parents in New York was telling and served as a good reminder that the test prep madness is nationwide.  The thought could have been overwhelming had I not remembered to focus on what I can do (which is not everything).  I can, however, continue to seek peace, and I can speak up.

Speak up!

 Sometimes my job offers me opportunity to speak up for the values, beliefs and best practices important in public education.  Other times, I speak up by posting links to interesting articles on my facebook, by tweeting, or by continuing my musings in this blog.  As a parent, I speak up when I attend local PTA meetings and events in our community.  Former colleagues, current colleagues, former students, friends and family comment on my posts and contact me with questions.  This is when I feel like speaking up makes a difference, even if it doesn’t change an entire system.  I can encourage and offer advice to those who ask.  Together, we can team up to make a difference in education.

Team up!

In November while at the NCTE annual convention in Chicago, I had the pleasure of seeing a long-time friend who lives in North Dakota but was in Chicago for the Chicago Toy and Game Fair.  This friend is a mom of two brilliant children who were not receiving the education they needed in their local public school system.  She chooses now to homeschool her children, but her interactions with public education have not stopped.  She regularly blogs about issues in education and even takes her children to educator conferences to showcase their talents as young writers, musicians and entrepreneurs.  In our short but full conversation over coffee, we discussed our families and the pursuits our husbands are taking in higher education. However, the bulk of our time was spent discussing education reform.   We decided then we would team up to begin taking more action to impact reform.  This collaborative spirit will help us all persevere. This final tip—teaming up, is essential not only to surviving but also to making a difference to impact the lives of students. 

Will you join me in reading, speaking, and teaming up to make a difference in public education?

“This labor to make our words matter is what any good quilter teaches.”

                                                             ~Kathryn Stripling Byer