“Using open laboratories, we can work across disciplines and with community members to solve problems and challenges that give students insights into how education is relevant to the needs of the world and their role in innovation, entrepreneurship, discovery and exploration."
Plymouth State University President Donald Birx
Embracing change: Not a mindset but a mandate
The Case of Change: Leaving the 20th Century Behind
It's been about ten years since Time magazine published this story on evolving our schools to meet the demands of the 21st century. As the cover story of this issue opens, the writer asks us to imagine modern education through the tale of Rip Van Winkle:
"Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on electronic screens. Older folk defy death and disability with metronomes in their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls--every place Rip goes just baffles him. But when he finally walks into a schoolroom..."
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You can fill in the blanks about what happens next. Good old Mr. Van Winkle finds schools essentially unchanged from when he began is 100 year slumber. Despite changes in the global marketplace, learning resources, technology, the accessibility of data, social change, etc. - the work, structures, and aims of education remain rooted in the context of a previous century. The result is that students find less meaning and relevance in their study of the curriculum and schools are providing learning experiences that might not prepare learners for success in college, careers, and the community.
In order to drive change, schools need to engage in process of rethinking their role, the needs of learners, and the type of educational experiences that will make students ready for the world beyond campus.
In order to drive change, schools need to engage in process of rethinking their role, the needs of learners, and the type of educational experiences that will make students ready for the world beyond campus.
The Case for Change: Answering the question, "Why School?"
Some of the most compelling work in articulating the need for change in our schools has been completed by Will Richardson, an educator, speaking and thinker who has been making the case for change through blogs, books, and speeches.
If you haven't checkout his work, a great place to begin is his most recent TED talk, "The Surprising Truth about Learning in Schools" or his short reflection Why School? In each of these, he challenges educators to think less about teaching and more about learning. He is an advocate for self-directed learning, project-based inquiry, and rethinking assessment. His thoughts emphasize that we have an obligation to our kids to make education relevant, engaging, and empowering.
If you haven't checkout his work, a great place to begin is his most recent TED talk, "The Surprising Truth about Learning in Schools" or his short reflection Why School? In each of these, he challenges educators to think less about teaching and more about learning. He is an advocate for self-directed learning, project-based inquiry, and rethinking assessment. His thoughts emphasize that we have an obligation to our kids to make education relevant, engaging, and empowering.
One of the ways he addresses change is through a discussion of the responsibilities of professionals. He compares the changing landscape of education to that of medicine by prompting us to:
“Consider this: Do you have a physician who isn’t engaged in unlearning and relearning on a regular basis? If so, it might be time to think about getting a new physician. According to latest research, about 50 percent of all medical knowledge becomes obsolete in five years. So, if your doctor is working from a 2007 knowledge base, you’ve got a one-in-two shot at getting the right treatment. Not good odds.” The quote above makes the case for continual professional growth. The point applies to medicine but makes sense for our professional as well. This idea of learning, unlearning, and relearning is a critical ability for educators. Veteran educators who look back on their past practice might not recognize their work from only five or ten years ago. Just as with other professions, our work as educators needs to evolve with the changing world. |
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Let's start thinking about specific ways that your practice has changed. Answer the following question by clicking on the button below and entering the code 86 70 94.
The evolution of teaching and learning at Plymouth State University
The work that has already been completed at Plymouth State represents a bold step in answering the question "Why School" while updating programming from the structure of the last century. The vision to establish clusters and commit to authentic, interdisciplinary, inquiry-based education puts PSU's educators ahead of the curve as you evolve your practices. Included below you will find several excerpts from President Birx's blog posts that articulate the vision for PSU.
Gallery Walk: Four Questions
In the next activity, we will work together to apply the authentic learning strategies of 21st Century Learning Conferences to clusters and open laboratories. Positioned around the room, you will find four key questions. Working in small groups, spend five minutes on each question, using the collective thoughts and experiences of the group to make authentic learning actionable.
Actionable steps to authentic learning
Complete the following form in order to determine short and long term action steps you can take to support authentic learning and the shift to clusters.