Why Transformation May Hit A Snag: Observations From The Field

Whose transformation is the right one? As our nation and the rest of the world are in the midst of or stand on the brink of large-scale societal transformation, there are many opportunities to seize the moment and move towards transformation and opportunities for those with a particular agenda or ideology to take the energy of transformation and turn it to their own purposes.  Transformers and reformers seem to be everywhere, from the Occupy Movements to the Co-opt Movements. Many of the organizations and individuals who are in the midst of these movements have done and continue to do vital, relevant transformative work.

There is cause for great concern as many organizations and individuals who are supposedly working for education transformation are falling into the trap of ego-centered competitiveness, and as a result, are ensuring that the status quo will continue, much to the delight of those who oppose any sort of change or transformation. Transformers who espouse one thing but are engaging in the same limited thinking -- inconsiderate, arrogant, behavior -- as they propose to rail against are giving energy to the entrenchment we find ourselves in.  Many of us have been witness to various indiscretions, outright dismissiveness and the smugness with which transformers often treat other transformers,  who are at least, to some degree working for transformation themselves. 

It is often these folks who engage in the same behaviors that they chastise the “other side” for doing, who wonder aloud why the policy reforms they advocate are not being taken seriously by those who can change policy. Is it any wonder that those on the so-called other side do not take them seriously?  When all these transformers or reformers can do or will do is vehemently advocate their brand of transformation to the sole exclusion of decency, respect, humility and the ability to think through alternatives, we lose much and gain little. Many who call themselves transformers are unconsciously or consciously bringing their brand of transformation to places, communities and societies who may not need or want this brand of transformation.

In Education, many practitioners and theorists who ask others to be transformative, perhaps by including others, cooperating, being receptive to other ideas and lifting spirits, readily shut down the ideas of others if they do not align with their own. These transformers insist that theirs is the only way to transformation.  They often have come up with a matrix that is designed to categorize whether something is transformative simply based on the virtue of an activity or what they deem is transformative.  

The truth is that no one knows what is going to be transformative. 

While there may be certain activities and or experiences that lend themselves better to a transformative experience, there is no definitive trigger for a transformative experience. Two of my most transformative moments came during a lecture; both of these absolutely changed my worldview, view of my myself, my place in the world and remain a big part of why I chose to dedicate my life working in education. They didn’t happen out in the community, on a field trip or during a project.  They happened in a classroom where I sat at my desk in a row, along with 30 or so other students. This is not a personal endorsement of drill-and-kill methodology, rote memorization or reliance on lecture to produce transformative moments or experiences. Rather, it is a call to stop and take a look at what all the so-called transformation movements are creating. 

 It has become common for many organizations and individuals who say they are working for transformation to dismiss other notions, ideas and ways of thinking, simply by using their self-created checklist to tick off this is good, this is no good, this is not good enough or I can out-intellectualize that idea. What is happening as a result is the transformation movements are losing credibility since they are simply engaging in the same behaviors that got us here in the first place.  While most individuals and organizations working towards a transformation in education are doing so from inclusive mindsets, philosophies and ideals, unfortunately, when push comes to shove, when things get difficult, they are resorting to competitiveness, arrogance, dismissiveness, outright disrespect and even malicious behavior towards not only those who are lined up on the side of direct opposition, but also those who want transformation but don't necessarily agree on how to get there. 

Talking with folks in the field, many are concerned that the transformation movements are quickly losing the impact they once had. Their concern rests in the idea that all these movements are important and can pave the way to the societal transformation that many are craving but that they are also in danger of failing.  In education, the transformation movement may fall short if we continue to believe that there is only one way to do this, failing to appreciate and recognize what even the “juggernaut of public education” has accomplished.  There are many in our country who have learned to read and write as a result of being in public school.  Much like the current political discourse and climate, there is much to lose when we spend our time and energy finding fault, tearing others down because we somehow think that our ideas are best for everyone. There is nothing wrong with intellectual discourse, dialogue and even debate.  There is something wrong with using the guise of these as a justification for randomly dismissing others and what they may contribute because we think we have it figured out.

Certainly, any organization or individual has a right to promote their ideology and a right to their opinion (I certainly have my share), but we have lost much already from our lack of decency, humility and competitiveness. I have heard transformers say things like, “This is too important to be nice,” or my favorite, “We might be viewed as jerks or a-holes, but this is how we have to get things done.”  There is no question that there are times when circumstances may dictate taking a less-then-agreeable approach for perhaps a moment or very short while; however, when adopted as a philosophy of “how we do things,” in the long term it becomes questionable. This is akin to listening to the Doctor or Health Guru who tells you that by taking this pill they developed and have been taking for years, it will make you look and feel like you are back in your 20s, but he looks like he’s 80.

It is difficult for those who may not agree with the need for transformation to take the movement seriously when the transformers themselves are not practicing the fundamental ideas and underpinnings of those philosophies; an example of this comes from the holistic learning or holistic education philosophy. Many practitioners are not willing to practice things like collaboration, cooperation, kindness, open-mindedness and the critical, analytical type of thinking they profess education should facilitate. They want their students to practice listening to all sides, considering all ideas and changing their minds in the light of new information or evidence, but do not do so themselves. It is even more difficult for any true transformation to take place if it is approached as a confrontation or a way to point out how wrong others currently are or have been. 

For any transformation to be sustainable, those who were affected by the transformation have to assent to the change. There are few examples of successful, sustainable transformation emerging from the subjugation of others, with outside ideals shouted more loudly than the existing ones. So what now? Maybe we take time to step back and assess where we’re going. Maybe we do not take the vulture posture, waiting to swoop down on each other when there is the slightest or not-so-slight perceived misstep or disagreement. Perhaps we continue to work, learn, love and live with humility.  Perhaps we can support each other, especially those working for transformation, even when that transformation is something different than what we want individually or as an organization. The transformation many of us are working for may be incremental and may just be something entirely different, something that is not currently on the radar screen of any organization or individual. 

5 More Tips for Children: Increase Mental Focus, Attention, Energy & Capacity, Part II

For the first post of the year , ET posted part  Part II of 5 Tips for Children: Increase Mental Focus, Attention, Energy & Attention. This is a guest post on the Inspired Health and Happiness Blog. http://inspiredhealthandhappinessblog.com/2012/01/5-tips-for-children-increase-mental-focus-attention-energy-capacity-part-ii/

5 Tips for Children: Increase Mental Focus, Attention, Energy and Capacity

Check out, ET's guest blog post , "5 Tips for Children: Increase Mental Focus, Attention, Energy and Capacity" on The Inspired Health and Happiness Blog , 5 Tips for Children:

The Simplest of Interactions - Real Education is Human

Every adult in the school warned me about this student. In fact, every adult seemed afraid of this 14-year-old boy and dared not engage him in any way. Any discussion regarding this student centered around his physical aggressiveness and prowess, often ending in such statements as, "Any time you see him approach someone in any kind of physical way, call security." In fairness, this student had caused physical harm to other students, at times going further than the situation called for.

As weeks and months went by I didn't have many interactions with this young man, other than me saying his name and hello. Most times, the greetings sounded like "Hey (student name), what's up?" or "Hey (student name), how's it going?" Sometimes he would look at me, other times he wouldn't, but he never said hello back. He was often a no-show in my class, and when he was, he was quiet, reserved and difficult to engage.

I remember one day walking out of the school to the subway. I felt in my jacket pocket the tennis ball I had found on the concrete and asphalt playground, which I had forgotten to place with the school equipment. As I walked down the block, I saw this young man standing just off the curb, looking as if he was ready to run across the street to beat the traffic coming in both directions. To this day I do not know why, I took the tennis ball from my pocket, called his name and tossed it to him. As that brand-new looking, bright green tennis ball flew through the air towards him, his eyes lit up. When he caught the ball, he looked at me with a smile, expression of disbelief and a look of joy, usually reserved for something more profound and said, "Thanks!" After saying, "You're welcome," I went on my way. Before turning the corner I looked back and saw him bouncing the ball and running with it at the same time.

The next time I saw him, he looked at me with a smile. As the year progressed, we had some conversations; one in particular is engrained in my memory. We had a tough conversation about a physical altercation he had with a female relative in order to protect a younger sibling. I know this conversation would have never happened if it hadn't been for the initial interactions. I didn't do anything amazing or extraordinary. I was simply being human, and the impact was profound. It turns out this student had a profound interest in and knowledge of biology and kinesiology, though it took some time for him to be comfortable sharing this knowledge. This young man eventually, through some trials and tribulations, became a professional sports trainer, and to my knowledge has continued along this path.

It may be that a similar experience when I was around this young man's age shaped my actions. I was having a bit of a hard time at that point in my life. Most of the adults in my life,especially teachers and administrators, always came down hard on me and never spoke to me, only at me; except for my history teacher. He talked to me about everything other than school and my "troubles." From our conversations we realized we both loved baseball and both really disliked the Yankees... That Fall the Dodgers and the Yankees were playing in the World Series. He and I were some of the few that predicted the Dodgers would win in six games. As luck would have it, they did. At the school dance, which was a day or two after the Dodgers won, my history teacher, seeing me come in with my friends, came across the whole room, shook my hand and in his big booming voice and John Belushi smile said, "Did we tell them in six, or did we tell them in six?!?"

The fact that this happened in front of many staff members changed the way the rest of that year went for me and most likely how my life unfolded afterwards. This also set the stage for me to be deeply affected by his presentation on the Holocaust. Certainly the facts of what happened were presented; more importantly, the focus was on the human element, feelings, emotions, morality and our role in social and human justice. As he wrapped up and saw how we were all affected, he said, "If you are sickened by this, if you feel sick to your stomach, make sure this never happens again." This changed my life. From that moment on, I saw myself as connected to something bigger and as a person who could do his part for social change.

Real education is human. Perhaps no other arena is more human than education. Any interaction between two or more human beings brings with it emotional, social, physical, spiritual, physical and intellectual aspects. Real education or human education doesn't just engage these areas but embraces them, sometimes by the simplest of human interactions. Pursuing knowledge together, inviting each other to learn and arousing each other's curiosity is tied to emotions and feelings. Real education goes beyond the acquisition of skills or knowledge. It gets to the heart of social relationships and ultimately what it means to be human.

Sharing Adversity with Students

     As human beings we all share the experience of adversity. Adversity comes in many forms, and often seems to come all at once much like the when-it-rains-it-pours scenario. The good news is, we do have choices when it comes to dealing with adversity and how it will affect our lives. The key is to accept that whatever is causing the adversity has happened.  Not to do so, to ignore that something has happened, is to ignore reality and the balancing forces of life. It is also unwise to ignore it, as not dealing with the adversity can cause our lives to become unbalanced -- spiritually, emotionally and physically. Dealing with adversity does not mean dwelling on the problem but rather embracing it. Whatever our particular experience has been with adversity we can rest assured, that others have experienced their own brand of adversity. On a quick side note: If you or anyone you know is experiencing anxiety or symptoms of panic attacks, you may want to check out this program for eliminating anxiety and panic attack symptoms: End Anxiety and Panic. 

     Educators constantly strive to have students experience and find a solutions to "real-world problems" and adverse situations.  Viewing these as life lessons can be beneficial. Often the knowledge and application gained from solving a "real-world problem" can be applied to personal life situations. Imagine the steps taken as students go about looking into a "real-world problem," taking this as an opportunity to learn something new, be creative about a solution and possibly even find a new interest they would like to continue to pursue. Couldn't all of us apply similar notions to the adverse situations we encounter in our lives? Couldn't we encourage students to do the same? Today, as we face massive obstacles to true, authentic learning, all in the name of "achievement" and being "globally competitive," it can be very easy to focus solely on academics, dismissing anything else as a waste of time or not in line with raising student achievement.

     Truth is that the hyper focus on standardized tests and test scores is not likely to go away soon or at least soon enough. The challenge then becomes working with the opportunities presented to us, to view adversity as a gift and a lead-in to personal explorations. If we cannot address or discuss adversity in any real way, then we all lose the chance to learn from each other. There are times when students have ingenious ways of dealing with adversity and can teach us a thing or two; on the other hand, sometimes students need to have the time to process dealing with adverse situations. Nowadays, young people are protected from adversity or disappointment.  While in some cases this is a good thing, this can and has been overdone. The result can be young people who lack resiliency and or the ability to access their steely resolve.

     Many educators report if any discussion or exploration of adversity makes its way into the curriculum, the focus is on the experiences of famous personalities.  Understandably, this generally takes the form of chronological, factual information.  Rarely is time taken to consider the other factors of the adverse situation or what drove these individuals to overcome and persevere. There seems to be an apprehension to delve into emotions, beliefs or techniques. Educators tend to be even more apprehensive in sharing their experiences of adversity with students. Some cringe at the notion of sharing anything personal with students; others claim it is not appropriate to share personal struggles with students. Assuming everyone's professionalism and discretion, it is entirely appropriate to share personal experiences with adversity, especially if the emphasis is on the  process overcoming of it.

     I have found that sharing my personal experiences of adversity with my students have been some of the most rewarding times I've ever had. Sometimes, it was a simple as sharing my struggles with a particular math class I was taking and how I was in danger of failing it and perhaps not continuing in the program. Other times it was something a bit more profound. No matter what questions students asked, I was able to answer honestly and express the internal process I went or was going through.  I recall a time when students and I engaged in a lengthy discussion of how adverse situations often present opportunities, how a philosophy of bending with the situation and springing back often has better results than remaining so firm that eventually you break. Students were able to share how they discovered opportunities they did not know existed among all the adversity.  As the group shared even more, a common theme emerged: "Flowing with the situation like a willow in a storm: Willows will blow and shake and look like they are getting tossed around, and in the end, they are left standing and mostly in tact when other trees around them get knocked over or severely damaged."  These words are directly from the students, expressing their thoughts on adversity.

Education Transformation: Experiential, Problem Based and Constructivist Learning

Education Transformation: Experiential, Problem Based and Constructivist Learning

Experiential, Problem Based and Constructivist Learning

Educators sometimes find developing lessons that are experiential in nature challenging and often wonder whether an overall pedagogical  philosophy or lesson delivery framework lends itself better to providing direct experiences for students. The following is an excerpt from a lesson designed with experiential learning, constructivist pedagogy and problem based learning applications.  According to the Association for Experiential Education, “experiential education is “ a process through which a learner constructs knowledge, skill and value from direct experience” (1991)

Additionally, experiential learning  used with a  constructivist approach presents an ideal opportunity to use a Problem Based Learning strategy.  As Peter Bohgossian (2006) suggests, in the constructivist theory of learning each person’s experience is valid, learners construct knowledge and meaning based on past and present experience, learners use previous knowledge to construct new knowledge that is personally relevant. Problem Based Learning or PBL can be characterized as follows: "A carefully constructed “problem” is presented to groups of students. These problems usually consist of a description of observable phenomena or events to be understood in terms of their underlying theoretical explanation”. (2007, Schmidt, Loyens, Gog & Paas, p. 92). 

In this lesson students were presented with the following problem statement:  You are alone and find yourself in need of making a fire, you have only an hour before the sun goes down, which will leave you in the dark and cold. You do not have any matches or anything else that could help you make a fire, other than what is around you. Your task is to find the materials needed in your designated area in order to make a fire(s) using the following methods, bow drill, hand drill and fire plow. You may use the research you have found to help you make these fires before you are taken to your designated area, you may use the Internet to find a demonstration video for each method.  Your group will give a presentation on which method of friction they believe is the most reliable, remember to use all the information you have gathered to justify your conclusion and include how your conclusion was influenced by this assignment. You will have two hours to complete this assignment; the first 30 minutes will be indoors in the classroom, you may use this time any way you wish.

The idea was to have students use their analytical and critical thinking skills to ascertain the most reliable method of starting a friction fire. It would be difficult for learners  to truly recommend one method over another without having the experience of attempting to start a fire using the various methods mentioned above. 

Upon receiving this problem statement, students spent the first 3-5 minutes, deciding what they needed to do and in what order, then spent the preceding 3-5 minutes assigning tasks to each member of the group.  Students spent the next 20 minutes, watching demonstration videos and planning their course of action. As, I circulated among the groups, I was available to provide guidance and answer questions.  After, thirty minutes had elapsed students were taken to the designated outdoor area where they were expected to complete the task.  While working in their groups students gathered the necessary materials for each method of friction fire.

The outdoor areas were carefully chosen with the subsequent criteria in mind, to ensure that each group had an equal chance of finding materials (some materials were provided for the students without their knowledge, placed strategically in their area), to ensure student safety and easy access to each area and finally to provide each group an easy view of the group next to them, so that their might be an exchange of ideas. Though there was some initial struggle and frustration, all students were able to make fire with at least one of the methods listed above. The students were able to articulate what they experienced and defend their conclusion; they also were able to compare their conclusion from the original lesson to their conclusion from the redesigned lesson.

My intention in designing this lesson was threefold, first my expectation was that students would take responsibility for their own learning. As Marianne Van Den Hurk (2006) suggests, when students are engaged in problem based learning, they take responsibility for their own learning and employ strategies that help them manage their time and monitor their own progress and learning.  Second, I expected that students would come away with a deeper understanding of friction fires, including which method would be most reliable given the conditions and materials on hand. Lastly, students would be able to articulate, interpret, extrapolate and connect, their direct experience to previous and new knowledge.

           In reviewing the designed lesson as it relates to the application of constructivist learning theory and problem based learning strategy, the inherent characteristics of constructivism and problem based learning are evident. Hidir Karaduman and Mehmet Gültekin  both professors at the University of  Anadolu in Turkey maintain, “the aim  of  constructivist learning is not to predetermine what the learners will do, but provide opportunities that shape the learners own learning through rich teaching  materials which  make  the  knowledge  meaningful  and  useful” (2007, p. 101.  

           While, students engaged in the lesson it was clear that they were constructing new knowledge based on past experiences and were given opportunities to shape their own learning. Initially the students used their previous knowledge of friction fires to guide them in solving the problem they were presented. As, the lesson progressed they connected their previous knowledge, with new knowledge gained through direct experience. Certainly, the lesson reflected a problem based learning strategy since students were presented with a problem and had to use the available resources to find a solution to the problem.

The learning students experienced in the redesigned lesson went beyond recitation of facts and regurgitation of information, they synthesized, analyzed and interpreted what they experienced.  The instructional strategies used are also supported by brain research.  It has been shown that strategies, which require students to think deeply, plan and solve problems, develop stronger and more efficient connections between neurons (nerve cells in the brain) than strategies that rely on rote learning and drill. (Fang, 2007, p. 16).  

           Furthermore, the afore mentioned lesson is aligned with constructivist learning theory as it relates to direct experience, since knowledge constructed by the learner is colored by the lens of the learners experiences. (Proulx, 2006, pp.65-85).  Since as Proulx (2006) asserts, Jean Piaget, John Dewey and Leo Vygotsky are widely considered to be the main contributors to the constructivist theory of learning, their collective body of work would support both the design and suggestions for further improvement of this lesson.

           While experiential learning, problem based learning and constructivist learning can certainly be used in isolation and do not necessarily need to be categorized as such. It can be useful to think of each of these as complimentary to each other. In the described lesson above, Constructivist theory was viewed as the theoretical foundation, and problem based learning the vehicle to provide students with direct experience, it being the cornerstone of experiential learning. 

            Considerations for improving this lesson would include,  providing students with more time to investigate each method, and not leading the students in any particular direction, in other words, letting the students investigate and experiment with different methods they found on their own. The problem statement could be rewritten to expand the possibilities of their discoveries, by simply stating that students needed to start a fire without matches, they would have been free to explore and experience different methods, perhaps even methods not mentioned in the lesson.

             Reflecting upon the lesson and  its design proved an invaluable exercise, and reminded me of the significance of my role as a leader, as it relates to student learning and best practices. Susan Black contends “Leaders establish a culture of constant inquiry and questioning. They model and promote investigations into research and new ideas, and they seek evidence that new programs and methods improve students’ learning”. (2007, p. 41).  

             This process emphasizes the importance of constant evaluation and critique of pedagogy based on the latest research and peer reviewed literature. Continued analysis and assessment of pedagogy will go a long way in ensuring that students are given every opportunity to pursue and demonstrate high intellectual work.  Furthermore, the process of reflecting upon lessons, considering varied instructional techniques and assessments based on learning theory and theories, encourages others to do the same with the goal of making a deep personalized connection with the learning. 

References

Association for Experiential Education. (1991). AEE definition of experiential education. Retrieved August 11, 2008, from http://www.aee.org/customer/pages.

Black, S. (2007). A Community of Learners, American School Board Journal, 194 (11),  (pp. 40-47).

Bohgossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy, Educational Philosophy and Theory, 38 (6), (pp. 713 – 722).

Fang, T.W. (2007) Understanding the Brain: The Birth of Learning Science, Organization for Economic Co-Operation and Development Executive Summary, (pp.13-18).

Karaduman, H., Gültekin, M. (2007). The effect of constructivist learning principles based learning materials to students’ attitudes, success and retention in Social Studies, The Turkish Online Journal of Educational Technology, 6 (3), (pp. 98-110).

Proulx, J. (2006) Constructivism: A re-equilibration and clarification of the concepts, and some potential implications for teaching and pedagogy, Radical Pedagogy 8 (1), (pp. 65-85).

Schmidt, G.M., Loyens, S.M., Gog, T.V., & Pass, F. (2006) Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), (pp.91-97).

Van Den Hurk, M., (2006) The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum, Active Learning in Higher Education, 7(2), (pp. 155–169).

Service Learning Projects - Project Based Learning Taken Further

Can project based learning take any form? Can all the projects have a theme or particular focus? Could a particular class or school encourage every project to have a connection beyond the classroom, one that takes students out into the local community and beyond.  While many schools are engaged in project based learning that does encourage students to apply the learning to their everyday lives, this does not always happen in clear and meaningful ways, students don’t always see the connection.  Project based learning while a wonderful strategy with many documented benefits, sometimes falls short of the mark, service learning projects provide opportunities for the benefits of project based learning to be taken further and made more authentic.

The goal of providing students with rich learning opportunities and real world connections, can be achieved through service learning projects and as a result student achievement will be positively impacted. “Based on the growth in benchmark test scores from the October baseline to the final benchmark test in March, we conclude that service-learning had a positive impact on student achievement” (Solau, & Yost, 2007, p. 50).

When students can take concepts and skills learned in classroom instruction and apply them to life situations, they gain much needed connections between learning and the real world. If students are given the opportunity and the space to make these connections they will have a better chance of retaining what  they have learned, rather than relying on the drill and skill methods.  Support is growing almost daily from neuroscience and brain mapping for learning that invites teachers and students to go beyond drill and kill methods to ones which ask students to apply and synthesize their knowledge.

Research suggests that engaging in service learning projects has benefits beyond, raising test scores and GPA’s and that it is indeed the entire community that benefits. When students can step beyond their often confined and sheltered world, they begin to see themselves as part of something bigger than themselves and as agents of change with some say in what happens in their lives.

Authentic learning is about engaging with the material, grappling with tough questions, reflection and the ability to apply knowledge in a given situation and assesses the outcomes of the application. Service learning projects, provide students with these experiences in a very real way, in a way that they just cannot get from text books, lecture or test preparation.

Service  Learning Projects  Defined

Service - Learning while not an entirely new practice is a relatively recent pedagogical approach (2006, Goldberg, Richburg & Wood), whose popularity has grown in recent years, in fact some states and school districts, recognizing the value of Service Learning have adopted service - learning requirements for its students. Such is the case in Maryland and Illinois. There exists various definitions of service-learning, all have commonalities, England and Marcinowski, (2007) define service learning as, an educational strategy that is designed to involve students in meaningful service to their communities, while connecting the service to academic subjects and providing students space for reflection.  Service Learning Projects differ from community service in that, in service learning projects the emphasis in not only on the actual service but the learning that took place within each individual participant, whereas in community service the focus is on the service being provided.

Elements of Service Learning Projects

When implementing service learning projects as part of an overall pedagogy or even as a part of the curriculum there are fundamental pieces that must be considered, in order for them to have value and meaning. I came across what Chun, et al., (2008),  indentified as critical parts of service learning projects as it relates to their design. 

Authentic context  - The service - learning needs to have a purpose and provide an important service to the community or agency, while taking place in the actual setting.  It must also provide a real world service or solve a potential or current problem.

Link to Curriculum - Service - learning must have a connection to the curriculum, this is one of the main distinctions between service - learning and community service.  The tie in to the curriculum can also be used as a vehicle to address NCLB standards.

Home, school and community partnerships - The development of partnerships between agencies within the community and the school are crucial to the sustainability of the service - learning program. The partners must also adopt a model of sustained communication,  while understanding their roles in the service – learning program.

Programmatic Support - The importance of administrative support cannot be underemphasized as it relates to the success of the service-learning program. Support from the administration and staff can come in the form of time set aside in the school day to work on service learning projects, to professional development and hiring of staff that believe in the value of service-learning and are committed to its success. Support from the community can come in the form of resources, transportation and funding.

Frequency of Instruction - The amount of time spent in the community and the face to face interactions has an impact on the learning that takes place and on the attitudes of the participants. It is suggested that more frequent and longer time interactions should be the rule rather than the exception however, this does not suggest that less frequent and shorter term interactions do not have value.

Having implemented and spearheaded service learning projects on a class and school wide basis, I can attest to the value of thinking through these elements, investing the time into investigating these elements will ensure that your school’s service learning projects have the best chance of succeeding.

Service  Learning Project Models

Though the elements and features of  successful service learning projects remain relatively consistent, how they are implemented, practiced, assessed and celebrated will vary depending upon the context. Each school or district may decide to implement the elements and features of service learning projects in a way that makes sense for them.

My experience with service learning projects, ranges from two week, completely structured projects, to year long, mostly student driven and defined projects. Some schools have specific learning objectives that students need to address and show mastery of, some set up the service learning experience so that students can choose the skills or topics they address. Either of these methods or something in between can be highly effective and take the project based learning mindset a step further so long as learning objectives are clearly defined, regardless of whether they are student created or mandated school requirements.

Projects took on many different forms, some had more of an environmental focus, such as petitioning the town to save a green space from development, some had more of a human rights focus, such as educating local retailers and patrons as to the horrific child labor practices enforced in order to produce soccer balls. In each and every case the amount of research, revision, thought, reflection , synthesis and application surpassed expectations. While always excited by the idea of service learning projects, when I first began working with students in this arena, I could never have in my wildest dreams predicted the incredible impact these projects would have on students and me as human beings and learners.

        

Support for Service Learning

I have also watched as students who were considered, difficult, at risk or too disabled to engage in high intellectual work,  become completely absorbed in service learning projects, in fact there were complaints from other teachers that all the student wanted to do was work on “ that service learning project”. Support for service learning projects is growing from special education practitioners who are aware of its intrinsic value and ability to increase self - efficacy.  As Victoria Scott suggests “Service learning is especially powerful in special education as students are allowed the opportunity to give, instead of receive, help and support, and therefore gain independence and self-esteem” ( Scott 2006, p.25).

With so many of our students disconnected to the world around them, with faces buried in some kind of screen or another, the implementation of service - learning as a learning strategy, will become ever more necessary and crucial, if we are to expect students to go beyond recitation of facts and rote memorization of isolated bits of information.

As service learning projects become more prevalent in the classroom and part of the fabric of school communities across the nation, the value of this practice will continue to be unveiled. Service learning projects are a vehicle in which students can pursue their interests, while discovering new ones, and learn about themselves and their community.  In a carefully, constructed and implemented service learning projects, students will gain direct experience in researching, planning, evaluating and assessing.

When service learning projects are implemented as part of the curriculum not only do students begin to think about the world and their place in it, teachers and  administrators do as well. When students engage in service learning projects they tend to have a more positive self - image, greater social awareness; gain social skills, feel a sense of independence and empowerment, and reflect upon their humanity and the humanity of others.

Service learning projects inherent qualities, are experiential in nature and asks students to go beyond simple memorization and recitation. Implemented with clear guidelines and expectations, service learning projects provides students with a multitude of opportunities to engage in deep intellectual processing and reflective learning. With a sound service learning project in place, students will be engaged in learning that is not limited by attempts to classify the study into subject areas.

          

Whether you choose to follow any particular model for service learning projects or decide to completely reinvent the wheel to best suit the needs of your students, you will find that the effort is well worth it as you and your students bring the experience of project based learning a step further, a step that will take you and them on a learning journey that just may have no end.

References

Chun, J. C., Dymond, K., S., Renzaglia, A. (2008). Elements of High School Service Learning Programs. Career Development for Exceptional Individuals, 31 (1), 37-47.

England, Y. A., Marcinknowksi, T. (2007). Environmental Service Learning Programs in Florida High Schools and Colleges: Nature, Status, and Effects as Determined by a Statewide Program Census: Journal of Environmental Education, 38 (4), 51-60.

Goldberg, L.R., Richburg, C.M., Wood, L.A. (2006). Active Learning Through Service – Learning. Communication Disorders Quarterly. 27 (1), 131-143.

Scott, V. G. (2006). Incorporating Service Learning Into Your Special Education Classroom. Intervention in School And Clinic. 42 (1), 25-29.

Soslau, E. G., Yost, D. S. (2007).  Urban Service-Learning: An Authentic Teaching Strategy to Deliver a Standards-Driven Curriculum. The Journal of Experiential Education. 30 (1), 36 - 53. 

Forum of Transformational Change -- IDEA-ACSR

Undeterred by late Spring snow and rain, seventeen amazing change makers from Massachusetts, Maine, New Hampshire and Vermont brought their passion, knowledge and energy to Antioch  to discuss IDEA's platform (Website) and ways to transformative change. As folks arrived, exchanged heartfelt greetings and started impromptu conversations their dedication and lifelong commitment to human rights, basic needs, personal freedoms, youth voice, true learning and a just, sustainable, democratic society was immediately evident. Coming from diverse backgrounds, experiences and philosophies all along the educational spectrum that truly defy labels or categories, the group seamlessly collaborated to as one participant said "move the needle of change forward". 

The forum began with an overview of IDEA's mission which is to "ensure that all young people can engage meaningfully with their education and gain the tools to build a just and sustainable world". From there the conversation shifted to IDEA's vision and strategy, as the discussion progressed it was obvious that the vision statement which has its roots in the values of human rights , freedom, collaboration, equity and justice resonated with the group. Each individual in some form has and continues to advocate for, struggle with, and push forward these ideals in practical and meaningful ways and rail against policies and practices that exist in opposition.

The dialogue turned to strategy and how IDEA is committed to listening, organizing, building relationships, framing the message, share resources and generate original research and policy. Forming the connective tissue between the grassroots and grass tops is a necessity for transformative change that is sustainable and lasting. In small focus groups participants collaborated to identify relevant local and national challenges and the action steps needed to move past those challenges. I approach the next few sections of this post with;

Gratitude - For the efforts of all those who attended and those who made it possible for the forum to take place, whether behind the scenes, in the forefront or just allowing the stars to align. How truly blessed we are to have had the time to get together in a room for a few hours with this group of change makers.

Hope - Knowing that this group is out there working for transformational change, there is much hope.

Humility - Taking a cue from the group, recognizing that we have much to do and learn. I know that my attempt to encapsulate and articulate the collective learning, sharing and vision of the group(s) will be inadequate to say the least.

Focus Group Learning from the Guiding Question:
In your school or community, what is one thing you would do to strengthen the quality of education and moves towards a more just, sustainable and democratic society? 

Group 1

• Identifying that we're all effective learners and thus redefining how learning happens. 
• If opposite of freedom is oppression, we need to identify those practices that may be unintentionally oppressive (e.g. imposing choice on kids who may desire direction, denying choice to those who learn best through choice). 
• What is the shared understanding of democracy? Framed around five freedoms of First Amendment Act. 
• Need a shared understanding of democracy for our own context, (e.g. ability to participate in decision making that impacts one's life). 
• Build skills for participatory democracy (e.g. different methods to come to consensus, restorative circles. 

Group 2

• Meeting children's basic (physical and emotional) needs is paramount, this included food, hydration, movement, play, elimination, comfort and nurturance. 
• Children of all ages learn primarily through play. Play, fun and enjoyment is developmentally appropriate and is necessary for the learning process. 
• Children need to move and be physically active. They should not be expected to sit at desks against their will. 
• Learning must be innately driven, passion-driven and self-directed in order to support each child in following their own natural path to development and self actualization. 
• Democratic education means that children have an equal voice in their learning community. John Taylor Gatto, envisions the entire community as "public education" , with anyone of any age running groups and classes, children and adult can attend classes or not at their will. All the resources of the community would be included. 
• Advocacy for individual children. 

Group 3

• Should all testing be stopped? When or is it appropriate? Is it inherently oppressive? 
• Creating a more democratic process in schools (Reggio methods). 
• Considering students wants , how to feel competent in ideas and what students want to learn. 
• The need for organizations to develop the skill set necessary that will move them through the decisions and the conflicts that are part of change. 
• Invigorate students, faculty and community in change and how we can we work with the imperfect empowerment that is part of the process. 
• Hunter- gatherer model - how do we share the great things we learn - messengers, make sure to keep moving the needle, keep building relationships. 
• Involving community can be more student driven , consistency between home and school, work with complex systems that are barriers to change. 

Key Learnings from the Large Group: (A small snapshot)

• Teachers need to say to themselves "It's not about me, it's about the students". 
• Start from the platform of human rights. 
• How does IDEA help organizations build the skill sets to move through the decisions and conflict that come with change? 
• Build relationships that can handle the natural messiness that come with relationships. 
• Freedom of conscience. 
• Don't reinvent the wheel, find and adapt what already works. 
• Provide supports for students, adults and community to network. 
• Mentorship is not antidemocratic - young people need adults to learn from. 
• Create and maintain the connective tissue between grassroots and grass tops. 
• Be disruptors, disrupt the norm. 
• There is a common thread in most education practices- support, seek out and encourage conversations that create and find the commonalities. 
• Step back and listen - go with the feeling. 
• What do we do in the meantime -before the changes take hold? 

As the forum drew to a close there were commitments made to take action meant to change damaging local and national policies. Commitments made to build networks and maintain relationships, to support each other's work and work at all levels and mostly to approach all of this with humility and openness. Not a bad way to spend a day! You can follow the thread on twitter Twitter link , feel free to share your thoughts here, on twitter etc.