Creating a Culture of Wonder

Photo by Samet Kurtkus on Unsplash

"SCHOOLS SHOULD BE BUILT AROUND STREAMS OF WONDER. THESE STREAMS OF WONDER SHOULD CONSTANTLY BE IN MOTION ALLOWING YOU TO DIP INTO THEM AGAIN AND AGAIN. " - Chris Fancher, Educator and Author

January 26, 2014. That's the date on the draft post I was thinking about writing. It is one of about 10 "draft" posts I have on my blog. I'm about to shift this blog over to Wordpress and away from Blogger. I have 276 blog posts altogether. Most were written over a 4 year period when I was actively writing (2011 through 2015).

So today I am cleaning up the pile of posts and I will start finishing some of the draft posts - starting with this one.

The idea for this post was brought about after attending an Educon conference. Educon conferences are one of the best conferences an educator can attend. I would recommend that you all put that on your educator bucket list.

I attended a session on "Wonder, By Design." The beauty of an Educon is that the room creates what the attendees get out of the session. In this case we were instructed to come up with a table manifesto.

I know from my notes that all of the people at my table I knew from Twitter. And, most of them I am still in contact with via Twitter 6 years later.

"Wonder By Design." 
I loved the initial brainstorming around that statement:
     Learning is an opportunity -- not a location.
     Curiosity builds on curiosity and questions lead to questions.
     Wonder and curiosity go hand in hand -- one builds on the other.
     Wonder evokes open-endedness.
     There is no limit to imagination.
     Schools should be built around wonder.
     Schools should be built around wonder and ideas of everyone.
     Wonder invites joy.
     No one has the right to steal someone else's wonder.
     Wonder is essential to learning.

You can see that we were ready to take the concepts of wonder, imagination, and curiosity and find a way to create a manifesto that could be applied to all of education. So what the heck is a manifesto? Well, it just happens to be "a written statement that describes the policies, goals, and opinions of a person or group." Therefore, we needed to take these statements and put them together for our manifesto.

What we found as we started working with these statements was that we were heading down a path that led to the idea of wonder flowing through a school. This moved us into various water analogies. Fountains of wonder. Waterfalls of wonder. Streams of wonder. Someone even brought up Herodotus and a quote of his about water (I told you these were some pretty smart educators at this conference).

And so our first group of ideas became: 
(1) We believe that wonder and curiosity work together -- you cannot have one without the other and each spurs new ideas, new possibilities, and new creativity.
(2) Wonder is essential to learning and can be reflected in our spaces, our practices, our mindset.

These were great on their own but we felt that they weren't manifesto-y enough. So that led to these two statements:
(1) Schools should be built around wonder.
and, (2) Schools must be streams of wonder that are constantlly in motion - carving new paths - which you can dip into again and again.

My take on these two give you the following as my education manifesto:

SCHOOLS SHOULD BE BUILT AROUND STREAMS OF WONDER. THESE STREAMS OF WONDER SHOULD CONSTANTLY BE IN MOTION ALLOWING YOU TO DIP INTO THEM AGAIN AND AGAIN.

How can you build streams of wonder in your school? How do you allow students to dip into their creativity and imagination as a matter of routine? We all need to pause and consider those questions for our own classroom, building, or district.

NOTE: If you like this post feel free to look through the archives (on the right side of the page). Most are about PBL and/or Math. And, stay tuned for the shift over to ChrisFancher.com. The webpage is already there but the posts need to be shifted over. Coming Spring/Summer 2020.

The Ninth Essential Element of PBL

BIE.org

I am about to work in my last co-facilitation with the Buck Institute for Education (BIE.org) doing what they call a PBL 101. A basic, 3-day, course in the planning, managing and assessing of a PBL project.

Within a project most people can agree that there are certain items that make it successful and BIE has narrowed the list down to 8 items that they call the 8 Essential Elements of PBL (see the diagram to the left).

Anyone who has truly done PBL knows that there must some sort of significant content, there must have been a way to establish a desire for inquiry (in this case by having a driving question and by overtly discussing what it is the students will need to know), and there must be a public audience so students feel an added desire to do their best.

Through group work, research, and the inquiry process students end up having to do, what most people call, 21st century skills.  These skills include, but are not limited to, collaboration, critical thinking, communication (orally and in writing), and creativity. Finally, there must be a chance for students to have their work assessed. At that point, they must be allowed to revise their work and reflect on their assessment. This ensures the final product is something the students are proud of and the product demonstrates the knowledge that the students have gained during the project.

As I said, most people can agree that these 8 elements are key components of a classroom or school that uses PBL as the primary mode of instruction. But these elements are not as connected as the diagram might suggest. The glue that holds these 8 elements together is the classroom, school, or even district culture. Culture is the 9th Essential Element. Without a proper culture students might not be allowed to have voice and choice in the products they work on. Without a proper culture students might not be willing to do revisions of their work or they may not feel a need to reflect on their learning.

Even the 21st century skills can be restricted when there is not a culture of collaboration; students aren't encouraged to think critically; student communication is not allowed or shown as unimportant; or when students have no outlet to show their creative side. Each of these issues with students comes directly from the way teachers and administrators interact.  If the teachers don't collaborate, communicate, or get a chance to try creative things in the classroom then there is a shadow upon the entire school culture that can't be ignored.

So, teachers, as you finish your PBL 101,  your New Teacher training with the New Tech Network, or some other PBL training this summer, remember to work hard and stay positive. You can do this. But get your fellow teachers and administrators involved in what you are doing. Get the PTA or other parent organization involved too. It is time to work on the entire educational system so that you and, more importantly, your students can be successful pursuers of inquiry.

You Want Me To Do What? Creating School Culture.

http://www.flickr.com/photos/michaelkeen/

     Last week I sat down and took a serious look at what I need to do between now and the first day of school and I had to pause and shake my head (while saying "holy crap!")  It was one of those days.

     So, this transition thing - how hard can it be?  To answer that I took a look at an 8 day training plan I am putting together for the 6th grade teachers as they change from being regular classroom teachers to PBL teachers in our New Tech school.

     I decided that they needed to find out what it means to wear the label of New Tech (NT).  Anyone can become a teacher using PBL in their classroom.  There are 100's (1000's ?) of teachers in the United States who are trying out PBL or have been using PBL, successfully, in their classrooms for years.

      But what does the PBL look like in those classrooms?  How strong are the inquiry and the questioning?  How open-ended are the products being created?  And what is the school culture like for the school within which these classrooms reside?  In my opinion, it is this culture piece that is the biggest difference in schools with the NT label.

     If you are to be a NT school you must be willing to create a culture of Trust, Respect, and Responsibility.   And, you can't just give those three words lip service.  A bunch of posters in the hallways or the classrooms with what those three words mean doesn't mean they actually reside within your school culture.

     We will start building this culture with our teachers in Grand Rapids, MI as they attend the New Tech All schools Conference (NTAC12) during the week before we officially start the 8 day training.  The teachers will have assigned breakout sessions to attend and then share at the end of the day.  During the end-of-day get together we will be discussing and creating our meeting norms.  And, we will be establishing our School-wide Learning Outcomes (SWLO's).

     These teachers will never have used learning outcomes to grade student work.   When schools attend the New Schools Training with NT they spend hours upon hours establishing their learning outcomes complete with written definitions and rubrics of how they will be assessed.  Our teachers will not have had that benefit and so I will have to facilitate this conversation.

      To make life easier for them I intend to put the learning outcomes used by our district, in its Strategic Plan, on the table as a starting point.  They are: Collaboration, Communication, Critical Thinking, Digital Citizenship, and Work Ethic.  Our teachers will have at least a cursory vision of what each of these look like and this will be easier for them as they make these outcomes our own learning outcomes.

     At the end of our discussion each night it will be time to bond.  Too often we forget to take the time to get to know each other.  Gone are the days where teachers lived in their little classroom never to mingle with the other teachers.  And so, for us, that may mean sitting together for dinner, it may be having a drink together, it may be doing some of the fun night-time rituals NT schools do in Grand Rapids like the Piano Bar Sing-a-long.  The most important thing is creating memories, outside of work, that will stay with us as we tackle the more difficult issues during the following weeks and months.

     Then, with this week of getting to know each other behind us, we will really be able to tackle culture during our 8 days of training.  Here is a brainstorming list of what I will have for them to work on:

          a. Specific ideas for Culture –  (Something every day)

1.  Use a PBL approach to this with an Entry Event and agenda within ECHO  (a Moodle-like platform used by the NT schools) so they are seeing how to use a project briefcase.
2.  We will use team building activities each morning and after lunch each day.
3.  We need to set the Norms and the decision making process.
4.  We need to discuss the Learning Outcomes, define them, and create a rubric for each.  We will use the 5 mentioned in the district strategic plan:  Collaboration, Communication, Critical Thinking, Digital Citizenship, and Work Ethic for our first year.
5.  We need to weight the Learning Outcomes – Content 40 – 60% with the others adding up to 100%.
6.  We need to discuss a 6^th Grade Orientation.  Do we want to use MNTHS (Manor New Tech High School) students who graduated from our middle school?
7.  We need to discuss how we will conduct Classroom Observations and what we will do during late start Mondays (our district has late start Mondays for PD).
8. Have a "Day of Celebration" when we get to the end of the first 9-weeks (or other significant date).

          b. Specific ideas for PBL – (2^nd week only?)

1. Teachers will plan their first project.
2. Teachers will plan a 2-week culture project (for the whole school to create the culture).
3. We need to have a literacy component to the project briefcase.
4. Have a critical friends day, in the middle of the second week of training, to see what they have planned for their first project. 

          c. Specific ideas for ECHO – (Something every day)

1. Who will be the ECHO liaison? 
2.  We will create a standard project briefcase that every teacher will use for the first two 9-weeks grading period (minimum)
3.  We need to create a School Resource Library in ECHO
4.  We need to have a Low Tech version of the Project Briefcase.  This could be a “White Binder” for each student with pre-set tabs where each of the sections will be electronically. 
5.  We need to show them what is available in the NTN Resource Library also in ECHO.

     The culture we create will need to be refined and worked on throughout the school year and beyond.  Culture is not something you create and then "it's done!"   This up-front time without distractions will pay dividends as we move through the school year.  Wish us luck.