You know what I *love* after a good presentation? That feeling that I have just pushed myself to reflect SO deeply that I have learned just as much from sharing as I would from being on the receiving end. So while Twitter, Facebook, and writing blog posts have long been favorites of mine, I’ve had this idea rolling around in my head. What if, once a month or so, I have a short Google Hangout broadcast via Google Hangouts on Air to YouTube and shared the link with those interested? What if? So I am.
On March 4… a Saturday morning… at 9am Central, I’m going to host a little web broadcast all about Beebots and Beginning Coding. I’ll probably be drinking coffee, might have crazy messy morning hair and my dog might even make an appearance if she pulls her typical move of trying to drink out of my coffee cup. It will be just a conversation from me to you, that I’m going to lead and share my own experiences. Just one teacher to another. Because this stuff is everything I believe in and if I can help even ONE teacher bring robotics and coding into the classroom, my Saturday morning was well spent.
Maybe you’re that ONE teacher? If you think you might be, please sign up.
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I’ve been thinking a lot lately. It’s probably why I haven’t blogged. I’ve had tons of thoughts rolling back in forth inside my mind about creativity, about learning, and about making. I think it’s awesome that schools are revamping lab spaces and making unique learning environments, but it all leaves me thinking, what’s next for all these spaces and all this equipment pouring it’s way into empty rooms throughout the country… and world?
Kids are becoming fluent with technology skills. Software changes on a daily basis means knowing “how to use” a particular tool is more about fluency than that tool. Teach them skills such as import, export, what a .jpeg is, copy and paste, dragging and dropping and many programs can become second nature to them. Kids will ALWAYS need the instruction – it matters. But, the time spent on it? It’s changing. It’s a great thing, empowering even. It will open the door to much more past technology skills and makerspaces…
- Strategies like design thinking and team-building start to matter even more. Providing direction and stirring the learning pot keeps the atmosphere fresh and keeps the thinking vibrant.
- Connection to real human problems means connection to real humans. Empathy is on it’s way into schools through unique learning spaces where learning is about digging deep within ourselves to understand and help others.
- Deeper learning, the kind with raw struggle, becomes the very thing that is necessary with a mix of skills and a need for applying it in the most authentic ways.
- Time becomes even more important. It takes far more time to create and develop an idea than it does to learn a few basic skills of software. Time well spent. But also, time spent differently than many are accustomed to.
- Fake-ification of learning, a term I just absolutely made up to refer to how we provide kids pretend problems about pretend things and insult them with low level thinking across our school campuses in America. It is not enough. It never was. Solving problems about Walt’s apple cart just aren’t the same as BUILDING an apple cart for your school’s garden. One is a simple problem to solve, the other is a problem with no simple answer.
When I feel like things in my head get stagnate, I start looking at other industries. In every industry, no matter what, design encourages digging deeper, thinking more, collaborating at bigger levels… and most of all? It’s about the heart and soul of problem solving. The kind with real struggle. Real problems, real world, real creativity. Beyond the makerspace, and beyond all of our wildest imaginations… the place where kids will lead us. If we are listening.
I’ve thought a lot about failure throughout teaching and throughout my life. Failure, or the fear of it, keeps a perfectionist from doing things. “I might fail,” the little voice echoes. But, I might not. Failure always feels so final. Like the death of a dream.
Now failure has become trendy. Pushing back against the idea that education should be a one-and-done box to check of mastery that either gets an A plus of success… or worse… failure. Failure is even kind of becoming a buzz word of sorts. Posters hang in schools that say, “Failure happens here.” While it’s good that we’re opening the door to different thinking, maybe failure isn’t what we’re after.
Failure is the wrong thing to chase.
Chase problem solving.
Chase the struggle.
Chase learning at all costs. Relentlessly. Planned and unplanned. Big and small. Joyful and hard. Fun and full of friction. Real.
Failure is an end point. A red-F on a test. A “you failed” message that doesn’t continue.
But risk? Problem solving? Struggle? Those things are all made to continue. The mere weight of the word “failure” can carry a strong message. But the idea that the beauty of true learning is in the struggle? That’s it. We don’t need to chase opportunities for our kids to fail big, but we need to allow them to struggle with the possibility of failing always being, well, a possibility. We need to avoid rescuing them. We need to teach them to have a mindset of optimism, resilience, and let go while they strengthen their toolkit in their own ways.
It’s not the chasing of failure, it’s everything else. Because life? It’s made of everything else.
Ocean waves. They swell, roll in, and crash.. recede. Some big, some small. The conditions of the environment wreak havoc on the waves.
Learning comes in waves. You get in the flow, ideas coming, things working… then it recedes. Sometimes the wave fizzles and the thing just doesn’t come to fruition. Sometimes, you ride the wave, all the way, and it’s the best feeling in the world. Success. But the truth is, we’d never have the flow without the ebb.
So much of the work that happens in classrooms around the world is more of a faucet. A steady, over controlled stream. No ebb, no flow, just a stream. We try to turn it on, turn if off. Stop. Start. Measure. That squelches all the great things that the ebb and flow teach us. Riding waves requires resilience, persistence, courage, collaboration, risk-taking, adapting… and so much more. Things that can’t be replicated in a predictable faucet stream. Things that will always rely on ebb and flow to take shape.
The more I read about creativity and design and what making is about, the more I experience, the more I appreciate the ebb and flow. We know we can’t control the ocean, but we sometimes think we can control learning. We reduce it to a thing and it loses it’s glorious messy process. An ocean without waves? It would lose it’s magic. Ebb and flow magic.
We seek comfort. It’s why I love familiar food, holiday traditions, and wearing pajama pants more often than real clothes on holiday break. It’s why I like rewatching Breaking Bad for about the fourth time. It’s why I open Photoshop instead of Illustrator when I want to draw. It’s why I love weekends that start off with a warm cup of coffee on a Saturday morning.
Those moments counteract the fear. But the lingering fear, “What if I stop improving?” counteracts it all. Pushes and pulls. Change is inevitable. Really letting go of our own fears means really truly embracing that intuition inside of us all. Not just cracking the door open, but putting down a “Bring It On,” welcome mat. Because maybe the fear in our head is there to push us in the right direction. Afraid? You should be.
If we live believing that each of us, in our own small way, is a message to the universe we might all head in the direction we need to. A message to improve ourselves, step by step, day by day, and push past the fear. If we do? We become what the world needs. We find true joy. We don’t win, there is no prize. The ‘prize’ is the thing that you can’t hold onto that you find on the other side of fear.
But if we stay afraid? None of us can afford to take that chance.
There will be no resolutions for 2017 for me. No “one word.” The only thing I will make?
A list of things I’ve always wanted to do but have never done. Developing my own photographs from a film camera. Self publish a book.Build something out of wood, from scratch and actually use it. Vacation somewhere nature-ish without wifi. I may add more, or I may not. I’m not afraid that the list is incomplete, I’m only afraid that I may not get started on it.
Conquering these things aren’t like ‘giant spider fear’ conquering. They are worse. They are about conquering yourself, and then enjoying a day in pajama pants to celebrate.
With the advertisement of maker-this and maker-that, there are a flood of products claiming to be the “next big thing” you need in your makerspace. I’ve tried some things I love, somethings I thought fell short, and I’m constantly on the lookout for new ideas, new gadgets, and new ways to use old things.
1.) USE: Is this tool versatile? Can it be used in an open ended way?
2.) GROWTH: Can this tool grow with the students?
3.) CHALLENGE: Is it going to offer hard fun? Is it a challenge?
4.) STUDENT-DRIVEN: Is it going to offer a fully student-driven experience? Or will it require a teacher to be in charge of it always?
5.) SOFTWARE/APP: Does it work with only one type of software or app? Does that app allow for open creation?
6.) CURRICULUM: Can it’s use be tied into existing curriculum for classroom experiences?
7.) QUALITY: Rechargeable? Sturdy? Is it going to hold up with multiple uses and a variety of kids tinkering with it or is it easy for kids to create with it?
I’m always looking at products and mentally scoring them… looking for a yes to the questions above. According to my questions, a hammer is a 7-star item! On the other hand, a set of robotic cubes I was SUPER excited about turned out to be so limited, they rarely left the shelf. Looking at the questions? It’s a 2-star (2 yes answers only). That doesn’t mean the product wasn’t fun, but it means it’s not fun for very long… or challenging. I know making is NOT about the stuff, but the stuff we stock our spaces with should stoke the fires of creativity.
It’s so important that you KNOW your students on a personal level, because their questions and creative ideas will guide what’s needed in the learning space. The kids favorite things in our space continue to be the found materials like cardboard, beads, pipe cleaners, and cardboard tubes. If several years ago, someone offered me a choice between a box of cardboard tubes or robotic cubes, I would have laughed and grabbed the cubes. Now I’m not so sure. Slowing down and thinking about how materials are used can help guide us to make the right choices, and in the end, make the best space possible for our students.