Category Archives: School Design

The word "priority" in a red speech bubble

Setting Our Priorities in the Apocalypse

It’s hard not to feel post-apocalyptic in the face of so much tumult. Harvey, Irma, and Maria have proven that Bill Nye is not the only guy who believes in climate change. Stevie Wonder has been flying up and down the east coast playing at global and national unity concerts. Betsy DeVos has turned back the clock on progress made against sexual harassment on college campuses during the Obama years. And 45 spent a weekend on Twitter rather than dealing with the crisis in Puerto Rico.

We are a society living in the middle of one long silent scream that started in the late evening on November 8, 2016.

We know that there is potential for it all to fall apart, and yet, we continue to whittle away at the less incendiary of our problems.

We quite civilly argue for technology in the schools, for STEM, or STEAM, for SEL, for experiential learning, for less testing. We advocate for a new approach to higher education, one that better prepares our young people for a workplace we can’t yet describe. We openly air our concerns about AI, but in an academic, intellectual way.

We seem to be maintaining, even preparing, but can we really move forward under such confounding circumstances? Will progress make any difference when even this civility fades?

Having narrowly escaped being MOOC’d out of existence . . .

“Tomorrow” can be such a relative term when it comes to education.

In the early 2000s, the forecast was momentarily bleak when higher education saw its life pass before its eyes with the advent of Coursera and the MOOC. Coursera was swiftly followed by edX, Udacity, and others. In November, 2012, Laura Pappano provided an early, albeit cynical history in “The Year of the MOOC”. Still, while she and others argued the meaning of success in a course with videotaped lectures, electronically-graded quizzes, and relatively low completion rates, millions of people were signing up, and other Ivy’s and the rest soon followed.

If anything, the MOOC was a wake-up call for higher ed, proving that people were indeed hungry to learn, that they did not necessarily need or want to come in to the classroom to do so, and were not always asking for traditional credit, either.

In many ways, higher ed is still figuring out how to maintain the relevance of a four-year, campus-based degree. Of course, it is more than online learning that challenges higher education these days. It’s the manner in which learning needs to mutate and adapt to the world around us. As the workplace continues to evolve, so must the way we prepare our young people to enter it. With such rapid change, the whole construct, the whole model of education is being questioned.

Education, having gone too long without significant change, is trying to work things out. Teachers are incorporating more technology into their daily practice. Classroom space is being reconfigured. But the very premise on which our children’s day is based, is not necessarily changing. There is very little self-directed learning and very little choice. We treat our kids a certain way for 16 years, and turn them over to college expecting them to emerge in four more years as semi-independent members of society prepared to fend for themselves.

It’s not working.

Meanwhile, back at the “45” yard line . . .

This is a very big problem to be working on while trying to keep our president from getting us all blown away by either seemingly natural or more conspicuous political disasters. And yet, we do continue to refine our models, gather our experts, test our theories, all in the interest of creating a new paradigm for the new world in which we keep finding ourselves.

For example, on November 8, 2016, I was at a higher ed conference on marketing. On the evening of the 8th, I fell asleep thinking Hillary Clinton would be our next president. We all woke up to a very different reality. That day, despite this, and except for a few incredibly discreet comments, we carried on with the business at hand, with sessions on Marking and RecruitingOptimizing Video for Marketing,Personalizing Education’s ROI, etc. As professionals, this is what we are meant to do. Carry on. Ten months later, the vitriol from the White House thickens, battles within Congress escalate, protests mount, and those academic conferences . . . continue.

Are we stuck or are we recycling new naterial?

For the past couple of years, I had the pleasure of attending the annual New York Times “Schools for Tomorrow” conferences. What always struck me about these gatherings, despite the star-studded panels we heard from, were how steeped in the past much of it seemed to be.

For example, among the people we got to hear were Anant Agarwal, Michael Crow, Rahm Emanuel, Daphne Koller, and Nancy Zimpher each one talking about the latest technology, partnerships, and management over vast systems of higher learning. Not too shabby.

In addition, each year there were the requisite panels on diversity, college sports, and sexual assault. At least, they seemed requisite.

What’s old is new again, or is It?

So, each year, as I sit at one academic conference or another and listen to the deans, presidents, and provosts of the most distinguished schools of this nation walk through their approach to diversity, for example, I’ve been thinking, aren’t we passed this? What about the educational stuff? When are we going to get to the discussion on sleek new learning design?

I’ll admit to similar feelings during sessions on sexual assault. Grateful for the added clarity and protections granted under the “Dear Colleague Letter,” I wondered why we were covering this in such detail during a conference on the future of education. Don’t get me wrong, I understand that we have been tripping over the complexities of Title IX for some time now, and I believe that the Obama administration had made quite a lot of headway in providing further protections under its letter of guidance.

Now that Betsy is rescinding the 2011 and 2014 guidelines, what should be old is new again.

Now that 45 is fighting with football players protesting for civil rights, what’s old is new again.

And while we should be past all of this, and we should really be focusing on how to improve education, right?

The truth is, we’ve been consistently moving toward this moment for a long time. That long, silent scream that started on November 8, 2016 is just the latest incarnation of it.

It’s a real-life sim, and we need to buck up.

Perhaps one of the best lessons I learned during my early learning design days with Roger Schank and the team at Cognitive Arts, was the concept of “confounding factors”. Working through a needs analysis with a client, you collect examples of what can go wrong in any typical execution of whatever task it is you are simulating. You then take those and through the efforts of some very talented writing and design staff, weave them into the simulation that learners will immerse themselves in before executing the task for real.

It’s not always that easy for people who are familiar with, or even expert at, completing a regular task to deconstruct it and communicate that to someone else. They seemingly do that by rote.

I sometimes wonder if we became too well adjusted to how we have been living and did not notice the flaws all around us. But the truth is that under confounding societal circumstances, we cannot wait to fix anything.

Backward Planning to a Love of Learning

Clearly, learning and development at a corporate level is moving forward. Continuous learning is making huge inroads with CLOs such as John Palmer leading reskilling efforts at AT&T and providing employees with much more input into the future of their own careers. In the UK, companies such as Fuse Universal are re-envisioning learning with a platform that combines access to expert advice, curated content, offline learning content, peer-provided expertise and more. Content curation is another area where huge inroads are being made in terms of how we access and personalize information. Look at Anders Pink for a great example of that.

It’s K-16 that concerns me the most. I see no sense in arguing between STEM and SEL, for example. Kids need skills and the means by which to continually adjust and build on those skills as the workplace continues to evolve. They need to develop and maintain a passion for learning.

To sum up what may appear at first to seem like a bleak September forecast:

  • We have taken an unfortunate step backward in terms of racial discrimination, and we will need to regain and build on any progress made since the 1960s.
  • Rescinding stricter interpretations of Title IX protections is a bad idea. We need to do better with protections against gender bias and sexual assault. So, yes, the conversation will need to continue.
  • Education does not exist in a vacuum. As society falters, we need to carry on with improving teaching and learning to ensure that the next generation does better than we have.
Pre-schoolers walking together attached by rope

Questions We Should Be Asking When We See Kids-on-a-Rope

September has many faces. For many, it’s the start of the school year, which is greeted by either joy or despair depending on whether you are the kid, the parent, or the teacher; where you are along the continuum; and how you’ve taken to the whole enterprise by now.

As a child, I had the most carefree of summers spent exploring the shores of the Atlantic from the safety of the Silverpoint Beach Club. Still, I looked forward to the start of school. New beginnings, new clothes, new books, reuniting with old friends. Things changed over time for me, especially as the challenges of social interactions became more complex and learning became more of a task than a natural part of everyday life.

So, I guess I’m something of a September cynic, and the timing of those kids-on-a-rope could not have been better . . . or worse.

What does it mean to be a kid-on-a rope?

For some, a kid-on-a-rope is simply a toddler, preschooler, or kindergartner traveling from Point A to Point B in as safe a manner as possible. Teacher at the front, aide at the back, and a tribe of small people held together by the wrist with about a foot and a half of rope between them.

Okay. Safety first and all that. I do understand that it’s not easy to take a dozen kids to the park without some means of corralling them.

But a kid-on-a-rope means so much more. The simple visual is a valuable means by which to examine the paradigm that has been school for so long. It gives us the means by which to question what we have taken for granted for way too long.

Five questions to consider

These are very basic questions, but they provide a starting point. Consider that even as we build great technology for teaching, and we train teachers to play a more meaningful role given the more robust tools, there’s an inherent model that needs further disruption.

These are the questions that everyone should be asking, not just educational professionals. If you are a parent, think about your own children and their attitudes towards school.

1.      Are all kids ready to start school or learn to read at the same age?

2.      Do you need to be in a classroom for five days a week for 7 or 8 hours each day?

3.      Aren’t we smart enough to help nurture kids who know what they want to learn?

4.      Is a college-prep curriculum the right way to go for an entire nation?

5.      Are we effectively educating our kids to perform in today’s (and tomorrow’s) workplace?

Where does it end?

The kids-on-a-rope metaphor doesn’t really end at kindergarten. We’ve been stringing our kids along for so many years with a very traditional approach that we’ve become used to it. Instead of actual rope, it might be ELA and math assessments that start in elementary school, PSATs, SHSATS, ACTs, SATs that shackle our kids to a model of schooling still rewards performance on exams over performance in real life. While many colleges have become test optional, the pressure to perform well on these exams still occupies the majority of students (and their parents) in their high school years. Test flexible universities differ from the traditional application process only in that they are flexible in what type of test they might accept: SAT, AP, etc.

For an interesting read on one direction away from traditional educational methodology, see Competency Works report What is Competency Education? Differentiated instruction is playing a bigger role in K-12 education, in part because of new technologies. Bringing maker-based activities into the classroom, or taking kids out of the classroom for such projects is increasing as well. Change is coming. Technology is fast, but overall systemic change is not.

I suppose that unless you are willing to stand out from the crowd, you could be a kid-on-a-rope your entire life.

Hacking an Eagle’s Nest to Teach Ourselves

The most effective education doesn’t usually take place in the classroom. Whether you’re a public or private school advocate, charter school supporter, homeschooler, or unschooler, we all recognize that the greatest learning often occurs at the time of extreme need, when facing a real-life problem that needs to be solved. These high-stake lessons may also take place when we are in the service of helping others.

What follows is a tribute to learning that triumphed in the worst of circumstances.

Hacking is the method used to stimulate Eagle nesting and Eagle population recovery in a particular area by releasing fledgling Eagles into the wild from an artificial nesting tower.

The principle behind Eagle Hacking is that Eagles tend to return to the area from which they were raised and fledged (within approximately 75 miles) after they choose a lifelong mate.

Eagle Hacking, the American Eagle Foundation

A Tale of Two July Fourths

On July 4, 1999, President Bill Clinton held a ceremony at the White House commending the Earth Conservation Corps (ECC) for their work in helping to restore the environment on and around the Anacostia River and reintroducing the bald eagle to that area. Eight years later, DDT had been banned, and the bald eagle was taken off the Endangered Species list. The team at the ECC had successfully introduced many young eaglets to a hacked nest along the river, and the first pair of breeding eagles had made their home in the area right near the Metropolitan Police Station. In 2013, another pair (the ones I have been following) made their home in the National Arboretum and have successfully hatched two sets of eaglets.

In contrast to that turn-of-the-century celebration of our nation and the very symbol that represents it, this Fourth of July was marred by the shooting of a juvenile bald eagle who later had to be euthanized.

The fate of these baby eagles is something my fellow D.C. Eagle Cam followers and I watch very closely and oftentimes, very anxiously. We always learn something.

Working Through A Constant State of Grief

What many eagle watchers and others may not be aware of is the story of the team responsible for their return. They may not know how the filmmaker Bob Nixon started working with a group of disadvantaged youths in part to fulfill a promise to Dian Fossey, and that through the process of caring for the river and its inhabitants, he saw them evolve into avid conservationists.

More poignantly still, people may not know that in the first 11 years of the program, nine Core members had succumbed to the violence of the streets of Ward 8, leaving their teammates in a nearly constant state of grief even as they sought to save not only the eagles but themselves. As Nixon said in a 2003 article published in The Washington Post, “When I volunteered to oversee the fledging national service program in 1992, I did not realize I was also signing up to be a pallbearer.” The ECC would eventually lose 26 members over the period of 25 years, which Nixon attributes to both the violence in and around Ward 8 and illness associated with the poverty so prevalent there.

Nixon and his team at the ECC captured the early years in the film “Endangered Species,” released in 2004. More than a decade later, its lessons still ring true.

As we return to this full work week after what may be this nation’s oddest July 4 ever, the success of that original ECC team and those who followed is more than evident in their restoration efforts and in the positive impact they have made in their neighborhood.

But we have not as a nation escaped the issues they faced, and we are in danger of unlearning the lessons they so bravely learned.

One Mile Southeast of All That

The story of the Earth Conservation Corps is simultaneously cautionary and inspiring. As Twan Woods, the narrator of the film tells us, “We didn’t do it for the fish or birds; we did it because the river was dying and all our friends were being murdered.” Much of this violence was concentrated in D.C.’s Ward 8, one of eight wards and 179 neighborhoods in the commonwealth, and one of its poorest. It sits just about a mile southeast of Ward 2, Twan tell us, where the White House is located.

The Anacostia River takes on the burden of several decades of neglect as well as becoming the life source of not only the returning eagle but the Corps members, their families, and by extension, their community. Woods’s commentary throughout the film guides us through the journey these young people took in banding together to restore the river and themselves. “Back then,” he says at one point, “people thought only the birds and fish needed a clean river. Man, were they wrong.”

In the 15 years since the film was made, the ECC did indeed make an impact on the river, the birds, and those living along the Anacostia.

Walling People off from Nature

The film reminds us of earlier times when the Anacostia was clean and people swam, fished, and were baptized in the river. As the Anacostia fell victim to increasing industrialization, all of that ended, and over time, the community also suffered. And the eagles left.

Julius Lowery talks about growing up on the river, and speaks of the peace and serenity that the river seemed to bring in those days, emphasizing the connection between the access to nature and one’s growing up in a peaceful environment. “The young people today,” he concludes, “would make fewer problems for themselves if the river and the parkland were available to them like it was to me.”

Reiterating this is Brenda Richardson, a community leader and environmentalist with strong ties to the ECC. Richardson cites the state of then boarded up but subsequently razed Valley Greene housing projects as an illustration of people being “walled off from nature.”

”Nature gives communities a sense of connectedness that they otherwise wouldn’t have,” she advises.

The cruelest evidence of the disconnect is the death toll it took on an astounding number of early Corps members. The first was killed in August, 1992, not too long after the start of the project. Monique Johnson was an inspiration to her teammates, and it was her sense of dedication that motivated them to continue their efforts despite the pain of her loss. The first eagle to be named in honor of a fallen Corps member was named after Monique.

As the film progresses, you can’t help but be struck by the pain of each loss and to start seeing the ongoing efforts of the ECC as some epic battle between nature, the evils that man has wrought upon it, and those who seek to save it.

Can there be a winner in such a battle? Can hacking nature have any impact at all?

The Eagles Could Have Warned Us

Woods compares the eagles of today to the canaries of the past, endowing them with the ability to warn us of the danger up ahead. Today we face a great many challenges to victories of the recent past, including threats to the environment and our great national monuments, threats to diversity of all kinds, threats to healthcare and the potential loss of millions of lives as a result, and threats to our young people through senseless gun violence.

The work of the ECC expanded over time. They have built parks and walkways, and hosted educational events. Team members have graduated from the program to go on to college through the Americorps scholarship program, earned their GEDs, found jobs, or stayed on, as Woods did, with the ECC.

The spirit of those that were lost lives on not only in the fledging eaglets released over the years but also in the revitalized river and parkland. The ECC has been involved in a number of initiatives, ranging from Anacostia Explorers, which extends the original ECC mission to encompass clean-up, protection, and educational programs; to Guns to Roses, which turns firearms to works of art, and in the process trains participants for work in the construction industry.

On April 25, 2017, the ECC celebrated its 25th anniversary with an eaglet naming ceremony, the name having been chosen in an online contest in which 10,000 people participated. The newest addition to the Police Academy nest was named Spirit; she fledged on June 3, and returned to the nest on June 5, an event that brought together thousands of avid eagle watchers from across the country, online communities of people who may never meet each other but who share a passion for these wonderful creatures.

On May 20, 2017, NPR aired “In Washington, D.C., A Program in Which Birds and People Lift Each Other Up”. The report provides an update on the program and highlights the work of Rodney Stotts, an early ECC participant who went on to become one of only 30 African-American falconers in the U.S. Stotts attributes his time with the ECC with saving his life. “I’d have been dead,” he says in the NPR report. “If I didn’t get into animals, I’d have died in the street.”

Stotts continues the work of educating young people about raptors through Rodney’s Raptors and ongoing work with the ECC.

In the days leading to this July 4, much was made of the rescue of a bald eagle in Washington, D.C., thought to be Justice, the parent eagle of the above-mentioned Spirit. While it was heartwarming to see the nation rally around this now-recovering bird, there is still so much work to be done to ensure their safety and survival, and ours as well.

Is it true that the eagle can help us save ourselves?

This Fourth of July was very different for a nation struggling to right itself in the midst of a great deal of political, social, and economic turbulence. Much of our nation was reflective and poised to continue the fight for the return of . . . justice.

As Woods says, I still think we can learn from eagles. More than that, I think we can learn from the brave members of the ECC, and their ongoing efforts to save the wildlife around them, and in the process, save their communities and themselves.

Envelop with Special Offer stamped on it

Is College-As-We-Know-It a Bargain? Even “for Free”?

As Andrew Cuomo takes a deserved victory lap for making New York the first tuition-free state for students of certain income, I’m taking pause.

This is a major accomplishment. Affordability has long been a major barrier to a college degree, and New York’s adoption of a tuition free model will alleviate the tuition burden for many students.

That being said, there are gaps in the model, specifically:

  • The additional costs associated with attending school on a full-time basis
  • The full-time requirement itself (Students must take a minimum of 30 credits per year to qualify for the “scholarship” reward.)
  • The residency stipulation requiring reward recipients to live and work in New York State for the same number of years they received the scholarship (If graduates move, the scholarship will convert to a loan.)

Aside from these challenges to the model itself, there is an even larger question around the value of a college degree.

Just Like High School?

In touting the new legislation, Cuomo has said “Today, college is what high school was — it should always be an option even if you can’t afford it.” Unfortunately, high school as-we-know-it is not an option, but an obligation that has been posing as a benefit for way too long.

It is still true that job opportunities and salaries are greater for high school and college graduates than for those who do not complete either. But in our rush to race to the top, we have left behind many students whose innate love for learning has been squashed by excessive testing, overly prescriptive curricula, and a lack of experiential learning opportunities.

As we have struggled to address the stranglehold of Common Core standardization in K-12, we are also continuing (and in some cases just starting) to struggle to address models of delivery and design within college curricula to not only ensure a higher level of engagement and retention, but to also ensure that we are graduating students with marketable credentials for today’s workplace.

Redefining the Market

While New York’s tuition-free free model does address one major barrier to a college degree, it does not necessarily ensure the value of that degree in today’s or tomorrow’s workplace.

According to the Bureau of Labor Statistics, there were 5.7 million job openings as of the last day of February of this year, compared with 5.4 million reported at the same time last year. This year, we will see approximately 1,882,000 students graduating with a bachelor’s degree. If previous years are any indication, many of those graduates will either not find a job, will find a job unrelated to the degree or major they studied in school, possibly resulting in “underemployment,” being hired for a job that a less skilled candidate could have filled.

What we need are more educational models that can respond to the changing employment market and reduce the gap.

Few models stand out more than the collaboration between Georgia Tech, Udacity, and AT&T to offer a $7,000 Master’s Degree in Computer Science. In addition to $2M in funding and providing technology support, AT&T also included internships and corporate projects for credit as part of their support for this project.

Accessibility, Affordability, and Relevancy

John Palmer, Senior Vice President and Chief Learning Officer at AT&T, noted at yesterday’s Education Summit that accessibility, affordability, and relevancy are three vital components for education. Palmer advocates for more partnership between business and education in order to keep learning relevant. He also encourages workers to engage in continuous learning to keep up with the constant state of change in order to remain relevant.

While I respect the intent to address affordability, I take pause as I reflect on Governor Cuomo’s tuition-free college plan. Until we address the issue of relevance at every stage of learning, a free education may not be such a bargain after all.

Office space with sign that says "ASK MORE QUESTIONS"

Can We Market What We Can’t Define?

From whether or not to market to how to market

“Marketing” hasn’t always been part of the higher education lexicon, and the concept of having to sell your school to a prospective student may still cause discomfort in some hallowed halls. But schools did start to market themselves more actively in the 1970s and 1980s, mostly in response to declining enrollments and competition born out of the then-newly minted U.S. News College Rankings.

Traditional marketing and advertising made up for most of any available budget and consisted of billboards, posters, mailers, radio, perhaps television, and events.

As prospective students became increasingly savvy consumers, the more adventurous schools, especially those focused on online, continuing, and professional education, engaged in more sophisticated digital marketing programs that provide a more personalized experience for consumers of education.

But what is it we are trying to sell . . .

Today’s higher education market is experiencing what could be its greatest identity crisis yet. Debate continues to rage between the need for more workplace-focused education and the lack of soft- and critical-thinking skills amongst today’s job candidates.

Coding academies, once considered the enemy of traditional and continuing higher education, continue to grow in strength, in number, and apparently in their presence on the college campus.

Watson is tutoring our students and performing job interviews.

What’s a provost to do?

The world has changed, and how we prepare and reskill people to thrive in it has to change as well. So does the manner in which we reach out to and engage them.

. . . and to whom?

Student populations are shifting drastically. As universities start to see overall enrollments decrease, they have also begun to recognize the value of the “new traditional” learner, those 25 and older, and to consider their needs as well as those of their younger counterparts. And that population is changing as well.

The Chronicle of Higher Education, in “The Future of Enrollment,” reports not only a decrease in the overall number of students graduating high school between now and 2023, but also in where they are coming from.

“The largest groups of students coming out of high school in the coming decade,” reports the Chronicle, “ will be Hispanics, low-income, and those who are the first in their family to go to college—all segments of the population who historically have been unable or unwilling to travel far distances for college, if they went at all.”

As the demographics change, and as the needs of the workplace evolve due to increasing dependency on technology, schools need to consider what they are offering, how they are delivering it, and to whom they are providing it.

An Ongoing Challenge

Change is the one sure thing here. As corporate learning providers continue to move ever closer to a model of just-in-time learning, so too does the university need to determine how to provide the right learning, in the right doses, at the right time.

At the same time, we need to understand today’s audience better and reach them where they are at:

  • Let the data do the talking.
  • Optimize your website to provide a more seamless experience for potential students, and to collect the data you need to understand them better.
  • Use marketing automation to send the right information to the right person at the time of need rather than overloading prospects with endless emails.
  • If something is not working, change it.
  • Get the right people into your funnel. Quality does matter.
  • Manage and track your leads with a CMS that will talk to your other technology platforms.

You can market to a moving target if you listen closely enough.

Blackboard with colored chalk

Why Send Your Child to School?

20 years ago, when my first child was about 18 months old, we joined our first “Mommy and Me” class and thus began a couple of decades of enrichment programs and education.  We did not follow a straight path. All did not go as we had planned in terms of the standard trajectory that typically begins with pre-school and ends with graduate school. There were periods of diversion, years when we fought with and left the system, and alternate paths we took to goals that my daughter felt were necessary for her to achieve.

We initially embarked on that typical educational path because that’s what most of us did back then, and that’s still what most people do today. That being said, there’s a lot to questions about today’s educational models. There are also a growing number of alternatives.

The Short List

What are the reasons we send kids to schools and how valid is school-based learning in today’s world? The most common answers are:

  1. To learn the basics
  2. To get socialized
  3. To prepare for college
  4. To prepare for the working world

If we take a look at the short list, we can start a dialog on whether our kids’ needs can be met in a school-based environment.

It’s Not That Basic Anymore

Whether you are a STEM or STEAM advocate, you probably agree that there are at minimum a core set of skills children need to learn in order to function in the adult world. And while we don’t know what all those specific skills will be by the time this year’s kindergarten class graduates high school, there are essential practical and critical thinking abilities that support ongoing learning and different career pursuits that make sense for everyone to be exposed to and master over time.

The question we should be asking is: Does the current environment enable someone to use these skills once he or she leaves school? What methods are designed to encourage applications of these skills while being taught them and thereafter?

Socially Awkward

While we are all aware that socialization occurs in many different environments  (the not-so-secret agents of socialization: family, school, peers, mass media, religion), so many people fall back on the paradigm of school as one of the main means by which kids can be socialized. And while in theory, schools should be helping children learn to work together, to both support each other and respectfully challenge each other’s thinking,  there are many kids who feel marginalized or even victimized within the social circumstances of their particular schools. And while families are still largely responsible for how their children become socialized, today’s media, so readily available by technological means, is becoming a much larger part and a driver of how people socialize.

Does the school-based environment today effectively help young people learn to negotiate relationships, support peer efforts and work as teams?

You May Pass Go on Your Way to College

Advocates of school-as-usual may still believe that you need to have attended a public or private K-12 institution of learning in order to attend college, but that is not really the case. Homeschoolers and unschoolers who choose to go to college have been doing so for years, either starting with community college at young ages and transferring to a four-year institution if so desired, by taking and typically excelling at standardized tests required for direct admission to many four-year schools, or by portfolio and other alternative requirements at other schools.

School-as-usual has been seen by the majority as the means towards college, but many families have sent their kids to college using alternative routes.

We Can Work It Out (or Can We?)

The last few years of high-stakes testing in schools that feel obliged to teach to the test, have lost much in the way of connecting what one learns in school to what one needs to do in the workplace. With so much emphasis on how to take a test, and how to do well on the test, students have lost precious time to engage in extended projects through which they can begin to apply critical thinking and problem solving skills that reflect how things play out in the workplace.

Will your child be able to draw on her K-12 school years to succeed in college and in the workplace?

It Doesn’t Add Up (Yet)

Today’s schools should be designed to prepare students for the adult world and the workplace of tomorrow. If we remove the simple paradigm of school-as-usual, meaning this is the way it has been and should continue to be, we can see many areas and opportunities for improvement in overall design. Technology, design thinking, and project-based learning are three of the ways our kids’ needs can be met. School design is another; it’s shocking to see how many classrooms of today resemble those of the early 20th century.

Look at AltSchool and Intrinsic for examples of how school design in both the physical and the curricular sense can impact heavily on the status quo. Beam Center or Breaker projects provide examples of programs that incorporate the principles of project-based learning and design thinking into their work on alternative learning design. Let’s take a break from school-as-usual and see how things add up then.