Why should kids think like a computer?

Today in the NY Times, Laura Pappano, an education journalist writes about Learning to Think Like a Computer.  It has become super popular lately to learn computer programming in college - and we see the excitement in elementary and middle school with robotics, Scratch and other programming activities.

Programming demystifies computing in many ways and gives kids practice in sequencing  - the step by step brain work that is required to program successfully.  "It's the idea of abstraction," Pappano quotes in her article. "It requires recognizing patterns and distilling complexity into a precise, clear summary,"

I see it in action in school through the intensity that kids bring to robotics - the perseverance they develop and the whoop of joy when they get the result they are looking for.  They often work together, too and get a lot of practice collaborating when they are designing a 3D prosthetic limb for an amputee or adding voices to a life-story animation.

On days that we have after school robotics club, kids often come to show me what they've accomplished: in the photo above, a second and a third grader got their robot to stop at each color line and say "red", "blue"or "yellow".  But it skipped saying "green"!  Oh well - they weren't deterred - they went running back to the drawing board to try again.

Developing STEMpathy

Disruptive technology surrounds us: self-driving cars, software that writes poetry, drones delivering packages...When machines are competing with people for thinking, what's a human to do?!

Thomas Freidman has been thinking about this, and in his recent article From hands to heads to the hearts he answers that humans have what computers don't - a heart.  He writes that everyone needs STEMpathy to succeed in this new age.

The attributes that can't be programmed are the ones we must develop in school, like passion, character and a collaborative spirit.  It is crucial to combine knowledge with heart to if we want students to thrive in the technical age we live in.

It's a reminder of the importance of Parker's core values and mission, the right ones for our age, or any age.

This morning five alumni from 2008 and 2013 visited for a panel discussion.  Represented were an art teacher and a novelist, a future biochemist, a future biomedical engineer, and a budding labor relations specialist.   Their empathy was evident and the values and advice they espoused were about the importance of being friends with people who want to make you better, building relationships with teachers, and finding activities, clubs and subjects that you feel passionate about.  They are all serious about ideas and value learning over grades.

They loved the fun they had at Parker - playing in the stream and being outdoors.  They valued the friends and teachers.  The thesis project was defining and prepared them for writing everywhere, even in college.   They learned to learn for learning's sake, and felt proud of it.  These young adults were definitely skilled in STEMpathy.

I went to school today

Here are some photos and a video of some of the great experiences Parker kids have had in the past two weeks.  STEM week for 6-7's; Philadelphia for 8's; a cooperative STEM activity for mixed age teams; and an exchange home-stay trip to our sister school, St. Peter's in Barcelona.  

Kids faced many challenges: getting along with others far from home; speaking Spanish with families in Spain; researching space travel and launching rockets; creating videos to promote space tourism...to name just a few.

This is what "school" is like for Parker kids.  It's not what most would envision when a child says "I went to school today."  The learning is multi-dimensional, enlivening, challenging, and most of all engaging and fun.  Self-sufficiency is required (and nurtured).  Confidence in one's own ability to solve problems is the ultimate result.  Is there a better preparation for whatever comes next in life?

The sound of gravitational waves

I am so excited!!!!  The report today in the New York Times of scientists hearing the sound of two black holes colliding a billion light-years away, that proves Einstein's theory of gravitational waves, is just phenomenal!

It took one hundred years, including 40 years of scientific exploration and $1.1 billion investment by the National Science Foundation, to test and prove what Einstein predicted in 1915.

Using two 2.5 mile long "antennas" ending with mirrors hung with glass threads, the LIGO team of physicists detected changes smaller than one ten-thousandth of the diameter of a proton.  And they recorded it.  So you can hear it.  That. is. amazing.

The questioning, striving and passion to continue this work over time; the dedication to an idea and the curiosity and determination to follow through; the serendipity, cooperation, invention and creativity of a team of physicists working together - it is the perfect example of what we are teaching our students to do and be.  Our school's mission  - our equation for education - is to inspire curiosity and a passion to achieve and to cultivate purposeful action. This equation has lead to exciting and wonderful achievements by so many of our graduates.

I love this phenomenal example of the quest to answer questions about the nature of the universe.  I hope you will be as inspired by it as I am!

What you learned in preschool...

Baking apple muffins for a snack in Pre K

What should we be teaching kids to assure their future success?  

Claire Cain Miller in Why What You Learned in Preschool is Crucial at Work in the Sunday New York Times, cites recent long-term studies that support the basics of the preschool curriculum - for everyone.  It turns out that flexibility, empathy, sharing, negotiating and playing well with others, combined with intellectual acuity, are absolutely key.  Jobs and wages for those who possess all these skills have far outpaced those where just one or the other domain, either social or cognitive, is required.  

Of course, that's no secret for us here at Parker.  Part of our mission after all, is "nurturing confidence and community."  On the ground level in the classroom that means giving children daily challenges to work in cooperative groups - for example during middle school STEM week when small teams of "engineers" design and build a bridge, and then produce a documentary video to go along with it.

This year in the 2-3's teachers are piloting a "Flexibility" curriculum, specifically teaching children how to give up rigidity and embrace cooperation.  Teacher Lynn Schuster writes, 

This week's Power of Flexibility work involved the kids running through an obstacle course with a rigid body and then with a flexible one. The average speed for completing the course with a flexible body was twice as quick as with a rigid one.

Other skills that build emotional control and response inhibition - some of the basics for what is called executive function, are incorporated in practices like Responsive Classroom and time for sustained make-believe play.  In this way, children learn to think before acting, take turns, recover from disappointment, or deal with perceived unfairness.  

It is always nice to have our basic values and teaching philosophy supported by research. With graduates in their early 30's who are Emmy winning film-makers, mechanical and mathematical engineers, successful social and business entrepreneurs, doctors, artists, lawyers, and not-for-profit founders, we see it in action!

Middle School kids cooperate on the "Up and Over",
an element on our Low Ropes Course

Play and passion develop purpose

In Most Likely to Succeed, Preparing Our Kids for the Innovation Era Harvard education expert Tony Wagner with Tony Dintersmith contend that there are seven essential skills for kids to develop for future success:

1. Formulate good questions
2. Communicate in groups and lead by influence
3. Be agile and adaptable
4. Take initiative and be entrepreneurial
5. Effective written and oral communication skills
6. Know how to access and analyze information
7. Be creative and imaginative

And I might add another. # 8. Do good in the world

These skills are another way of talking about what educators call the Four C's of 21st Century skills:  collaboration, creativity, critical thinking, and communication.

I would add: # 5. compassion.

These are great goals to strive for in educating students in and out of the classroom.  The trick in school is designing learning activities explicitly around these goals.

Presenting scenarios for humanitarian use of fuel cells (6-7's); preparing for a Show of Work on Hinduism (2-3's); coordinating a hunger awareness event (8th grade); running a "health clinic" for parents and buddies (Pre K 3) - these are examples of activities that build the kind of skills we seek.

The unspoken message is that teachers must possess all of these skills to model and prepare a nuanced and effective program.  There is no better way to say it: When Educators Make Space for Play and Passion, Students Develop Purpose.

Intrinsic Motivation

Motivating kids to want to do their best, to give their all, is kind of tricky.  For most of us adults, the reward for good school work was a grade.  And maybe also a parent's promise of a dollar for A's on a report card, or perhaps the teacher would display the spelling tests for all to see.  You felt rewarded if yours was perfect (or humiliated if yours was not).

I guess the hope was then, as it is now in most schools, that the grades or the stickers or the treat would be a motivator for the short term, and that the habit of working hard would lead to internal motivation later.  But I'm not sure it works that way for many kids.

When new children come to Parker in about grade 3 and above, we often find that they are not used to being asked to stretch themselves or to do more than the minimum.  They have not felt the power of self-motivation - at least not in the classroom. 

As Linda Flanagan reports in the latest MindShift, "If you start kids the wrong way — say, by rewarding them with pizza — then their intrinsic motives will vanish."

So, how do we teach internal motivation? At Parker it is a very intentional process.  We give students choices that they appreciate: deciding on a book for literature circles or a topic for research.  We connect subjects like art, social studies, science and reading as when 4th graders prepare a presentation about honey bees. Or we challenge them in a STEM week to design and build a real bridge, because it's interesting and they get to experience the "why" of things.

We promote autonomy - children need to handle themselves in the classroom and the hallways with a minimum of adult-made rules.  And the children help develop the rules, because then they are vested in following them. 

We train children in critique.  They practice giving useful feedback and doing multiple drafts of a piece of work so that it reaches excellence.  Children also help to define what excellence looks like, because then they know what they are striving for. Holding your work up to the evaluation of peers is powerful stuff.  Children want to show their friends their best - and that is way more powerful and life-lasting than going for the grade.

One other big motivator for children is in the social element of learning:  children are naturally driven to be social.  Working with friends and classmates isn't always easy, but it is highly motivating and it reinforces learning.  That's why we stress cooperative teams and groups working together on projects or towards a mutual goal. 

Intrinsic motivation is probably the most useful trait that children can ever develop.  It can't be extracted from a grade.
 

Catch the first day buzz...

I love the first day of school!  The eager faces, the excited buzz.  All the possibilities of the wonderful year ahead. 

At our teacher days before school started we read two articles:  How a Bigger Purpose Can Motivate Students to Learn and The Challenges and Realities of Inquiry-Based Learning.  The first reminded us that students who want to make a difference in the world are highly motivated learners.  The second reinforced that students gain social maturity when they learn in a project-based setting. 

As the teachers talked to me about their goals for the year, both of the themes emerged.  Here are a few examples:

• 7th graders will have a weekly STEM workshop for robotics and coding, animation with Google Sketch Up, and game design with Scratch and GameMaker.

• In middle school health class, students will organize a Health Fair to educate the broader community about making healthy decisions and living healthy lifestyles.

• Students in all grades will practice mindfulness habits.  Linda Lantieri, author of Building Emotional Intelligence will help build teachers' skills at a workshop in December.

• In science classes students will practice specific habits of mind such as persisting, listening with empathy, and questioning.

• 4-5's will work on designing an improved, discovery-centered play space for the North Playground by generating ideas, conducting an interest and feasibility survey, and researching costs and funding.

And that's just a sample of what's ahead!

How do we motivate kids?

A preschooler explores the properties and movement of water and air.

A sixth grader designs his own project for the 3D printer with Google Sketch Up.

A K-1 team uses their knowledge of force and motion to move a ball with a LEGO robot.

An eighth grader leads her mother and grandfather through her portfolio and goals at her student-led conference.

How do we motivate kids at Parker?  Motivation has been a big topic in the education news lately and here are some great articles about what elements you need in school to create it.

How to Foster Students' Mindsets and What Keeps Students Motivated to Learn? both in MindShift.

These articles could have been written about Parker, along with another, Moving Towards Inquiry about Project Based Learning (PBL), that urges schools to use PBL as effectively as we do.

The methods and mindsets described by these prominent educators tell the story of how we teach at Parker. They are not just buzzwords and they really do motivate students.  Here are a few of the elements we weave into the life of the school. The pictures above show some of them in action.

• Inquiry
• Deep learning
• Student-centered culture
• Collaborative teams
• Integrated projects
• Hands on learning
• Topics relevant to students
• Self and peer evaluation
• Learning from failure
• Belonging to an academic community

These elements describe the tenets of the progressive movement in education. They are inherent in our mission.  We do them really well - and they work.  The education mainstream is finally catching on - and urging schools to be more like Parker.

Building, tinkering, and sharing - but it's more than that

I started out thinking I'd write about Scratch - the coding program that our Computer Club is working with under the guidance of our former math and science teacher Teresa Ferrer-Mico.  Teresa is completing a PhD and one of her projects is teaching kids Scratch.  Here is a great description of what Scratch is and why it's so cool to teach it.

But as one idea leads to another I started thinking about all the ways Parker kids are learning by doing, building, tinkering, and sharing.  It happens all over the school and it is leading our students to habits of mind that are vital to their success - and intimately linked to how they are naturally motivated to learn, as we now have proof from the research of neuro-scientists.  

Kids' minds thrive on solving problems, and when presented with appropriate problems (big, complex ones) and an openness to diverse solutions using a wide variety of materials, their motivation soars and their skills in agency, grit, innovation, and collaboration develop at astonishing rates. 

Examples: LEGO Robotics in all the grades; mounting a "pattern museum" in Kindergarten; inventing a better bee hive or building a wind powered machine in 4-5; inventing ways to clean up an oil spill in 2-3; building a bridge in 6-7 STEM.

I am excited about our kids and their futures!  Here are some comments from our alumni panel on Friday - they were mainly college kids (Cornell, Johns Hopkins, Bard, College of Nanoscale Science and Engineering, St. Rose...) who answered the question, "What did you learn at Parker that helped you most in high school and college?"  I swear, we didn't script this. 

• Writing a thesis - I can write a great paper or essay
• Not having grades made me more self-motivated than other kids
• Small classes - I got to know my teachers so well, and in high school and college getting to know my teachers is a huge advantage
• Working with people - I'm better at that than most of the kids I encounter
• The advanced curriculum  - learning algebra and earth science let me move ahead in high school to accomplish my dreams quicker
• The close community and the connection with teachers gave me confidence
• Project-based learning - it's what the real world is all about - in my college and in my job
• Openness to other people and other ways of thinking has helped me to explore more
• Parker allowed me to learn about things I'm interested in and gave me the freedom to explore 

A dynamic reflection

It's always great to see ourselves through someone else's eyes.  Josie Holford, Head of Poughkeepsie Day School posted a reflection of her day at Parker on her terrific blog, The Compass Point.  What don't you know about design thinking?  Her short video tells it all!

How do we teach creativity?

Teams in K-1 designed and built bridges to support a cup of sand.

It worked!!!

The best creative works happen when we are trying to explore our world and make sense out of life. It is that sense of purpose that propels the creative process. 

So says John Spencer in Ten Things I've Learned About Creativity, a blog post in Education Re-Think.  He also says that creativity takes a lot of courage - the courage to overcome the insecurity of being wrong.

The kind of school atmosphere that Parker has, the kind that allows for re-do's, re-thinks, and do-overs as a regular part of learning is crucial for creativity to blossom.  Doing multiple drafts of a piece of writing, perseverance in LEGO Robotics, teams charged with real challenges, all these experiences accumulate to form a creative mindset. 

Spencer also says the joyful exuberance of play is often involved in creative endeavors.  You can see it in the children's faces in the photos - shared purpose, experimentation, the give and take of a small group:  it's pretty apparent how we teach creativity!

The task is the test

What does cheating mean to kids whose understanding of learning is that it is a cooperative endeavor? This year during STEM week, 6-7's at Parker will design and build a bridge over a creek on our school property.  Their multi-layered task is not unlike the type of problem-solving that UCLA students did when their professor challenged them to think differently about taking a test.  In Cheating to Learn, a fascinating article about the typical competitive, grade-based culture of many schools - where cooperation equals cheating - professor Peter Nonacs says, "The test itself becomes a learning experience – where the very act of taking it leads to a deeper understanding of the subject."  With project-based learning, the task is the test. 

Learning through making

Experimenting with light and wind forces in Pre K; writing a collaborative book about a cat named Muff and her encounter with a bobcat in K-1; demonstrating transfer of energy (6-7's) and measuring the relationship of ramp height to time and distance (4-5's)...

As science teacher Kate Perry said, "They don't actually realize just how much they are learning!" But learning, they are!  Topics and skills in physical science and writing, cooperation, and the habits of mind to explore and persevere.  Each instance of "making" creates opportunities for learning that are both specific and expansive.

The end result?  Inquisitiveness, motivation and understanding.  Lifelong learners in the "making"!

Maximizing the brain's ability to learn

K-1's performed their version of the Jan Brett story The Hat at assembly this morning.  They read the book, adapted it into a play, made their masks in art class, constructed a house and a hedgehog burrow, practiced and performed!  It's a great example of learning that is "doing" and that has great meaning for the students.  They had to work collaboratively, problem-solve and cooperate, master skills in reading, writing, and speaking, and to wrap it all up they had an appreciative audience of peers and parents.  Well done!

Dr. JoAnn Deak, who was here on Monday working with teachers and presenting a program for parents and educators, had this to say, "Every interaction a child has, during the course of a day, influences the adult that child will become.”  She confirmed how we teach by backing it up with the latest in neuroscience research and she challenged us to think about how to educate in today's overly visual world of technology.

JoAnn was, as one teacher put it, "perhaps the best presenter I have ever had the good fortune of hearing!"  She recommended this resource: the 92nd Street Y in Manhattan organized a forum of the 5 best brains in education today and have made the video free for the public on their website. 
http://www.92y.org/pclivecast

Many schools have asked parents and teachers to view each of the five 45 minute sections and then come to a discussion.  Sounds like a great idea!  

More about innovative learning

4th grade math students explore together how to draw 2D representations of 3D objects. Students can then make drawings from their own designs for others to try recreating.

K-1's all contributed to this story about an unlikely friendship between a bobcat and a cat at Parker.  They are going to turn their story into a book.

This article in MindShift, 7 Essential Principles of Innovative Learning expresses how we teach at Parker.  Author Katarina Schwartz pares it down to 7 elements that correspond exactly to what we call project based education or signature experiences.

1. Learners have to be at the center of what happens in the classroom.

2. Learning is a social practice and can’t happen alone.

3. Emotions are an integral part of learning.

4. Learners are different.

5. Students need to be stretched, but not too much.

6. Assessment should be for learning, not of learning.

      7. Learning needs to be connected across disciplines.

I would take it one step further than she does, adding "8. Learning should result in purposeful action."  This concept includes projects that have a purpose beyond the school's  walls - learning that expands into the world beyond the classroom.  That is what gives the depth and meaning to activities that will excite students' imaginations and passions.

Projects, passion, curiosity

Science teacher, Kate Perry sent this wonderful article from Edutopia my way:  Change the subject: Making the Case for Project-Based Learning.  I urge everyone connected with Parker to read this - it really describes how we are educating students here.  While not abandoning the classic subject areas, Parker teachers collaborate and combine the disciplines for rich, interesting, connected studies of big questions and relevant explorations - that have real-life applications and audiences. 

Our graduates attest to the value of how they were educated at Parker: flexible, adaptable skills for an always changing future.  Thomas Friedman's editorial today echoes the same theme: the Passion Quotient (PQ) and the Curiosity Quotient (CQ) are now as important for economic success as IQ.  Passion and curiosity must be intentionally nurtured in school - and that is what a project-based curriculum like Parker's is doing. 

K-1 students have been studying crystals, rocks and minerals.  Today they imagined what lies below the surface of the earth: burrows, pipes, rocks, bones...endless room for wondering, testing and exploring.

4-5's study of lizards combines art and language arts: 2 and 3 dimensional work in oil pastels and sculpture and perspective-taking in writing.

Exploring the properties of motion and force: middle school science students build Rube Goldberg style machines: passion, curiosity and intelligence are all engaged here!

What is outside that informs the study of crystals?  Snow!  And there are animal tracks!

Real work for a real purpose

2-3's presented essays, three-dimensional models and murals showing the changing landscape in Rensselaer County from Native American times to today at the Rensselaer County Historical Society.  Their exhibit opening was held on Thursday night for assembled families, teachers and docents.  At the end of the evening, students presented items for a time capsule that will be kept in the museum archives.  This article about the event appeared in the Times Union.

Walt Disney

Joan of Ark

Amelia Earhart

Samuel Morse

4-5's presented a Living Museum of History Makers today.  Their displays included posters, PowerPoints, timelines, masks, artifacts, and oral presentations.

Having an audience raises the stakes for students - it enhances the quality and importance of the research and presentation and gives incredible meaning to the whole project!

Authentic work

Persevering to get just the right design in LEGO Robotics Club

Charlotte, Veda and Jared present the "Fun Fact of the Week" at Assembly

            In Muddy Boots Club, K-1's and 2-3's decide "Who Eats What in the Woods?"

 ...students work should be something they create on their own, or with others, that has real value in the real world.  They are capable of doing authentic work that adds to the abundance of ways that can make the world a better, richer place.

Teachers discussed the article Should we Connect School to Real Life? from Will  Richardson's new book, Why School?  Richardson envisions how students can create work that is relevant and useful in the world.  Our focus on Signature Experiences for students that develop leadership and communication is exactly what is called for.

Character

There are so many things I think about as I post these pictures from the past week.  Mainly they involve character and how Parker develops students with particular traits.

Parker kids retain their enthusiasm and humor on the soccer field - for them it's about camaraderie and heart, not about the score.  They gain responsibility and joy from their Buddy relationships.  Look in the fourth picture: the 2-3's were negotiating how to accomplish a challenge in Phys ed.  They were able to voice several ideas and decide which one to go with - then go back to the drawing board to try a second time.  They can successfully work together in groups, sharing equipment and ideas.  They are respectful and accepting and excited for each other's successes.

A Parker graduate came to visit the other day - he popped right back into Language Arts class and shared his ideas about a story the class is reading.  The room was filled with the give and take of ideas, sometimes conflicting and often one person's ideas changed the thinking of another, a sign of skilled persuasion and also of intellectual maturity.  This student then spent an hour in the 2-3 class writing a poem with his former buddy.

Giving, passionate, lively, creative - that is a Parker kid.