Nine Tenets of Passion-Based Learning
By Kimberly Vincent
We hear a lot about “passion-based” learning, and although in theory it sounds ideal, there are many factors to consider in building an education system around something as intangible as passion. A recent Future of Education talk addressed the topic, with experts in the field weighing in. The group included Angela Maiers, Amy Sandvold, Lisa Nielsen, and George Couros, and the talk was mediated by Steve Hargadon. These are some of the key points that address the issues around passion-based learning that came from the talk, along with some additional thoughts from John Seely Brown, co-author of A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, and educator Jackie Gerstein.
- REACH OUT TO THE DISENFRANCHISED. We say that we want creative, passion-driven students, yet we reward the opposite. Standards-based education stifles engagement and passion in students. While drop-outs are considered to be lazy and unmotivated, many are simply not interested because they don’t understand the relevance of what they’re being taught. We’re rewarding students who are best at obedience, memorization, regurgitation, and compliance. And those who do succeed in school often don’t know what to do when they get out. We need to prepare kids to be successful in the real world, not just while in school.
- SHOW RELEVANCE TO LIFE OUTSIDE SCHOOL. Passion is the narrative of mattering. It’s that simple and that difficult. Everyone has a deep rooted drive to know that they matter to others and that what they’re doing matters. When you’re doing work that matters, with people who matter, you’re willing to suffer and study more. Passion-based learning is not about matching students with topics that interest them, it’s about presenting subjects to students in a way that’s relevant. People gain empowerment when they’re doing work that matters and is respected. Angela Maiers suggests that a class essay rubric may seem irrelevant for some, and that having students surf the web to identify writing standards that are “worthy of the world” may engage them to take ownership of their writing.
- INDOCTRINATE PASSION INTO THE SYSTEM. We must switch from a control narrative in the classroom to a passion narrative. While our education system allows continuity between grade levels, provides a streamlined performance metric, and “teacher-proofs” schools, assessment-based education can quell the creative process in teachers. Lisa Nielsen writes in her Innovative Educator blog: “Are we going to lose another excellent, passion-driven teacher to a compulsory system of education that as Seth Godin so aptly expresses, ‘only values compliance not initiative, because, of course, that’s what’s easiest to measure.'” School mandates paralyze educators from taking a close look at their passion for learning. School administrators should support teachers and empower them to be creative. Teachers and leadership, as exemplified by those from Aurora High School in Ohio, can read books like Passion-Driven Classrooms (written by panelists Angela Maiers and Amy Sandvold) to discover ways to use more passion in their classrooms.The Island School is an example of a public-financed school in New York City that’s implemented a schoolwide enrichment model focusing on talent development and nurturing multiple intelligences.
- TRY USING THE SCHOOLWIDE ENRICHMENT MODEL. Passion-based learning is about finding a “hero,” learning what makes him/her successful, and acquiring the practices and the norms of established practitioners in that field. The Schoolwide Enrichment Model identifies student strengths, nurtures skills, and creates authentic opportunities for students to utilize these skills not just as students, but as practicing professionals providing experiences and opportunities to work and learn with others in the fields in which they are interested. If a student takes interest in the culinary arts, watching the 60 Minutes interview of Jose Andres, following up on studies of molecular gastronomy, volunteering at a local soup kitchen and exchanging recipes with a network of cooks is far more enriching than simply taking a cooking class. Jackie Gerstein said: “I realized that it becomes much more than learning about the culinary arts. It becomes a way of being in the world, the dispositions that contributes to success as a culinary artist.”
- DIGITAL MEDIA IS KEY. Students can read and view media about their heroes and possibly even connect directly with them. John Seely Brown, a notable passion-based proponent and keynote at the New Media Consortium this past summer, says that passion involves an extreme performance with a deep questioning disposition. Without digital media, this quest is not possible in formal education.
- TAP INTO THE WISDOM OF YOUR TRUSTED PEERS. Social media and Personal Learning Networks (PLNs) are necessary. Teachers need to publish their innovative work and share it with their personal learning networks. It’s also important for teachers to help students get connected to PLNs via social media.
- BECOME A DIGITAL CITIZENS. If for no other reason, then to be able to guide students. Students need to be shown what’s appropriate and instructive with social media in and out of the classroom. Schools’ banning of social media sites impedes this process. Having teachers and students learn side-by-side can provide great opportunities for building respect and openness.
- PASSION IS INFECTIOUS. Being around passionate people is the best way to become passionate. A passion-driven teacher is a model for her students. Teachers must be able to lead in the areas that they’re passionate about (whether this be in the classroom or after school). They must demonstrate that they have lives outside of school and that they are well-balanced people. Being transparent with students and building relationships with them beyond the classroom can help drive learning – students work harder with people who matter to them. The Science Leadership Academy, for example, uses Facebook as a means of connecting students and teachers to each others’ interests. Students and teachers even do things together outside of the classroom.
- CONNECT WITH PARENTS. Building relationships between parents and schools is crucial. George Couros says that having a pre-conference at the beginning of the school year with parents allows teachers and administrators to listen to parents talk about their kids and gives parents a chance to tell the school what their competencies are and where their expertise lies. Teachers can then create “resident expert” walls. By identifying strengths and talents of parents, parents gain a sense of recognition and human value – they feel engaged. This leads to opportunities for parents to teach topics that they love within the school.