Can a Truly Student-Centered Education Be Available to All?
Is School For Everyone? Some Say 'No'
Unexpected Tools That are Influencing the Future of Education
The Value of Connecting the Dots to Create “Real Learning”
How Students Lead the Learning Experience at Democratic Schools
A Parent's Message: School Is Choking the Creativity Out of Kids
How do Unschoolers Turn Out?
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She is also working on a book about self-directed learning. Her web site is \u003ca title=\"Luba Vangelova\" href=\"http://www.LubaVangelova.com\" target=\"_blank\">www.LubaVangelova.com\u003c/a>. She also posts on \u003ca title=\"@LubaSays\" href=\"http://www.twitter.com/LubaSays\" target=\"_blank\">Twitter\u003c/a> and on her official \u003ca title=\"Facebook - Luba Vangelova\" href=\"http://www.facebook.com/LubaSays\" target=\"_blank\">Facebook\u003c/a> page.","avatar":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g","twitter":"LubaSays","facebook":null,"instagram":null,"linkedin":"lvangelova","sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Luba Vangelova | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/0c49027042bcd2ffbce1f5f200e2172e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/luba"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_41562":{"type":"posts","id":"mindshift_41562","meta":{"index":"posts_1591205157","site":"mindshift","id":"41562","score":null,"sort":[1449561600000]},"guestAuthors":[],"slug":"is-the-public-system-scared-to-put-students-at-the-center-of-education","title":"Can a Truly Student-Centered Education Be Available to All?","publishDate":1449561600,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","status":"publish","parent":0,"modified":1449643188,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/0N1OP6VeL4c","https://player.vimeo.com/video/16116168"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1458},"headData":{"title":"Can a Truly Student-Centered Education Be Available to All? | KQED","description":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41562 http://ww2.kqed.org/mindshift/?p=41562","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/","disqusTitle":"Can a Truly Student-Centered Education Be Available to All?","path":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20889","mindshift_20891","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20718"],"featImg":"mindshift_43011","label":"mindshift"},"mindshift_41476":{"type":"posts","id":"mindshift_41476","meta":{"index":"posts_1591205157","site":"mindshift","id":"41476","score":null,"sort":[1441348498000]},"guestAuthors":[],"slug":"is-school-for-everyone-some-say-no","title":"Is School For Everyone? Some Say 'No'","publishDate":1441348498,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","status":"publish","parent":0,"modified":1441348498,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/122923022","https://player.vimeo.com/video/56493224","https://www.youtube.com/embed/Eq1rXdDWXrM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1753},"headData":{"title":"Is School For Everyone? Some Say 'No' | KQED","description":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"41476 http://ww2.kqed.org/mindshift/?p=41476","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/","disqusTitle":"Is School For Everyone? Some Say 'No'","path":"/mindshift/41476/is-school-for-everyone-some-say-no","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41476/is-school-for-everyone-some-say-no","authors":["234"],"categories":["mindshift_192","mindshift_193","mindshift_20874"],"tags":["mindshift_20879","mindshift_20889","mindshift_20784","mindshift_1040","mindshift_289","mindshift_20865","mindshift_20718"],"featImg":"mindshift_41494","label":"mindshift"},"mindshift_38938":{"type":"posts","id":"mindshift_38938","meta":{"index":"posts_1591205157","site":"mindshift","id":"38938","score":null,"sort":[1421937036000]},"guestAuthors":[],"slug":"unexpected-tools-that-are-influencing-the-future-of-education","title":"Unexpected Tools That are Influencing the Future of Education","publishDate":1421937036,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>[contextly_sidebar id=\"R62KQLx0tZmWQVzL8Zl4SFt4xbLAxzyH\"]\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n","blocks":[],"excerpt":"Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ","status":"publish","parent":0,"modified":1450893387,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1582},"headData":{"title":"Unexpected Tools That are Influencing the Future of Education | KQED","description":"Unschooling, greater independence for the student and teacher, and getting in touch with our social and emotional selves are just some of the topics that have inspired educators and life-long learners. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38938 http://blogs.kqed.org/mindshift/?p=38938","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/22/unexpected-tools-that-are-influencing-the-future-of-education/","disqusTitle":"Unexpected Tools That are Influencing the Future of Education","path":"/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37852\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat.jpg\">\u003cimg class=\"size-large wp-image-37852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/MiaChristopher-boat-640x360.jpg\" alt=\"Mia Christopher\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Christopher\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap serif\">Some big education issues have been making headlines, including how many and what kind of standardized tests should be used in education, implementation of Common Core State Standards and the Vergara ruling in California challenging teacher tenure. But many educators continue to focus on the more personal issues behind these headlines: how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION\u003c/strong>\u003c/p>\n\u003cp>Teachers have long known that struggles in the classroom are often a reflection of society as much as of academic ability. And beyond the many challenges related to rising poverty rates, there is the uniquely confusing moment in which society finds itself. Around the globe, economies are shifting away from machine-focused industries and toward human-powered creative industries. Many adults are caught in the middle of this awkward shift, educated for the industrial age but trying to make a living in the information age. In an uncertain moment, they can be nervous about letting young people find their own way forward.\u003c/p>\n\u003cp>John Abbott, director of the 21st Century Learning Initiative, has thought a lot about these issues and surmises that society must decide what it wants to be: interconnected individuals responsible to a community or a world filled with “consumers,” dependent on products, services and authority figures. Shifting to an education model that produces people who thrive on interconnectivity will take a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/to-advance-education-we-must-first-reimagine-society/\" target=\"_blank\">dramatic revisioning of society\u003c/a>. But that type of shift might be just what is required to ensure that the education children receive in the future meets that dramatically different end goal.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.\u003c/aside>\n\u003cp>Changing the direction of society sounds like a daunting proposition, but examples of forward-thinking teaching and communities abound, often in isolation. As difficult as it can be for teachers to give up control over their classrooms, great things can happen when students step up and boldly take charge of their learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Monument Mountain Regional High School in Massachusetts, educators responded when students came forward with an idea for an \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/this-is-what-a-student-designed-school-looks-like/\" target=\"_blank\">entirely student-led approach to school\u003c/a>. In one independent-study-type course, students set their own learning goals, work collaboratively and seek help from mentors when it’s needed. They study math, science, social science and literature topics that interest them through a driving question each week, presenting their findings to a group. Their teachers were impressed with the rigor of their work and the motivation students displayed when they drove the agenda.\u003c/p>\n\u003cp>Saying students should drive their own learning is much easier than helping them do it. Former teacher-turned-lecturer Alan November has done some deep thinking about \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\">how teachers can help students gain the skills they’ll need to be independent learners\u003c/a>. He emphasizes that teachers should help students ask the right questions and use the technology tools available to them to find credible information. He recommends teachers give students the ability to work on long-term projects that meaningfully contribute to the world, helping to provide the motivation for independent learning.\u003c/p>\n\u003cp>While some schools are finding ways to let students take up the reins of their education, many are still beholden to the regimented public system that includes lots of standardized testing for assessment and accountability purposes. The increasing focus on testing has driven some families away from the education system entirely, and the number of home-schooled students has grown.\u003c/p>\n\u003cp>One particular strain of home schooling, known as \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/unshackled-and-unschooled-free-range-learning-movement-grows/\" target=\"_blank\">unschooling\u003c/a>, has caught the imagination of many MindShift readers. Unschoolers follow no set curriculum, but rather let their children explore the world on their own terms and at their own speed. The focus is on curiosity, inquiry and projects, with the belief that kids will ask for help and learn in all disciplines when acquiring the necessary knowledge to achieve something with which they are absorbed.\u003c/p>\n\u003cp>Readers continue to debate whether students can really learn what they’ll need to be functioning adults without the intervention of a teacher or parent, but several people who have been \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">unschooled themselves say they’re doing well in the world\u003c/a>. Dr. Peter Gray has studied what unschoolers go on to do, and whether they face discrimination or other obstacles as they apply to colleges and enter the workforce.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL AND EMOTIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child’s personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy are some of the most important ones for success, many schools still lag in developing effective programs to nurture those soft skills.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Societal norms posit girls as being more emotionally intelligent than boys, but the subtle ways that teachers and parents reinforce that gender stereotype can harm boys, who \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/why-its-imperative-to-teach-empathy-to-boys/\" target=\"_blank\">need to learn empathy as an important life skill\u003c/a> for connecting with others, problem-solving and developing moral courage. Many of these interpersonal skills \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-free-play-can-define-kids-success/\" target=\"_blank\">develop naturally when children have the opportunity to play together\u003c/a> in unstructured environments, but free play is on the decline both in schools and at home. Researchers are now even \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/can-free-play-prevent-depression-and-anxiety-in-kids/\" target=\"_blank\">questioning if lack of free play in students’ lives could be partly responsible for rising rates of depression among youth\u003c/a>.\u003c/p>\n\u003cp>One way to help students develop social and emotional skills is by helping them develop the part of their brain that governs self-regulation -- the prefrontal cortex. A few schools working with some of the most traumatized and disadvantaged students are finding that practicing mindfulness -- centering activities like focused breathing that keep the mind in the here and now -- can help students build the focus, decision-making and ability to think ahead that many students lack. One elementary school in Richmond, California, with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\">a mindfulness program found behavior problems diminished and academic achievement increased\u003c/a> with just a few minutes of mindfulness every week.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED STRATEGIES\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of research about how people learn best, but not all of that information has made it into mainstream classrooms. While many educators spend their free time brushing up on the new (and sometimes not so new) research, others are content to continue doing what has been done before. And students are just as susceptible to the inertia as the adults around them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite.'\u003c/aside>\n\u003cp>Students who have grown up in the current school system are used to being told exactly what they need to do in order to succeed. But the emphasis on grades and college can sometimes have the unintended consequence of making learning all about achieving an external goal and not about the learning itself.\u003c/p>\n\u003cp>Increasingly, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">teachers are working to change that dynamic\u003c/a> by moving to standards-based grading, allowing students to receive credit for demonstrating understanding even if that realization comes after the class has moved onto a new topic. Removing the stress of grades can help focus students back on learning together, especially if the teacher makes a special emphasis to build a culture of trust in the classroom.\u003c/p>\n\u003cp>“We know how kids learn. We know what classes should look like. And yet our classes look almost the opposite,” said Adam Holman, a Texas educator who worked hard to “deprogram” his kids from the traditional way of learning by teaching them about how their brains work and why the dominant teaching style is incompatible. When Holman treated his students like adults who could understand the system in which they played, he earned their trust and their hard work.\u003c/p>\n\u003cp>Sometimes the teaching and studying strategies thought to work best actively contradict brain-based learning. New York Times writer Benedict Carey devoted an entire book to describing counter-intuitive \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\">study strategies based in cognitive science about memory and learning\u003c/a>. For example, students tend to spend hours cramming for a test the next day, only to promptly forget everything they learned. They’d be better served to chunk study time over several days, taking breaks, sleeping more and quizzing themselves along the way. Many students don’t know any strategies to improve their own study skills and end up wasting a lot of time and effort.\u003c/p>\n\u003cp>\u003cstrong>BEST TECH TOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators are always interested in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/11/apps-that-rise-to-the-top-tested-and-approved-by-teachers/\" target=\"_blank\">peer-recommended tech products\u003c/a> proven to be simple and effective in the classroom. When New Canaan High School (Connecticut) librarian Michelle Luhtala invited several of her colleagues to combine their favorite apps and share a list with the world, educators loved it. And it can be particularly helpful to find a great tool for subjects that don’t get a lot of attention, like physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>MindShift readers consistently enjoy reading about ideas that push the dominant thinking and challenge educators to bring the strategies and tools that inspire them into the classroom. It doesn’t have to happen all at once, but if every teacher pinpoints one way to make his or her classroom more dynamic, these grand ideas might slowly become a reality for more schools, educators and kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38938/unexpected-tools-that-are-influencing-the-future-of-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_20784","mindshift_1040","mindshift_20604","mindshift_943","mindshift_125","mindshift_20718"],"featImg":"mindshift_37852","label":"mindshift"},"mindshift_37663":{"type":"posts","id":"mindshift_37663","meta":{"index":"posts_1591205157","site":"mindshift","id":"37663","score":null,"sort":[1414761308000]},"guestAuthors":[],"slug":"the-value-of-connecting-the-dots-to-create-real-learning","title":"The Value of Connecting the Dots to Create “Real Learning”","publishDate":1414761308,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"zLSPpb3Tk6pTY8WDQkNafFycfFG1nDg5\"]\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n","blocks":[],"excerpt":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","status":"publish","parent":0,"modified":1414791080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":3200},"headData":{"title":"The Value of Connecting the Dots to Create “Real Learning” | KQED","description":"A Philadelphia center puts making connections between concepts and experiences central to the creative process for student-driven learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37663 http://blogs.kqed.org/mindshift/?p=37663","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/31/the-value-of-connecting-the-dots-to-create-real-learning/","disqusTitle":"The Value of Connecting the Dots to Create “Real Learning”","path":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38316\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Mushroom-640x454.jpeg\" alt=\"Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\" width=\"640\" height=\"454\" class=\"size-large wp-image-38316\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Open Connections students inject shitake mushroom spores into logs. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While leading problem-solving and creativity workshops for a company called Synectics in the 1970s, former schoolteacher Peter Bergson had a revelation. “I realized learning is a creative process—you are creating understanding,” he said. “The Synectics process was remedial, helping middle-aged businessmen develop thinking patterns that are natural to young people but get schooled out of them. What the Synectics process was doing was what the school process should have been doing—helping people develop their innate abilities to create and collaborate.”\u003c/p>\n\u003cp>He decided that conceptual development—the learner-driven creation of mental schemas that leads to an understanding of fundamental concepts and the ability to apply them to diverse situations—is the essence of what he calls “real learning,\" because it leads to competence and possible mastery, in contrast to the typical “memorizing and regurgitating” that stops at mere awareness or else at knowledge that lacks practical value.\u003c/p>\n\u003cp>So in 1978, he and his wife (since deceased), Susan Shilcock, who had also been a teacher, launched a hybrid learning center in the Philadelphia suburbs. Their vision was to apply the concepts of Bergson’s corporate workshops to the self-directed learning philosophy espoused by the likes of education reformer John Holt (author of \u003ca href=\"http://www.amazon.com/Children-Fail-Classics-Child-Development/dp/0201484021\">“How Children Fail,”\u003c/a> among other books), in a format designed to provide the best of two worlds: school and unschooling.\u003c/p>\n\u003cp>They called the center \u003ca href=\"http://openconnections.org\">Open Connections\u003c/a> because its primary agenda “is to nourish and extend the connection-making abilities of young people and families,” Bergson explains. The more skilled people are at making positive synaptic connections in their brains, the better able they will be to achieve their goals, because \"connection making lies at the heart of the creative process.” The center's students are officially registered as homeschoolers. \u003c/p>\n\u003cp>Thirty-five years later, Bergson is reflecting on this educational experiment as he explores the possibility of opening a second Open Connections in Philadelphia proper, where the clientele would skew heavily toward low-income families. Based on initial feedback from colleagues who serve that community, he expects the fundamental elements of the Open Connections approach could be retained in that setting, although some format changes might be needed (such as expanded hours to accommodate families in which both parents work full time and have inflexible schedules).\u003c/p>\n\u003cfigure id=\"attachment_38318\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Lego-cable-car-640x360.gif\" alt=\"Students hook up a Lego cable car. (Courtesy of Peter Bergson)\" width=\"640\" height=\"360\" class=\"size-large wp-image-38318\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students hook up a Lego cable car. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>LEARNING THAT PROMOTES CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Open Connections began as a one-room schoolhouse for the younger set. In 2001 it expanded to a 28-acre center offering a menu of one-day programs for ages four through 18. The program for four- to seven-year-olds is focused on free play; older students have a choice of group tutorials (covering a range of topics such as math, science and the humanities) and more narrowly focused programs, such as a naturalist program. (Open Connections differs from a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a> by virtue of its part-time format and the presence of more structure, in the form of a menu of ongoing programs that are co-designed by adults and students.)\u003c/p>\n\u003cp>The majority of students attend two or three days a week; the rest of their time is spent learning at home and at various other venues. Open Connections admits anyone who wants to enroll and can demonstrate “an age-appropriate level of self-regulation,” as long as the parents are also committed to being partners in the child’s education, Bergson says. (The families run the gamut from the very wealthy to those needing to barter or receive assistance with tuition. Although there have been only a few minority applicants—and therefore students—over the years, this year the percentage of Asian Americans has jumped from zero to 15 percent of the incoming families.)\u003c/p>\n\u003cp>Open Connections is based on the premise that “learning is natural and self-motivated, does not have to be compelled, and is experiential, as in the Confucian proverb, ‘I hear and I forget; I see and I remember; I \u003cem>do\u003c/em> and I understand,’” Bergson says. Its other core beliefs: There is variation in human development; there is inherent value in free play and taking pleasure in learning; collaboration is more useful than competition; learners have the right to pursue their own interests; and people learn best in mixed-age groups, in an atmosphere free of the anxiety generated by artificial grading and testing.\u003c/p>\n\u003cp>Out of these beliefs grew the following guiding principles:\u003c/p>\n\u003cp>\u003cstrong>1. A student’s thinking process is more important than getting the “right” answer\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38317\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Blacksmith-300x449.jpeg\" alt=\"Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\" width=\"300\" height=\"449\" class=\"size-medium wp-image-38317\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Blacksmithing at Open Connections. (Courtesy of Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>“When you figure things out for yourself, you learn you can figure things out, and that far outweighs any bit of information” you might absorb about the content itself, Bergson says. “My starting point is to assume that if a person wants my help, he or she will ask. If I see someone really struggling and seemingly wanting help, I might say, ‘There’s another way to do that, which I’ll be happy to show you if you want.' That’s the key—and the hardest part—offering only after being invited to do so, and otherwise getting out of the way.”\u003c/p>\n\u003cp>But “freedom is not the same as license,” he adds, and practical considerations are also factored in. That means that in the workshop, for instance, “if a student is turning the handle of a vice the wrong way, my wish is not to intervene, because there is minimal risk. They’ll see it’s not getting tighter and will self-correct,” just as infants and toddlers do automatically. If, on the other hand, a student is sawing too close to the vice, “you don’t stand around and say, ‘This is an interesting opportunity for them to learn not to do that,’ because it would damage the equipment and come at the expense of the community.”\u003c/p>\n\u003cp>\u003cstrong>2. Offer activities that have practical value and hit the developmental “sweet spot”\u003c/strong>\u003c/p>\n\u003cp>\"Self directed doesn't have to mean hands off,\" Bergson says. “We can’t know what we don’t know.” Children learn about new ideas and activities from talking to adults and peers, and watching them do things. So Open Connections seeks to provide a stimulating environment brimming with materials “that invite exploration and experimentation and invention,” as he puts it. It also strives to challenge students by offering activities that are just beyond their current conceptual reach, occupying “the space into which the developing mind is capable of moving at the present time. You’ll know you’ve found it when you hear, ‘Wait! Wait! Don’t tell me! I’ve almost got it!’ That’s when a new schema is on the verge of being created.”\u003c/p>\n\u003cp>The center also emphasizes “learning in the context of purposeful activity,” Bergson says, “where the learning is only a by-product of the doing, not its raison d’être. You are doing in order to accomplish a goal, such as build a boat, manage a business, eat food from your garden, heal your sick pet, change a zoning law, etcetera.” For example, some of the students are learning about biology and math in the course of helping Open Connections' property manager monitor the growth of some trees (using a tangent height gauge) and study the environmental factors that affect their viability.\u003c/p>\n\u003cp>In the process, they’re forging multiple connections. “When you are faced with a situation where you’re trying to create something, either for the purpose of solving a problem or building something new, you sort of Google your mind,” Bergson says. “We never really know what data and conceptual development will prove useful in the future, but the more material we have on hand, the more options we have later. … So the next time they’re trying to figure out how to measure something, they can make the connection that there was this device to measure the height of trees, so why not also come up with a device or technique to allow us to indirectly measure something like levels of enthusiasm.”\u003c/p>\n\u003cp>\u003cstrong>3. Whenever possible, keep it optional\u003c/strong>\u003c/p>\n\u003cp>“We don’t need everyone to understand everything—we just need enough people to understand all the key areas,” Bergson says. “We don’t need members of the State Department to have a sophisticated knowledge of chemistry, for example.” Moreover, “who gets to decide what everyone should know? What you think I should know is highly speculative, because you don't know my future. On the other hand, you can help me with my process—first by modeling, and second by getting out of my way.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In practice, this means that instead of starting from the conventional premise of “I have things I want you to know, so I built this curriculum,” Open Connections starts by asking the students, “What do you want to know?” Bergson explains. “Their skill development is not my business. They own that agenda, and I trust that, absent such outside coercion, they will learn what they need to know to create a life that satisfies them.” Therefore “students freely choose their programs and have anywhere from a modest to a complete say in what they personally do when they attend them,” he says. Facilitators are encouraged to introduce students to opportunities, but the students are not obligated to take them up on anything.\u003c/p>\n\u003cp>This approach, Bergson writes in Open Connections' handbook, fosters self-motivation and a sense of purpose, and also leads to “less resistance, confusion, frustration, distress and certainly rebellion.”\u003c/p>\n\u003cp>\u003cstrong>4. Avoid praise\u003c/strong>\u003c/p>\n\u003cp>Open Connections doesn’t employ external motivators such as grades, tests and honors, believing that such devices “decrease self-motivation and become means in and of themselves,” Bergson says. “Gold stars have nothing to do with genuine self-esteem, because they are external bribes, not internally derived acknowledgement of a job well done.” (Because the students are officially classified as homeschoolers, though, they are required by the state to take standardized tests when they are in third, fifth and eighth grades.)\u003c/p>\n\u003cp>Authentic assessment, on the other hand, is regularly employed. “We are tested every time we try to do something,” Bergson notes. \"Does the boat you made or computer program that you wrote work properly? Does your essay make sense and convince your readers of your position?\" Thus when a group of Open Connections teenagers created a multi-level playhouse for the younger students, its popularity and stability were a testament to the teens' project management and client skills, as well as to their design and technical abilities (they developed the plans in consultation with an architect and engineer, then hired a contractor to execute them).\u003c/p>\n\u003cp>Praise is also eschewed because of the belief that collaboration is a more productive approach than competition. “All of the research shows that competition actually diminishes the quality of results—especially where innovation and creativity are concerned,” Bergson notes in the handbook. “None of us is as smart as all of us.”\u003c/p>\n\u003cp>\u003cstrong>5. Above all, do no harm\u003c/strong>\u003c/p>\n\u003cp>“We want to protect the self-esteem, self-motivation and sense of good will of others,” Bergson says. The facilitators are urged to pay careful attention to process, and to bear in mind a key Synectics learning—that there are always at least two agendas in every human interaction. One is about the topic at hand, while the other seeks to protect each participant’s self-esteem. “Whenever the latter is threatened, the former takes the back burner,“ Bergson says. Hence businesspeople prefer to defend their ideas rather than acknowledge their flaws and ask for assistance, and students in traditional classrooms are reluctant to admit to not knowing an answer.\u003c/p>\n\u003cp>By not making students feel like they’re being judged all the time, “[Open Connections] frees up each individual to devote his or her full energies to the task at hand,” Bergson says. “Having an emotionally safe environment increases the probability of success exponentially.” That’s one reason infants and toddlers develop so rapidly, he adds. “They don’t understand the concepts of ‘mistakes’ and ‘failure.’ … There are no mistakes, only different effects—that is, until they get corrected and perhaps punished. Then they learn to stop experimenting and wait for someone to give them the ‘right’ answer.”\u003c/p>\n\u003cp>To foster a productive, non-judgmental environment, facilitators are encouraged to ask only genuine questions to which they don’t already know the answers (in other words, to refrain from quizzing students) and to provide feedback using what Bergson calls “balanced responses.” These begin with comments reflecting what the person likes about what’s going on, followed by their concerns, and finally their wishes regarding change. (For example: “I’m happy to see you using the saw; it looks like you understand how to grip it. I will alert you that if the saw rubs against the vice, it won’t saw anymore, so I suggest you move to where you’re cutting away from the vice.”)\u003c/p>\n\u003cfigure id=\"attachment_38321\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab.jpeg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-chem-lab-640x426.jpeg\" alt=\"Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\" width=\"640\" height=\"426\" class=\"size-large wp-image-38321\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students participate in chemistry lab at Open Connections. (Courtesy Peter Bergson)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>A PARTNERSHIP APPROACH TO LEARNING\u003c/strong>\u003c/p>\n\u003cp>“Great solutions are not born,” Bergson says. “They are made, through collaborative interaction, and the same is true when the goal is developing skills and knowledge.” The Open Connections guidelines are put into practice by facilitators who must be skilled at understanding something from someone else’s perspective and connecting on an equal basis—and have the desire to do so. Therefore instead of trying to teach students what a poem means, a good facilitator starts “where the student is,” Bergson says. They might ask the student what resonated for him or her, what feelings the poem evoked, or what understanding it generated. The answers might then provoke a balanced response that begins by noting elements of the student’s analysis that resonated with the facilitator, followed by a different perspective that challenges the student’s thinking.\u003c/p>\n\u003cp>Facilitators are also responsible for promoting collaboration among the students and creating a stimulating but intellectually and emotionally safe environment. “The facilitator pays primary attention to the process of the environment, whereas the young people are largely in charge of the content of their activities,” Bergson explains.\u003c/p>\n\u003cp>Parents also play an important role. “They can talk with their youth about what he or she wants to do, learn about, create, etcetera, then offer them whatever resources the youth might need from them to get there,” Bergson says. “It may be that all the youth needs is free time to explore, experiment, and work it out on her or his own, or else he or she might need some money to pay for a trip or admission to a museum, or for a mentor, some supplies, or lessons.” Beyond that, parents can serve as important role models of self-direction, he adds.\u003c/p>\n\u003cp>Although Open Connections doesn't systematically track its alumni, the anecdotal results mirror those of \u003ca title='\"How Do Unschoolers Turn Out?\"' href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">a recent survey of unschoolers\u003c/a>, with the majority going on to lead satisfying lives and having productive careers. \"The youths who fall through the cracks, at least temporarily, are victims of the same causes as schooled youths,\" Bergson notes, such as \"dysfunctional parents, genetic constraints, or lack of constructive opportunities to develop their interests.\" Similarly, for the ones who found success, \"one should not draw a straight cause-and-effect line from Open Connections to these achievements. Open Connections is only one part of each youth’s life. They, themselves, are the ones who got themselves into these colleges and work situations. What we do take credit for is encouraging them, by word and by deed, to build their flexible thinking skills and nurture their can-do attitude. This is what they tell us over and over again is the most important takeaway from [Open Connections] for them.\"\u003c/p>\n\u003cp>\u003cstrong>EXPANDING TO THE CITY\u003c/strong>\u003c/p>\n\u003cp>As he explores the idea of opening a second Open Connections within Philadelphia’s city limits, Bergson concedes that \"the first barrier to overcome is my own ignorance and the mistaken biases that we suburbanites often have with regard to city folks.\" He has been striving to overcome this by consulting people who work in that community, as well as conducting focus groups with families to better understand their needs and challenges. Aside from some design differences (such as longer hours), he is confident that the same general approach can be used, citing examples such as the \u003ca title=\"Big Picture Learning\" href=\"http://www.bigpicture.org/schools/\" target=\"_blank\">Big Picture Learning\u003c/a> schools, \"which have demonstrated that lower socio-economic youths can be just as passionate about their work and learning as their wealthier counterparts, if not more so.\"\u003c/p>\n\u003cfigure id=\"attachment_38319\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Bergson-Peter-140x140.jpg\" alt=\"Peter Bergson\" width=\"140\" height=\"140\" class=\"size-thumbnail wp-image-38319\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Peter Bergson\u003c/figcaption>\u003c/figure>\n\u003cp>They are probably accustomed to \"more overt forms of disrespect,” such as dilapidated schools with broken equipment, he adds, “so it may take some of them a bit more getting used to before they’ll realize that they are deserving of the same opportunities as their wealthier peers in the suburbs, but we are certain that they are just as passionate about growing and learning due to their being human beings.”\u003c/p>\n\u003cp>He expects that the presence of proactive adult facilitators would help them make the transition. He also anticipates that an Open Connections in Philadelphia would start by catering to younger children who have been exposed to little, if any, top-down instruction and therefore have not internalized \"the notion that someone has to 'teach' them in order for them to learn,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As for replication by others, he recommends “visiting [Open Connections] and other places, then deciding what \u003cem>you \u003c/em>want to create. Be clear about your motives, and then find some hard-working and passionate colleagues and, preferably, an angel investor or two. Don’t try to duplicate anything else; learn from others, but keep your own vision first and foremost,\" Bergson said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37663/the-value-of-connecting-the-dots-to-create-real-learning","authors":["4537"],"categories":["mindshift_20579","mindshift_1"],"tags":["mindshift_20780","mindshift_1040","mindshift_289","mindshift_20782","mindshift_20781","mindshift_20718"],"featImg":"mindshift_38325","label":"mindshift"},"mindshift_38038":{"type":"posts","id":"mindshift_38038","meta":{"index":"posts_1591205157","site":"mindshift","id":"38038","score":null,"sort":[1412945555000]},"guestAuthors":[],"slug":"students-lead-the-learning-experience-at-democratic-schools","title":"How Students Lead the Learning Experience at Democratic Schools","publishDate":1412945555,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=rgpuSo-GSfw&w=420&h=315]\u003c/p>\n\n","blocks":[],"excerpt":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","status":"publish","parent":0,"modified":1412945740,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":2016},"headData":{"title":"How Students Lead the Learning Experience at Democratic Schools | KQED","description":"The Fairhaven School, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38038 http://blogs.kqed.org/mindshift/?p=38038","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/10/students-lead-the-learning-experience-at-democratic-schools/","disqusTitle":"How Students Lead the Learning Experience at Democratic Schools","path":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38040\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-1-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38040\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While teaching at Catholic and public schools in the 1990s, Mark McCaig and his wife, Kim, grew increasingly frustrated with the amount of time they were having to devote to managing behavior and teaching material that didn’t interest students. They started reading about different approaches and were intrigued by the \u003ca href=\"http://sudburyvalleyschool.com/\">Sudbury Valley School\u003c/a>, a democratic school in Massachusetts where students are in charge of what and how they learn. After paying a visit, they quit their teaching jobs to create a Sudbury-type school in Maryland.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.fairhavenschool.com/\">Fairhaven School\u003c/a>, which opened its doors in 1998, has no tests or grades, and no assigned homework. Its goal is to help students develop two core traits: agency and autonomy. (In response to one of the most common questions posed by prospective parents, one parent and former staffer wrote a blog post explaining \u003ca href=\"http://www.fairhavenschool.com/ok-so-youre-sort-of-like/\">how a democratic school differs\u003c/a> from other alternative approaches to education.)\u003c/p>\n\u003cp>To foster those traits, the school aims “to strike that balance between freedom and responsibility,” McCaig says, which he sees as two sides of the same coin. The institutional framework -- rules and community responsibilities and related meetings -- “provides a sense of order that is vital, but around that, students have a lot of liberty to shape their day.” They have at their disposal a large meeting hall, a workshop, two kitchens, several smaller meeting rooms, a library, and rooms dedicated to art, computer gaming, digital arts, and play. The grounds include a stream, a forest, playing fields, a basketball court, a playground, and lots of porches.\u003c/p>\n\u003cp>\u003cstrong>How it Works\u003c/strong>\u003c/p>\n\u003cp>Designed to be an affordable, “green” learning space with a heterogeneous student body, the school is in a racially diverse, middle-class suburb of Washington, DC. Today about 15 percent of the students are non-white, and the school provides grants or reduced tuition to low-income families. The only entrance requirement is a trial week to ensure prospective students are interacting positively with others and not endangering anyone, including themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The roughly 60 students range in age from five to 18, with a fairly even distribution of ages, except for a recent uptick in 11-year-old boys who have transferred there from conventional schools. The children and adults mix freely, creating the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">essential “scaffolding” experiences\u003c/a> for the younger members of the community. All of the children, regardless of their ages, “know what they want to do, and learning is a by-product of what they do,” McCaig says. “Learning is the result of doing, not vice versa.” \u003c/p>\n\u003cp>Five-year-olds who haven’t been exposed to formal classrooms are in many ways better prepared for this ‘discovery learning’ approach, because they are more attuned to this “natural way of interacting,” says David Bjorklund, a professor at Florida Atlantic University who specializes in developmental psychology. “Children begin as explorers—they explore the environment around them, watch others, and try out what peers as well as adults are doing. … What they need to acquire, they are able to acquire quite proficiently through ‘discovery learning.’”\u003c/p>\n\u003cfigure id=\"attachment_38042\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-3-640x426.jpg\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"426\" class=\"size-large wp-image-38042\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>Newcomers respond to this environment in different ways, reflecting their varied personalities, interests and needs (students who enroll at Fairhaven are not necessarily any more self directed to start with than other children, McCaig says, especially if they’ve grown accustomed to having lots of restrictions). Those who crave more structure, he says, create it for themselves. Some exult in their newfound freedom and immerse themselves in previously curtailed activities such as playing video games, but eventually “they figure out how to manage that part of their lives,” he notes. On the other end of the spectrum, there are students who have become so accustomed to doing what they’re told and being praised by teachers, that they find it harder to adjust to the freedom than to the responsibility.\u003c/p>\n\u003cp>The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”\u003c/p>\n\u003cp>The students’ endeavors are supported by five adult staff members, who bring varied skills and interests to the table: two are former schoolteachers; one is an artist; another is a former nature center interpreter; and the third is a movie sound technician. (The former schoolteachers also had some “unlearning” to do in order to work there effectively, McCaig says, including himself.) They help students clarify and achieve their goals, handle administrative matters, and serve as mentors or “village elders -- people with life experience who know some interesting things and can help in a crisis,” as McCaig puts it. The entire school community -- staff and students alike -- votes each year to decide whether or not to extend each staffer’s contract.\u003c/p>\n\u003cp>The adults facilitate but don’t drive anything for the students, McCaig explains. “The hard work [the students] do here is learning how to become agents of their own lives and how to make things happen, whether it’s something academic, or organizing a fundraiser, or another event.” Technology, he says, “has increased efficiency and opportunity for our students; nevertheless, the liberty, respect, and community the school provides seem far more important and valuable than laptops or smart phones.”\u003c/p>\n\u003cp>The staff members organize classes when students request them. Staffers will teach the classes or hire someone else. Some of the classes are just one to one. If students lose interest in the subject and stop coming to class, there is no penalty, but there is a consequence. “I will say we’re done,” McCaig explains. “I don’t want to spend time preparing for something and not have the social contract met. … That is part of our job, to give students the reality of how to do things.”\u003c/p>\n\u003cp>One staffer, he notes, describes Fairhaven as a place to “practice life.” Students are given the opportunity to “practice the skills that one succeeds in life with, such as communicating with people, taking on jobs, learning how to cook. Academics may be just a part of that.” He adds: “A lot of what happens seems almost invisible. … Play and conversation, broadly defined, are the two most common categories of activity here, and seldom do these ‘look like school.’ Nevertheless, our students are constantly practicing life itself, and the rewards of this practice are as profound as they are difficult to measure.”\u003c/p>\n\u003cp>Some students shift their main focus to academics after they leave Fairhaven, or during the hours they’re not in school. “We’ve had people go on to college who did few academic things when they were here, to study all sorts of subjects,” ranging from social work to biology and creative writing, McCaig says.\u003c/p>\n\u003cfigure id=\"attachment_38041\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Fairhaven-2-640x360.png\" alt=\"Courtesy of Fairhaven School\" width=\"640\" height=\"360\" class=\"size-large wp-image-38041\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Courtesy of Fairhaven School\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>The Pluses and Minuses of a Democratic School\u003c/strong>\u003c/p>\n\u003cp>The freedom of democratic school does not translate into license to do whatever students wish. There is a “thick law book,” McCaig says, that has been developed over the course of 17 years at the “School Meeting,” where each staff member and student gets an equal vote. (Among other things, it describes the level of skill students need to demonstrate before being able to use expensive or potentially dangerous equipment, such as workshop tools or microwave ovens.) The students are required to participate in judiciary committees, follow the school rules, and record their hours of attendance. Students must attend school for a minimum of five hours each day, though many stay longer. The school’s governance system is explained in more detail \u003ca href=\"http://www.fairhavenschool.com/about-us/\">here\u003c/a>.\u003c/p>\n\u003cp>Freedom is relative -- some families who are accustomed to homeschooling find the rules at Fairhaven too constraining, and also don’t like the fact that, like all schools, it’s cloistered from the surrounding community. There are also those who prefer to be exposed to more adult-initiated activities. A small school such as Fairhaven is also limited by its size, McCaig notes. It doesn’t have a completely stocked science lab, for example, or a large faculty to consult. “Some students arrange those kinds of experiences for themselves off campus,” he adds. “They get internships or jobs, or take community college classes.”\u003c/p>\n\u003cp>What the students do have at Fairhaven is “basic freedoms, like freedom of movement,” McCaig says, and the ability to devote themselves to projects for as long as they want. The responsibilities that are attached to the freedoms help the students mature, he adds: “To be exposed to a place where there is so much responsibility leads to responsible people.”\u003c/p>\n\u003cp>The school culture and the transparent and democratic judicial system have made bullying almost non-existent, he says, but “we are not immune to the normal challenges life presents. People have conflicts. … The young people here are working on figuring out what to do with their lives, and answering this question and discovering how to make it happen can involve difficult work. People struggle here from time to time, and we expect this. What’s empowering is that we do not have to label or assess their struggles; rather, we are present to support and witness the students as they overcome life’s challenges.”\u003c/p>\n\u003cp>\u003cstrong>Leaving Fairhaven For Other Schools And College\u003c/strong>\u003c/p>\n\u003cp>A significant number of students (including the younger of McCaig’s two teenage daughters) eventually opt to transfer to a larger school, to meet more people, take advantage of the academic or extracurricular offerings, or just see what else is out there. “The macro issue is that students should be in charge of what they do, and if that means they want to go to public school, more power to them,” McCaig says. “It feels like a different thing than compelling them to do so.”\u003c/p>\n\u003cp>Long-time students often “want to see if they measure up, because we don’t evaluate them,” he adds. “They treat [the conventional high school] like college. They take it seriously, they know what they want, and they are there to master it.” Many have to really apply themselves at first and get additional support to catch up academically, he says, but most go on to make the honor roll within a year. “A significant number then come back,” he adds, “because they decide they find it boring.”\u003c/p>\n\u003cp>Fairhaven alumni have not experienced any particular difficulties getting into colleges, especially if they can distinguish themselves by going for interviews or submitting video interviews, McCaig says. But students with very specific goals -- such as attending a technical college with less flexible requirements—“need a conscious plan,” which often involves taking specific community college classes on the side while they’re enrolled at Fairhaven.\u003c/p>\n\u003cp>Alumni have gone on to careers as varied as helicopter technician in the military, organic farmer and social worker. McCaig gauges the success of the school in terms of whether the alumni are satisfied with their lives: “Are they happy and thriving, doing something they want to do, and making a living?” Fairhaven has not collected hard data on its alumni, but the staffers do keep in touch with them, and McCaig says their experiences are comparable to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\">those documented by Peter Gray\u003c/a> and by the Sudbury Valley School in its book, \u003ca href=\"http://bookstore.sudburyvalley.org/product/legacy-trust\">Legacy of Trust\u003c/a>.\u003c/p>\n\u003cp>Watch the trailer for “Voices from the New American Schoolhouse” below, a 2005 documentary about Fairhaven School by Danny Mydlack:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rgpuSo-GSfw'\n title='//www.youtube.com/embed/rgpuSo-GSfw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38038/students-lead-the-learning-experience-at-democratic-schools","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_20763","mindshift_20765","mindshift_1040","mindshift_20570","mindshift_20764","mindshift_20718"],"featImg":"mindshift_38040","label":"mindshift"},"mindshift_37720":{"type":"posts","id":"mindshift_37720","meta":{"index":"posts_1591205157","site":"mindshift","id":"37720","score":null,"sort":[1410444043000]},"guestAuthors":[],"slug":"a-parents-message-school-is-choking-the-creativity-out-of-kids","title":"A Parent's Message: School Is Choking the Creativity Out of Kids","publishDate":1410444043,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A recent MindShift article about how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">\"unschoolers\" turn out\u003c/a> has sparked a lot of debate among readers. Unschooling is a category of homeschooling in which kids have the freedom to direct their learning based on their interests, not by any set curriculum. In a recent \u003ca href=\"http://www.outsideonline.com/outdoor-adventure/nature/Unschooling-The-Case-for-Setting-Your-Kids-Into-the-Wild.html\" target=\"_blank\">Outside Magazine article\u003c/a> Ben Hewitt explains in detail what unschooling looks like for his two children, why he chose it and what has convinced him that he and his wife made the right choice for their sons. He writes:\u003c/p>\n\u003cp>\"This is what I want for my sons: freedom. Not just physical freedom, but intellectual and emotional freedom from the formulaic learning that prevails in our schools. I want for them the freedom to immerse themselves in the fields and forest that surround our home, to wander aimlessly or with purpose. I want for them the freedom to develop at whatever pace is etched into their DNA, not the pace dictated by an institution looking to meet the benchmarks that will in part determine its funding. I want them to be free to love learning for its own sake, the way that all children love learning for its own sake when it is not forced on them or attached to reward. I want them to remain free of social pressures to look, act, or think any way but that which feels most natural to them.\"\u003c/p>\n\u003cp>http://www.outsideonline.com/1928266/we-dont-need-no-education\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A glimpse inside the education of two \"unschooled\" boys.","status":"publish","parent":0,"modified":1456275968,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":241},"headData":{"title":"A Parent's Message: School Is Choking the Creativity Out of Kids | KQED","description":"A glimpse inside the education of two "unschooled" boys.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37720 http://blogs.kqed.org/mindshift/?p=37720","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/11/a-parents-message-school-is-choking-the-creativity-out-of-kids/","disqusTitle":"A Parent's Message: School Is Choking the Creativity Out of Kids","path":"/mindshift/37720/a-parents-message-school-is-choking-the-creativity-out-of-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A recent MindShift article about how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/how-do-unschoolers-turn-out/\" target=\"_blank\">\"unschoolers\" turn out\u003c/a> has sparked a lot of debate among readers. Unschooling is a category of homeschooling in which kids have the freedom to direct their learning based on their interests, not by any set curriculum. In a recent \u003ca href=\"http://www.outsideonline.com/outdoor-adventure/nature/Unschooling-The-Case-for-Setting-Your-Kids-Into-the-Wild.html\" target=\"_blank\">Outside Magazine article\u003c/a> Ben Hewitt explains in detail what unschooling looks like for his two children, why he chose it and what has convinced him that he and his wife made the right choice for their sons. He writes:\u003c/p>\n\u003cp>\"This is what I want for my sons: freedom. Not just physical freedom, but intellectual and emotional freedom from the formulaic learning that prevails in our schools. I want for them the freedom to immerse themselves in the fields and forest that surround our home, to wander aimlessly or with purpose. I want for them the freedom to develop at whatever pace is etched into their DNA, not the pace dictated by an institution looking to meet the benchmarks that will in part determine its funding. I want them to be free to love learning for its own sake, the way that all children love learning for its own sake when it is not forced on them or attached to reward. I want them to remain free of social pressures to look, act, or think any way but that which feels most natural to them.\"\u003c/p>\n\u003cp>http://www.outsideonline.com/1928266/we-dont-need-no-education\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37720/a-parents-message-school-is-choking-the-creativity-out-of-kids","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20718"],"featImg":"mindshift_37724","label":"mindshift"},"mindshift_37091":{"type":"posts","id":"mindshift_37091","meta":{"index":"posts_1591205157","site":"mindshift","id":"37091","score":null,"sort":[1409666456000]},"guestAuthors":[],"slug":"how-do-unschoolers-turn-out","title":"How do Unschoolers Turn Out?","publishDate":1409666456,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37098\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37098\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Peter Gray has studied \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">how learning happens without any academic requirements at a democratic school.\u003c/a> The Boston College research professor also wrote about the long history and benefits of age-mixed, self-directed education in his book \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn\u003c/a>. Over the years, as he encountered more and more families who had adopted this approach at home (these so-called “unschoolers” are estimated to represent about 10 percent of the more than two million homeschooled children), he began to wonder about its outcomes in that setting. Finding no academic studies that adequately answered his question, he decided to conduct his own.\u003c/p>\n\u003cp>In 2011, he and colleague Gina Riley surveyed 232 parents who unschool their children, which they defined as not following any curriculum, instead letting the children take charge of their own education. The respondents were overwhelmingly positive about their unschooling experience, saying it improved their children’s general well-being as well as their learning, and also enhanced family harmony. Their challenges primarily stemmed from feeling a need to defend their practices to family and friends, and overcoming their own deeply ingrained ways of thinking about education. (The results are discussed at length \u003ca href=\"http://jual.nipissingu.ca/2013/01/12/year-2013-volume-7-issue-14/\">here\u003c/a>.)\u003c/p>\n\u003cp>This led Gray to wonder how unschooled children themselves felt about the experience, and what impact it may have had on their ability to pursue higher education and find gainful and satisfying employment. So last year, he asked readers of \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn\">his blog\u003c/a> to disseminate a survey to their networks, and received 75 responses from adults ranging in age from 18 to 49; almost all of them had had at least three years of unschooling experience. They were split almost evenly among three groups: those who had never attended school; those who had only attended school for some portion of kindergarten through sixth grades; and those with either type of early experience who had also attended school for some portion of seventh through 10\u003csup>th\u003c/sup> grades, but not afterward. (The results are explained in detail in Gray’s recent four-part blog series, which begins \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It's possible to take the unschooling route and then go on to a highly satisfying adult life.\"\u003c/aside>\n\u003cp>He was satisfied with the number of responses, but cautions that, as with many social science studies, the necessarily limited collection method may have produced a biased sample that may not represent the entire population of unschoolers. Such studies can nevertheless yield useful insights, he says, especially when considered in concert with other data, such as other surveys, or patterns that emerge from anecdotal accounts.\u003c/p>\n\u003cp>Gray found that the results did correlate closely with his more thorough studies of alumni from the Sudbury Valley School (\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">a democratic school in Sudbury Valley\u003c/a>, Massachusetts), as well as what he’d personally heard from unschoolers, and what he’d read online. Moreover, even taken in isolation, “what the study does unambiguously show,” he says, “is that it is possible to take the unschooling route and then go on to a highly satisfying adult life.”\u003c/p>\n\u003ch3>The Pros and Cons of Unschooling\u003c/h3>\n\u003cp>All but three of the 75 respondents felt the advantages of unschooling clearly outweighed the disadvantages. Almost all said they benefited from having had the time and freedom to discover and pursue their personal interests, giving them a head start on figuring out their career preferences and developing expertise in relevant areas. Seventy percent also said “the experience enabled them to develop as highly self-motivated, self-directed individuals,” Gray notes on his blog. Other commonly cited benefits included having a broader range of learning opportunities; a richer, age-mixed social life; and a relatively seamless transition to adult life. “In many ways I started as an adult, responsible for my own thinking and doing,\" said one woman who responded to Gray's survey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Very few had any serious complaints against unschooling,” Gray says, and more than a third of the respondents said they could think of no disadvantages at all. For the remainder, the most significant disadvantages were: dealing with others’ judgments; some degree of social isolation; and the challenges they experienced adjusting to the social styles and values of their schooled peers.\u003c/p>\n\u003cp>Social isolation (cited by 21 percent of respondents) usually stemmed from a dearth of other nearby unschoolers and the difficulty of socializing with school children with busy schedules and a “different orientation toward life,” Gray says. He cautions that it’s best to consider these results within the broader cultural context: “If I were to ask people who went to school, I would probably find a similar number who felt socially isolated.”\u003c/p>\n\u003cp>What stood out, he adds, is that “many more said they felt their social experiences were better than they would have had in school.” Sixty-nine percent were “clearly happy with their social lives,” he says, and made friends through such avenues as local homeschooling groups, organized afterschool activities, church, volunteer or youth organizations, jobs, and neighbors. In particular, “they really treasured the fact that they had friends who were older or younger, including adults. They felt this was a more normal kind of socializing experience than just being with other people your age.”\u003c/p>\n\u003cp>Only 11 percent said they felt behind in one or more academic areas (most commonly math), which they overcame by applying themselves when the need arose. Only two felt their learning gaps hindered them from succeeding in life, and judging by their full responses, “it was almost more like a self-image issue—they grew up feeling ignorant and then made choices based on that feeling,” Gray says. More typical experiences were like that of a woman who earned a B.A. in both computer science and mathematics, despite entering college without any formal math training beyond fifth grade. Another noted that unschooling “follows the premise that if a child has a goal, they'll learn whatever they need to in order to meet it. For instance, I don't like math, but I knew I would need to learn it in order to graduate. So that's what I did.”\u003c/p>\n\u003cp>Three people were very dissatisfied overall. In all three cases, the respondents said their mothers were in poor mental health and the fathers were uninvolved. Two of the three also happened to be the only ones who mentioned having been raised in a fundamentalist religious home, though the survey didn’t ask this question specifically. It appeared to Gray that the unschooling was not intentional—the parent had aimed to teach a religious curriculum, “but was incompetent and stopped teaching,” he notes. In all of these cases, the children’s contact with other people was also very restricted; moreover, they were not given any choice about their schooling and therefore felt deprived of school.\u003c/p>\n\u003ch3>Can Unschoolers be “College and Career Ready”?\u003c/h3>\n\u003cp>Overall, 83 percent of the respondents had gone on to pursue some form of higher education. Almost half of those had either completed a bachelor’s degree or higher, or were currently enrolled in such a program; they attended (or had graduated from) a wide range of colleges, from Ivy League universities to state universities and smaller liberal-arts colleges.\u003c/p>\n\u003cp>Several themes emerged: Getting into college was typically a fairly smooth process for this group; they adjusted to the academics fairly easily, quickly picking up skills such as class note-taking or essay composition; and most felt at a distinct advantage due to their high self-motivation and capacity for self-direction. “The most frequent complaints,” Gray notes on his blog, “were about the lack of motivation and intellectual curiosity among their college classmates, the constricted social life of college, and, in a few cases, constraints imposed by the curriculum or grading system.”\u003c/p>\n\u003cp>Most of those who went on to college did so without either a high school diploma or general education diploma (GED), and without taking the SAT or ACT. Several credited interviews and portfolios for their acceptance to college, but by far the most common route to a four-year college was to start at a community college (typically begun at age 16, but sometimes even younger).\u003c/p>\n\u003cp>None of the respondents found college academically difficult, but some found the rules and conventions strange and sometimes off-putting. Young people who were used to having to find things out on their own were taken aback, and even in some cases felt insulted, “when professors assumed they had to tell them what they were supposed to learn,” Gray says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iIlbBNSYoUUnVO12uE2FkKou3L2BMrad\"]\u003c/p>\n\u003cp>In the words of one woman: “I already had a wealth of experience with self-directed study. I knew how to motivate myself, manage my time, and complete assignments without the structure that most traditional students are accustomed to. … I know how to figure things out for myself and how to get help when I need it.” Added another: “I discovered that people wanted the teacher to tell them what to think. … It had never, ever occurred to me to ask someone else to tell me what to think when I read something.”\u003c/p>\n\u003cp>All survey respondents were also asked about their employment status and career, and 63 answered a follow-up survey asking about their work in more detail. More than three-quarters of those who answered the follow-up survey said they were financially self-sufficient; the rest were either students, stay-at-home parents, or under the age of 21 and launching businesses while living at home. But a number of those who were self-sufficient noted that this hinged on their ability to maintain a frugal lifestyle (several added that this was a conscious choice, allowing them to do enjoyable and meaningful work).\u003c/p>\n\u003cp>The range of jobs and careers was very broad—from film production assistant to tall-ship bosun, urban planner, aerial wildlife photographer, and founder of a construction company—but a few generalizations emerged. Compared to the general population, an unusually high percentage of the survey respondents went on to careers in the creative arts—about half overall, rising to nearly four out of five in the always-unschooled group. Similarly, a high number of respondents (half of the men and about 20 percent of the women) went on to science, technology, engineering or math (STEM) careers. (The same held true in \u003ca href=\"http://www.homeschoolretrospective.com/what-are-they-doing-now-the-answers-2/\">another recent survey of unschoolers\u003c/a>.) “STEM careers are also kind of creative careers—they involve looking for something, seeking answers, solving problems,” Gray says. “When you’re looking at it that way, it sort of fits.”\u003c/p>\n\u003cp>The reason for this correlation is something this survey can’t answer. “Maybe unschooling promotes creativity, or maybe dispositionally creative people or families are more likely to choose unschooling,” Gray says. “It’s probably a little bit of both.”\u003c/p>\n\u003cp>Additionally, just more than half of the respondents were entrepreneurs (this category overlapped considerably with the creative arts category). But what Gray found most striking is the complete absence (in both this and his Sudbury study samples) of “the typical person who gets an MBA and goes on to become an accountant or middle manager in some business. People with these educational backgrounds don’t go on to bureaucratic jobs. They do work in teams, but where there is a more democratic relationship within the team.”\u003c/p>\n\u003cp>He adds that this trend manifests across white- and blue-collar careers. “In the Sudbury survey, there were people working as carpenters or auto mechanics, etcetera, but in situations where they were occupationally self-directed, set their own schedules, and solved their own problems, rather than shuffled papers, or worked on assembly lines where no original work was being done.” In other words, he says, unschoolers of all types had overwhelmingly chosen careers high in those qualities that sociologists have found lead to the highest levels of work satisfaction.\u003c/p>\n\u003ch3>What Factors Matter Most in Unschooling\u003c/h3>\n\u003cp>Finally, the survey offered some insights about what makes for successful unschooling. Parents’ involvement levels with their children differed a lot, Gray says. Some were more hands-off, whereas others helped with learning, and in some cases even learned things (such as a foreign language) alongside their child, following the child’s lead. “All of those ways seem to work,” he says. “People only complained when they felt their parents were negligent about treating the child as a human being who has needs—including emotional needs—and who helped fill those needs.”\u003c/p>\n\u003cp>The results also led to another important conclusion: “The need for parents to be aware that children need more than their families,” Gray says. “People are designed to learn not just from their own parents, but from the wider world. If you don’t send your child to school where they’re automatically connected to other kids, other values, etcetera, it’s important to find a way that the family can be sufficiently involved in the larger community, or that the child has ways to be involved. Kids need that both socially and for their learning.” This ties in with the fact that “a major complaint of the three who disliked unschooling was that their parents isolated them and prevented them from exploring outside of the family or outside of the insular group with which the family was tied,” Gray adds on his blog.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In sum: “The findings of our survey suggest that unschooling can work beautifully if the whole family, including the children, buy into it, if the parents are psychologically healthy and happy, and if the parents are socially connected to the broader world and facilitate their children’s involvement with that world. It can even work well when some of these criteria are not fully met.”\u003c/p>\n\n","blocks":[],"excerpt":"Unschoolers weigh in on how their lives have evolved, including college, career, and overall happiness.","status":"publish","parent":0,"modified":1409674043,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":2364},"headData":{"title":"How do Unschoolers Turn Out? | KQED","description":"Unschoolers weigh in on how their lives have evolved, including college, career, and overall happiness.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37091 http://blogs.kqed.org/mindshift/?p=37091","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/","disqusTitle":"How do Unschoolers Turn Out?","path":"/mindshift/37091/how-do-unschoolers-turn-out","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37098\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37098\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift3_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Peter Gray has studied \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\">how learning happens without any academic requirements at a democratic school.\u003c/a> The Boston College research professor also wrote about the long history and benefits of age-mixed, self-directed education in his book \u003ca href=\"http://www.amazon.com/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994\">Free to Learn\u003c/a>. Over the years, as he encountered more and more families who had adopted this approach at home (these so-called “unschoolers” are estimated to represent about 10 percent of the more than two million homeschooled children), he began to wonder about its outcomes in that setting. Finding no academic studies that adequately answered his question, he decided to conduct his own.\u003c/p>\n\u003cp>In 2011, he and colleague Gina Riley surveyed 232 parents who unschool their children, which they defined as not following any curriculum, instead letting the children take charge of their own education. The respondents were overwhelmingly positive about their unschooling experience, saying it improved their children’s general well-being as well as their learning, and also enhanced family harmony. Their challenges primarily stemmed from feeling a need to defend their practices to family and friends, and overcoming their own deeply ingrained ways of thinking about education. (The results are discussed at length \u003ca href=\"http://jual.nipissingu.ca/2013/01/12/year-2013-volume-7-issue-14/\">here\u003c/a>.)\u003c/p>\n\u003cp>This led Gray to wonder how unschooled children themselves felt about the experience, and what impact it may have had on their ability to pursue higher education and find gainful and satisfying employment. So last year, he asked readers of \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn\">his blog\u003c/a> to disseminate a survey to their networks, and received 75 responses from adults ranging in age from 18 to 49; almost all of them had had at least three years of unschooling experience. They were split almost evenly among three groups: those who had never attended school; those who had only attended school for some portion of kindergarten through sixth grades; and those with either type of early experience who had also attended school for some portion of seventh through 10\u003csup>th\u003c/sup> grades, but not afterward. (The results are explained in detail in Gray’s recent four-part blog series, which begins \u003ca href=\"http://www.psychologytoday.com/blog/freedom-learn/201406/survey-grown-unschoolers-i-overview-findings\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“It's possible to take the unschooling route and then go on to a highly satisfying adult life.\"\u003c/aside>\n\u003cp>He was satisfied with the number of responses, but cautions that, as with many social science studies, the necessarily limited collection method may have produced a biased sample that may not represent the entire population of unschoolers. Such studies can nevertheless yield useful insights, he says, especially when considered in concert with other data, such as other surveys, or patterns that emerge from anecdotal accounts.\u003c/p>\n\u003cp>Gray found that the results did correlate closely with his more thorough studies of alumni from the Sudbury Valley School (\u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/harnessing-childrens-natural-ways-of-learning/\" target=\"_blank\">a democratic school in Sudbury Valley\u003c/a>, Massachusetts), as well as what he’d personally heard from unschoolers, and what he’d read online. Moreover, even taken in isolation, “what the study does unambiguously show,” he says, “is that it is possible to take the unschooling route and then go on to a highly satisfying adult life.”\u003c/p>\n\u003ch3>The Pros and Cons of Unschooling\u003c/h3>\n\u003cp>All but three of the 75 respondents felt the advantages of unschooling clearly outweighed the disadvantages. Almost all said they benefited from having had the time and freedom to discover and pursue their personal interests, giving them a head start on figuring out their career preferences and developing expertise in relevant areas. Seventy percent also said “the experience enabled them to develop as highly self-motivated, self-directed individuals,” Gray notes on his blog. Other commonly cited benefits included having a broader range of learning opportunities; a richer, age-mixed social life; and a relatively seamless transition to adult life. “In many ways I started as an adult, responsible for my own thinking and doing,\" said one woman who responded to Gray's survey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Very few had any serious complaints against unschooling,” Gray says, and more than a third of the respondents said they could think of no disadvantages at all. For the remainder, the most significant disadvantages were: dealing with others’ judgments; some degree of social isolation; and the challenges they experienced adjusting to the social styles and values of their schooled peers.\u003c/p>\n\u003cp>Social isolation (cited by 21 percent of respondents) usually stemmed from a dearth of other nearby unschoolers and the difficulty of socializing with school children with busy schedules and a “different orientation toward life,” Gray says. He cautions that it’s best to consider these results within the broader cultural context: “If I were to ask people who went to school, I would probably find a similar number who felt socially isolated.”\u003c/p>\n\u003cp>What stood out, he adds, is that “many more said they felt their social experiences were better than they would have had in school.” Sixty-nine percent were “clearly happy with their social lives,” he says, and made friends through such avenues as local homeschooling groups, organized afterschool activities, church, volunteer or youth organizations, jobs, and neighbors. In particular, “they really treasured the fact that they had friends who were older or younger, including adults. They felt this was a more normal kind of socializing experience than just being with other people your age.”\u003c/p>\n\u003cp>Only 11 percent said they felt behind in one or more academic areas (most commonly math), which they overcame by applying themselves when the need arose. Only two felt their learning gaps hindered them from succeeding in life, and judging by their full responses, “it was almost more like a self-image issue—they grew up feeling ignorant and then made choices based on that feeling,” Gray says. More typical experiences were like that of a woman who earned a B.A. in both computer science and mathematics, despite entering college without any formal math training beyond fifth grade. Another noted that unschooling “follows the premise that if a child has a goal, they'll learn whatever they need to in order to meet it. For instance, I don't like math, but I knew I would need to learn it in order to graduate. So that's what I did.”\u003c/p>\n\u003cp>Three people were very dissatisfied overall. In all three cases, the respondents said their mothers were in poor mental health and the fathers were uninvolved. Two of the three also happened to be the only ones who mentioned having been raised in a fundamentalist religious home, though the survey didn’t ask this question specifically. It appeared to Gray that the unschooling was not intentional—the parent had aimed to teach a religious curriculum, “but was incompetent and stopped teaching,” he notes. In all of these cases, the children’s contact with other people was also very restricted; moreover, they were not given any choice about their schooling and therefore felt deprived of school.\u003c/p>\n\u003ch3>Can Unschoolers be “College and Career Ready”?\u003c/h3>\n\u003cp>Overall, 83 percent of the respondents had gone on to pursue some form of higher education. Almost half of those had either completed a bachelor’s degree or higher, or were currently enrolled in such a program; they attended (or had graduated from) a wide range of colleges, from Ivy League universities to state universities and smaller liberal-arts colleges.\u003c/p>\n\u003cp>Several themes emerged: Getting into college was typically a fairly smooth process for this group; they adjusted to the academics fairly easily, quickly picking up skills such as class note-taking or essay composition; and most felt at a distinct advantage due to their high self-motivation and capacity for self-direction. “The most frequent complaints,” Gray notes on his blog, “were about the lack of motivation and intellectual curiosity among their college classmates, the constricted social life of college, and, in a few cases, constraints imposed by the curriculum or grading system.”\u003c/p>\n\u003cp>Most of those who went on to college did so without either a high school diploma or general education diploma (GED), and without taking the SAT or ACT. Several credited interviews and portfolios for their acceptance to college, but by far the most common route to a four-year college was to start at a community college (typically begun at age 16, but sometimes even younger).\u003c/p>\n\u003cp>None of the respondents found college academically difficult, but some found the rules and conventions strange and sometimes off-putting. Young people who were used to having to find things out on their own were taken aback, and even in some cases felt insulted, “when professors assumed they had to tell them what they were supposed to learn,” Gray says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In the words of one woman: “I already had a wealth of experience with self-directed study. I knew how to motivate myself, manage my time, and complete assignments without the structure that most traditional students are accustomed to. … I know how to figure things out for myself and how to get help when I need it.” Added another: “I discovered that people wanted the teacher to tell them what to think. … It had never, ever occurred to me to ask someone else to tell me what to think when I read something.”\u003c/p>\n\u003cp>All survey respondents were also asked about their employment status and career, and 63 answered a follow-up survey asking about their work in more detail. More than three-quarters of those who answered the follow-up survey said they were financially self-sufficient; the rest were either students, stay-at-home parents, or under the age of 21 and launching businesses while living at home. But a number of those who were self-sufficient noted that this hinged on their ability to maintain a frugal lifestyle (several added that this was a conscious choice, allowing them to do enjoyable and meaningful work).\u003c/p>\n\u003cp>The range of jobs and careers was very broad—from film production assistant to tall-ship bosun, urban planner, aerial wildlife photographer, and founder of a construction company—but a few generalizations emerged. Compared to the general population, an unusually high percentage of the survey respondents went on to careers in the creative arts—about half overall, rising to nearly four out of five in the always-unschooled group. Similarly, a high number of respondents (half of the men and about 20 percent of the women) went on to science, technology, engineering or math (STEM) careers. (The same held true in \u003ca href=\"http://www.homeschoolretrospective.com/what-are-they-doing-now-the-answers-2/\">another recent survey of unschoolers\u003c/a>.) “STEM careers are also kind of creative careers—they involve looking for something, seeking answers, solving problems,” Gray says. “When you’re looking at it that way, it sort of fits.”\u003c/p>\n\u003cp>The reason for this correlation is something this survey can’t answer. “Maybe unschooling promotes creativity, or maybe dispositionally creative people or families are more likely to choose unschooling,” Gray says. “It’s probably a little bit of both.”\u003c/p>\n\u003cp>Additionally, just more than half of the respondents were entrepreneurs (this category overlapped considerably with the creative arts category). But what Gray found most striking is the complete absence (in both this and his Sudbury study samples) of “the typical person who gets an MBA and goes on to become an accountant or middle manager in some business. People with these educational backgrounds don’t go on to bureaucratic jobs. They do work in teams, but where there is a more democratic relationship within the team.”\u003c/p>\n\u003cp>He adds that this trend manifests across white- and blue-collar careers. “In the Sudbury survey, there were people working as carpenters or auto mechanics, etcetera, but in situations where they were occupationally self-directed, set their own schedules, and solved their own problems, rather than shuffled papers, or worked on assembly lines where no original work was being done.” In other words, he says, unschoolers of all types had overwhelmingly chosen careers high in those qualities that sociologists have found lead to the highest levels of work satisfaction.\u003c/p>\n\u003ch3>What Factors Matter Most in Unschooling\u003c/h3>\n\u003cp>Finally, the survey offered some insights about what makes for successful unschooling. Parents’ involvement levels with their children differed a lot, Gray says. Some were more hands-off, whereas others helped with learning, and in some cases even learned things (such as a foreign language) alongside their child, following the child’s lead. “All of those ways seem to work,” he says. “People only complained when they felt their parents were negligent about treating the child as a human being who has needs—including emotional needs—and who helped fill those needs.”\u003c/p>\n\u003cp>The results also led to another important conclusion: “The need for parents to be aware that children need more than their families,” Gray says. “People are designed to learn not just from their own parents, but from the wider world. If you don’t send your child to school where they’re automatically connected to other kids, other values, etcetera, it’s important to find a way that the family can be sufficiently involved in the larger community, or that the child has ways to be involved. Kids need that both socially and for their learning.” This ties in with the fact that “a major complaint of the three who disliked unschooling was that their parents isolated them and prevented them from exploring outside of the family or outside of the insular group with which the family was tied,” Gray adds on his blog.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In sum: “The findings of our survey suggest that unschooling can work beautifully if the whole family, including the children, buy into it, if the parents are psychologically healthy and happy, and if the parents are socially connected to the broader world and facilitate their children’s involvement with that world. It can even work well when some of these criteria are not fully met.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37091/how-do-unschoolers-turn-out","authors":["4537"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_20570","mindshift_20718"],"featImg":"mindshift_37098","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/mindshift2021-tile-3000x3000-1-scaled-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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