Creating a New Structure to Grow 21st Century Learners

I confess that I don't have a green thumb. Maybe it is karma. My first memory of planting anything was as a five-year-old in my Sunday School class. We planted popcorn seeds in quart-size milk cartons that had been cut in half and filled with soil. It was a Bible lesson based on the Parable of the Sower and the Seed and how we have to protect God's word (the seed) when it is planted in our hearts (the soil). I remember the sheer joy I felt when the green stem broke through the soil. I was careful not to overwater. I had done everything right.


The problem was that I thought I was growing "popcorn." No one told me otherwise. And so I waited patiently over the course of what seemed like an eternity waiting for popcorn to bud. 

My granddad was a farmer and when he planted watermelon seeds, he got watermelons. When he planted cotton seeds, he got cotton. I fully expected popcorn.

I remember Mrs. Dazzlebright (not her real name) proudly handing our little plants back to us to take home. (I'm convinced to this day she switched some of the plants up. There was a kid whose plant never seemed to take off; however, on the final day of our lesson he suddenly had a green plant. I'm sure she had a few spares growing in her home just in case). I remember thinking, It's too early. It can't be ready to go home. There isn't any popcorn!

To my dismay, I was told that our lesson was over and we could take our plants home to continue to watch them grow. Best case scenario my plant might grow into a stalk one day, and produce corn. Those chances were slim to none. Suddenly, I realized my plant was doomed. I would not see popcorn explode from its leaves.

And so I did a horrible thing.

I was sitting on the front row next to my mom. As my dad reached the pivotal point in his Sunday sermon, my foot began an involuntary swinging motion. With one fatal swoop of my foot,  I kicked the plant. It wasn't a tap. It was a hard kick like when you're playing kickball. The container, dirt, my helpless plant flew across the linoleum and landed in front of the pulpit. My dad stopped momentarily and bent down and picked up the now empty carton in his hand and held it up. Tears streamed down my cheeks. Shame engulfed me.

Without missing a beat, he picked up the tiny plant that was now free of the container. He gently held the plant in his palm. In one hand he held the empty carton and the other he cradled the plant. I don't remember his exact words but this is how my adult mind remembers it, This plant is helpless without the safety of its holder. It will not be able to grow without the soil. It needs a second chance.

A movement called Genius Hour is sweeping the country. Based on Google's 20% philosophy, kids are given time within the school day to investigate what they are passionate about, design their own learning, and share with the world. Instead of teacher led tasks, kids innovate. Create. And grow. Genius Hour: Where Passion Comes to Life!

I was able to witness Genius Hour first hand on an elementary campus in my district, Cottonwood Creek Elementary. There was a group of English Language Learners writing a song and playing instruments in the hall. I saw fifth grade students supporting first graders to build a Lego castle. I saw a group of boys outside filming a "how-to-play football" video. I saw children creating a video game and learning to code. Technology was everywhere!

Kids were social. Talking. Learning.

Where were the teachers? They were visibly in the background. Watching. Supporting. Encouraging. But the children were clearly in charge of their learning. The principal was in the halls asking questions and calling each child by their name.

And that's when it hit me!

I had bought into the theory that children are suppose to grow "popcorn." We teach the curriculum, practice, reteach, nurture and love. We do everything "right." But what if we've been doing it all wrong? What if we need to turn our education system on its head? What if 21st century learning happens in a different container, using different tools, and the outcome is something we have yet to imagine?

Sir Ken Robinson says, "The current system was designed and conceived for a different age. We alienate millions of kids who don't produce in the old system. They don't produce in an academic system." In other words, they don't grow "popcorn" and are kicked out into the world without proper knowledge and tools to function in a 21st century world. They need a new container. They need a second chance.

Changing Education Paradigms Ted Talk

Confession Reflection:

1. What are some examples of "popcorn" or academic expectations that have been placed on our learners? i.e. high stakes testing scores, being "book smart"
2. How do we treat learners who don't produce the results we expect? i.e. Special programs, medication, more work
3. What are some barriers to changing our current system? How can these be overcome?
4. Why is it important to nurture and grow today's learners using a new paradigm or container? What are the dangers if we don't?




 

 

 

How I Found My Genius!





Miss Margaret Romper Room

It was the cornucopia of childhood moments. Plastered to the black and white television screen along with children everywhere, I waited with baited breath for Miss Margaret’s daily epilogue. It was Romper Room. The year was 1969. The stage was my living room, gold shag carpet and an untouched peanut-butter-jelly sandwich within reach.

 

Miss Margaret raised her magic mirror and blazingly looked through the screen. Would today be the day she saw me? One could never tell. It had been days, weeks, no months since I’d mailed my fan letter with a Polaroid of the marshmallow castle meticulously put together with marshmallows, toothpicks, and crushed potato chips.

Yes, I could feel it. Today was my lucky day.

 

“I see Bobby, Susan, Johnny….” I held my breath.



Just as I thought the final name had been called, she said, “And I see, Tamra.”

 

I'm sure my mom eventually calmed me down after days of dancing and jumping up and down during Romper Room. Nothing after age seven could possibly bring more contentment and reassurance as the day Miss Margaret said my name. Whether I realized it or not, the day Miss Margaret said my name was the day I learned my life had significance. I was noticed. I mattered.

 

There is a new movement sweeping Twitterville and schools across the world called, “Genius Hour.” Fueled by the inspiration and voice of Angela Maiers who, I am convinced, is the Miss Margaret to this generation of children who desperately need to hear the words, "you matter.”

They need to hear their name.

 But unlike Miss Margaret, there is no magic mirror, or final episode, because Angela is carrying her message of hope and inspiration to the heart of educators who then, in turn, can take this message onto their campuses and into the classrooms.

 Can you imagine what kind of revolution could start if this generation begins to believe that they have something to give, that the world is better off because they are here? Think about that one student who seems withdrawn, who has bags under their eyes from lack of sleep, and they’re only ten? Think about the trouble maker who fails to turn in assignments and they are dubbed a failure, a goof, in middle school? What if something happened to change them? A kind word or a hug to add sparkle and life to the ten-year-old? Forgiving a slew of zeros and patiently re-teaching a student until they "get it?" 

 I confess that I have been relying on the razzle-dazzle message of a demi-god educational guru or the growth mindset of a handful of high-powered administrators to change our educational system. But what if the change doesn't begin with policy and procedures, or a new grading system? What if change begins on a much simpler note? What if it is as easy as saying a child's name?

Please check out the following link:  Angela Maiers on You Matter!

Confession Reflection:

1. What are the benefits of scheduled time within the school day for students to investigate and explore their own interests?

2. How can educators break the pattern of failure in students especially at the secondary level? i.e. alternative graduation plans, career readiness training, flexible grading policies.

3. Why is it important to build relationships with students beyond the classroom?\