- providing meaningful feedback to their students;
- discussing the big picture with students;
- providing time for students to reflect regularly and building these habits;
- creating a culture of sharing reflections with community members; and
- how student led conferences can be valuable.
For student reflection to be meaningful, it must be metacognitive, applicable, and shared with others.
If students are metacognitive about inquiry, then they’re thinking about exactly how they are going to phrase that question;
if they’re metacognitive about collaboration, then they’re considering how their introvert or extrovert personality will affect the group.
Metacognition is essentially reflection on the micro level, an awareness of our own thought processes as we complete them.
Metacognitive reflection, however, takes this process to the next level because it is concerned not with assessment, but with self-improvement:
metacognitive reflection can be used to develop resilience in the face of a challenge.
Many young children (and some adults) will throw down their work when they become frustrated with it, unable to transcend the struggle. By contrast, a student who has learned the value of metacognitive reflection will recognize frustration as a signal to pause and think through the situation instead of plowing ahead with the same approach or giving up entirely.
How is this reflection going to help me in the future? I
Keeping a log of tasks and habits, for example, gives students a rich source of data to mine when reflecting on their progress, and there are many apps that will collect and aggregate this information in accessible and attractive ways.
Even using a simple timer can help students chunk out their work so they take a reflective break, and some programs have breaks built into the timer cycle, so that a pause from the work is guaranteed.
This kind of isolated, after-the-fact reflection dominates our understanding of the process. When asked to imagine a person reflecting, you probably conjure up an image of an individual alone, in a comfortable place, staring off into the distance, plaintively contemplating some earlier life event. This scene is likely set at the end of a calendar year, or at the end of a lifetime—or, if you imagined a professional setting, at a retirement party.
Unfortunately, this sentimental notion of reflection for reflection’s sake keeps the practice from being used for active improvement in the here and now.
By being transparent about future tasks and assignments, teachers remind students that they’re going to have to use at least some of these skills again, so there’s no sense in making the same mistakes.
Reflection suddenly has a real and immediate purpose: You know where this course is going, so how are you going to improve the quality of your own journey?
Proximity here is key; reviewing a previous reflection can be most instructive when students are working on the next task, so their reflection should be stored wherever that work is happening.
Digital tools also provide different mediums for students to capture their thoughts—they can type or tag, or talk into the microphone or camera.
Electronic tools of analysis can also play a big role here. Just as athletes track their physical performance using a specific set of metrics, students may benefit from reviewing their academic achievements in different areas, like the categories of a rubric or a list of discrete skills.
In the interest of keeping up appearances, we don’t really like to share our weaknesses and past failures (although we do love gawking at the problems and misfortunes of others).
But if we are really seeking to take action based on our reflections, then we will likely need some help, and that means we have to own up about what needs work. To make students comfortable with this practice, the classroom has to become a place where each student is recognized as being on an individual path of improvement—and, an important point, no student has reached the end of the path, because there is no end.
By sharing their reflections on their academic work, students can both advise and seek help from their peers.
Just as electronic tools make reflections easy to access for an individual, so, too, do they make it easy to share. Sharing becomes instantaneous when material is available online; the collection of commentary from an entire class can also be indexed, searched, and organized by theme—a feature that may be of great use for the teacher, who will want to look at both individual goals and the class’s experience as a whole.
The Huffington Post article, Student Sinks Impossible Shot To Secure Entire Class 100s On Organic Chemistry Quiz recently caught my attention. It’s a fun story about a student in a organic chemistry class at The Ohio State University that threw a wadded up piece of paper into the garbage can from the balcony. The story is so popular that there are over 1,000 comments. So, being someone who has an interest in grades and grade reporting I decided to comment.
I really wondered how many people would respond to my comment and I’m shocked that there were 30 comments. Here are just a few to give you an idea of what people were thinking.
The purpose of grading is to describe how well students have achieved the learning objectives or goals established for a class or course of study. Grades should reflect students’ performance on specific learning criteria.
Last year we adopted a Manifesto which describes our purpose and will soon guide our strategic plan. As an educator who strives to transform education, I find it to be inspirational. The Mount Vernon Presbyterian School Manifesto states:
Education is changing.
We live amidst a fundamental reordering of how we think about school: from the centuries-old belief that content knowledge is its central currency, to the nascent understanding that what you know matters less than who you are, and what you are uniquely capable of impacting.
Across the country, communities and schools are beginning to test this shift in myriad ways. But overall, educators, parents and community leaders are still in search of a well-lighted path that can illuminate what the future of education will actually need to look like — and require.
A way forward has already been envisioned: the Mount Vernon Continuum. More than perhaps any other school, Mount Vernon understands what the chemistry of a great school requires:
- A clear and compelling organizational mission.
- Cultural norms that invite people to step outside of their comfort zone.
- People-centered design principles that guide teaching and learning.
- And six timeless, significant habits of mind.
To continue to set the conditions for learners to excel in college, career, and citizenship, there is still much work to be done. As a school of inquiry, innovation, and impact, we see three key essential questions guiding our future work:
How might we make school more reflective of real life?
We choose to engage and explore all scales of community. We welcome the chance to live at the edges where disciplines mingle in search of maximum impact. We want our school to be a destination for anyone who wishes to design a better world. We want our school to create intermingling rivers of connection between people, ideas, and sectors. We want our school to embody a new notion of what “school” is and does.
How might we empower all learners to be seekers and explorers?
We choose to wander and to wonder. We seek to create a learning environment that invites all people to follow the sparks of motivation, interest and curiosity as far as they can take them. We seek to provide paths of faith and curiosity. We seek to nurture experiences of deep purpose and joyful play. We seek to model living, learning mindsets that constantly adapt and expand.
How might we inspire one another — and the larger world — through the work we undertake together?
We choose to make our thinking visible and actionable. We envision learning in which children are seen and heard. We envision transparency in the learning journey — process, product, and progress. We welcome the chance to wrestle with voices and perspectives that challenge our assumptions. We envision learning in which our trust for each other strengthens our sense of individual freedom, autonomy, and interdependence.
We choose to graduate learners and leaders who are “impact-ready.”
We choose to experiment with extraordinary ideas that might one day become the norm. We will not just build a roadmap for future generations of MVPS students and families; Mount Vernon will continue to carve a path for the future of learning itself.
The City of Atlanta has big plans for the future especially since they are projecting 2.5 million new residents over the next 25 years. The city has created a comprehensive development plan and one of the ways that they are increasing awareness and gathering information from Atlanta residents is through their new Atlanta City Studio. The lab has a variety of displays, many of which are interactive. This pop-up lab will be at Ponce City Market for 6 months and then move to another area of the city. During my visit I was greeted by a staff member who took me on a tour and explained all that the projects on display and the process they are using to engage with the Atlanta community.
The goals for the urban design studio space are to:
- through a shared vision for vibrant urbanism, raise awareness about urban design and plan for a better Atlanta…one that will continue to advance Atlanta’s people and places;
- create urban design policies and enhance design sustainability and livability for the city;
- direct urban design services on projects throughout the city;
- spark urban interaction amongst people who visit our city and those who live here;
- engage residents and stakeholders in identifying goals for the City of Atlanta and create a new narrative;
- enhance the socioeconomic, ecological and sustainable urban design form for the city.
My visit there this weekend got me thinking about how we could use a space like this at Mount Vernon Presbyterian School. My first thought was that we can use it to gather information from our community that will guide us in our strategic planning process and to share information on our academic program. The space can also be used with prospective families who are thinking of attending your school. Visitors can maneuver on their own or be shepherded through by faculty members, students, parent volunteers or administrators. Take a look at what #ATL City Studio has and how your school can benefit from a pop-up lab.
Imagine a student showing these panels to parents and having a conversation on the topic. Any community member who serves in a host role will have to truly understand these ideas and what they mean for the school.
For some reason I have had the good fortune of being influenced by some brilliant, talented and dedicated individuals these past few months. While I’ve only scratched the surface of their work, I find their work to be inspirational. Our students, at Mount Vernon Presbyterian School have been fortunate to hear Jeff Shinabarger, Kitti Murray, and Terence Lester tell their stories. Jeff is the founder of Plywood People, which is here in Atlanta, and Kitti and Terence have worked closely with Jeff to build their organizations. My wife and I were fortunate to meet met Len and Georgia Morris this summer while we were visiting Martha’s Vineyard. All are passionate and impactful “engaged citizen leaders”.
Jeff Shinabarger spoke at the Class of 2016 Graduation Ceremony and each member of the graduating class received a copy of his book, More or Less, Choosing a Lifestyle of Excessive Generosity. I love their slogan, “Better is Possible”. After reading Jeff’s book I am conducting an experiment to determine “what is enough in your [my] life.” My three takeaways from the book were:
- We can lead richer and fulfilling lives if we determine what is essential for our living.
- “The good life is not found in luxury; rather it is found in a life that enhances the life of another human.””
- I must continue to develop an understanding of individuals who are different than me. I must walk in their shoes. This understanding can totally change my mindset.
Kitti Murray is a social entrepreneur and the founder of Refuge Coffee. She spoke to our students earlier in the year and Kitti and her team participated on this year’s fuse16 conference. After working with Kitti’s team to develop solutions to how they can better integrate members of the Clarkston and greater Atlanta communities I am obsessed with learning more about the Clarkston community. The weekend after fuse I traveled out there to explore the neighborhood. Within two square blocks there are probably 12 different markets. I can only imagine that each market caters to different ethnic groups. I felt like I was overseas again, except I wasn’t sure which country I was visiting. I’m also reading Dave Eggers book What is the What. I’m also having conversations with colleagues on how our students can learn from Clarkston residents.
Terence is the founder of Love Beyond Walls. Terence shared his story with our students and his team also participated in fuse16. I’ve been fascinated by how Terence walks in the shoes of others to better understand their world. He lived on top of a bus for 30 days to raise money to buy a bus that has been transformed into a mobile makeover salon, lived for a week on the streets, and he is preparing to call attention to poverty in this country through MAP16. Terence, and volunteers will be walking 648 miles from Atlanta to Washington D.C. I hope to participate in MAP16 and a group of MVPS students is preparing to promote and recruit participants for the event.
Len and Georgia Morris haven’t spoken to MVPS students…yet. The two are the founders of Media Voices for Children. Meeting Len and Georgia was an added bonus to our trip to Martha’s Vineyard. For over 20 years the two have been on a mission to protect human rights for children. They have documented poverty and human rights abuses in countries around the world (including the U.S.). Len was the 2012 recipient of the Iqbal Masih Award from the U.S. Department of Labor.
“This award recognizes the life’s work of Len Morris in raising public awareness about the plight of working children around the globe,” Ms. Polaski said. “His films and advocacy highlight child labor, hunger in Africa and homeless child laborers.”
Below are the trailers for each of their three films.
I look forward to learning more from Len and Georgia and finding ways to connect them with our students.
This summer I have had three amazing learning experiences that were each very different, yet they connect to our mission at Mount Vernon Presbyterian School. Here is my first pass at a brief overview of the takeaways.
Traverse Conference at the Watershed School in Boulder, CO
Using the local environment for learning – Right from the start we were working with John Weiss from Human Design to consult on their Social Action Machine Project. Starting out on a non-educational project was the perfect way to get the creative juices flowing. This was also a reminder that we need to search for projects for our students that are outside the realm of our walls.
Baking human into everything you do. John Weiss
Project-based learning – Nicole Martin and I joined the Integrating Disciplines Through Real-World Learning session. We were immediately put on a bus and traveled to visit the site of a 6th grade project that involved ecology, economics, government, sociology and many other disciplines. After the group listed their community problems Nicole and I latched on to transportation and traffic in our area. More to come later on our ideas for a schoolwide project on this problem.
Disciplines legitimize each other.
Entrepreneurship – We learned about Startup Weekend, a program for teenagers that is held in cities around the country. Our task was to study the organic food market and pitch a start up. The highlight was our visit to a Whole Foods. We observed and interviewed shoppers in the store. We got a taste of immersing ourselves in the research and empathy process.
Consultivations – Our students are so much more capable than what we typically give them credit for and Meghan Cureton presented how our Innovation Diploma students consulted with an organization on the design of a pocket park. Here’s an article from a local newspaper explaining what the students accomplished.
The goals for participants were:
- Make an impact in an issue alongside several Atlanta nonprofits
- Learn design thinking as a practitioner, rather than in a “classroom” setting
- Model the possibilities and opportunities for doing school differently
The best part of the entire experience was learning the DEEPDT process while working with Refuge Coffee. Refuge is an amazing social business that strives to create community for Clarkston residents. In doing so the company also allows for newly immigrated refugees to earn a living wage and develop skills, including English language. Clarkston has the reputation for being the most diverse square mile in the world. The learning was fantastic and the relationships that we built with the Refuge team were moving.
Pioneer Lab with Education Reimagined in Washington D.C.
Imagine a network of educators and organizations that is focused on transforming education by creating a new paradigm. This is what Education Reimagined is trying to do by organizing educators from around the country to participate in their Pioneer Labs. I was invited to attend the second session of training to prepare for a September gathering. The learning was two fold:
Education Reimagined has created a vision, a new paradigm, for the for the future of education that is Learner Centered and the five elements are listed below.
The second piece of learning was around the change process. It’s fascinating to understand how extremely difficult it is for people to move from one paradigm to another. The most telling example was how medical professionals believed, for 2000 years, that bloodletting was the only way to cure diseases. It took new scientific knowledge and extensive research for medical professionals to shift this paradigm.
Your paradigm is so intrinsic to your mentalprocess that you are hardly aware of itsexistence, until you try to communicate withsomeone with a different paradigm.—DONELLA MEADOWS, THE GLOBAL CITIZEN
The learner-centered paradigm changes our very view of learners themselves.Learners are seen and known as wondrous, curious individuals with vast capabilities and limitless potential. This paradigm recognizes that learning is a lifelongpursuit and that our natural excitement and eagerness to discover and learnshould be fostered throughout our lives, particularly in our earliest years. Thus,in this paradigm, learners are active participants in their learning as they gradu-ally become owners of it, and learning itself is seen as an engaging and excitingprocess. Each child’s interests, passions, dreams, skills, and needs shape his orher learning experience and drive the commitments and actions of the adults andcommunities supporting him or her. (“A Transformational Vision for Education inthe US.” Education Reimagined, 2015. Page 5.)
Learner-centered education isn’t the newest way to “do” education. Nor is it a new“to do” list or set of activities to add onto your work. Because it is a paradigm shift, itactually offers a new worldview and demands a mindset shift. It becomes a new wayto…well, be. And, that changes everything.From It’s a Paradigm Shift. So What? by Kelly Young