Let the Sunshine In!

   So, my last post was about what I did at Educon.  After school today Bryan, Shea, Tyler, Robert and I sat down with Sarah to debrief the Educon experience.  This post is about what I learned and am learning about the experience, some questions that have come up for me, and other miscellaneous thoughts .
   1.  There are projects for world languages that are effective.  The idea of exploring the nosotros form to make a promotional video-- how cool is that?
   2.  Authentic assessments, authentic learning are all about respect: respect for the child, the learner, the student, as a capable individual, and respect for where he/she is in their learning process.
   3. This connects to the idea of standards based placement in our language classes, and not expecting everyone to be at the same place at the same time.
   4. The revolution is coming.  We can help to lead it, or we can get run over by it, but it will come.
   5.  This quote from Bryan's e-mail: We need to realize that the structure and design of the current school model is arbitrary, based on the goals and needs of one particular point in time. The goals and needs of this point in time are different than any other, therefore we must give ourselves the permission to redesign our schools.
   6. There are those who will resist change.  We need to encourage and support them as we educate them.  But ultimately, they will either have to change or they will have to get out of the way.
   7.  This is not a trend, or the "latest thing."  This has been building and swirling and growing for several decades.  Real learning, authentic learning is not a fad.  It is necessary, and we owe it to our students.
   8. Advisory is about real relationships with students.  Them knowing that they have an advocate they can count on.  The time we spend with them should be meaningful.  Advisories need to be small communities.  Why don't MS and US talk to each other about the advisory experience?  The US has gone to single grade advisories, and teachers are reporting success.  We have been considering that model in MS.  Why don't we talk about it together?
   9.  What is the ideal amount of time for a class?  SLA uses 65 minutes, 4 days a week.
   10.  SLA students are proud of their school, and proud to be a part of the community of SLA.  Are MVS students proud members of the MVS community?  How do we know?  How much effect does privilege have on our students?
   11.  Change is not hard,  change is uncomfortable. (Grant Lichtman via Bryan)
   12.  Tyler said I was an innovator!  Wow!  What a compliment. How cool that someone who is very innovative in his class sees that in me.
   13.  From Patti: Why do we charge more each year and do things the same way?  It occurs to me: day-old bread is sold at a reduced price.  Should our same-old lessons be offered at a discount, too?
   14.  If we are the leaders, we have to lead!  What would happen to the greenhouse and the human eco program at MVS if we lose Patti to another school that will risk developing a comprehensive human ecology program?  What if another school in the area goes all-immersive in its language instruction?  What if someone else in the area becomes known as learner-centered and project-based?
   15.  Mainstreet Schoolhouse has been in my thoughts lately.  Here is my post about Main Street Schoolhouse from the summer teacher's institute (2013):

Cincinnati is fortunate to have such an abundance of support for its immigrant population.  Mainstreet Schoolhouse is another place that provides instruction and support for earning a high school diploma to LEP (Limited English Proficient) students, other students for whom "regular" school is not a good option, and especially adults and older teens.  I never paid attention to the differences between a diploma and a GED, and I am glad to know that there is a place where students can go to earn the diploma and have more opportunities available than the GED provides (military service, for example).  I admit to some initial skepticism over the workbook approach, but I was impressed with the content, and I think they are a practical way to allow the learning to move at a student-driven pace.  

I know MVS can't be all things to all people. But, what if there is interest in developing an urban garden somewhere in the city (as I heard there might be)?  What if there were also an "outreach center" there?  What if MVS students were available as tutors and instructors?  What if real and meaningful connections were made to the LEP and otherwise marginalized populations in Dayton?  What would that look like?  How could that work?

15 thoughts for today.  Let's keep the conversation going!