Ideas and Innovation

What a week! And it still isn’t over. My mind has been filled and expanded with the many different (but strikingly similar) educational philosophies and ideas of the schools we’ve visited, particularly with the way each of them have implemented their maker spaces and places of ideas and innovation. This tour is slowly brining me to the belief that these spaces are going to become critical in preparing students for the careers and jobs that don’t yet exist.

Given that even Google believes strongly enough in developing a maker/tinkerer culture, and given that they’ve dedicated resources to build their own, it speaks volume about the potential power of these spaces.

IMG_2075

It’s been great to see and compare the size and scale of a maker space like the Menlo School Whitaker Lab, right through to the early stages of the Urban X lab (which we didn’t even get to see in the making!)

Comparing all of the labs to the Google Garage maker space also adds further interest. While we couldn’t take photos in Google’s lab, I actually loved the intensive and frenetic nature and pace of Google’s space; things everywhere, computers in various stages of function, projects being worked on, whiteboards with ideas scrawled over them, materials strewn throughout the lab. For me, this would be a great space to work in – I like to be organised, but when I’m in the middle of working through ideas I am all over the place. Obviously not everyone’s style!

IMG_2085

IMG_2086

If I could head back home and implement one lab we’ve seen, verbatim, it would have to be the Castilleja School’s Bourne Idea Lab. Firstly – that name! It elicits intrigue and suspense. The lab was named after a gentleman that contributed to ‘tinkering’ in the school and volunteered in supporting their early programs, but has since passed away. I can’t help but think of an action-filled Ludlum storyline.

Their Lab Director is a wonderfully excited young woman named Angi Chau. Angi has qualifications in electrical engineering, and a real passion for education and developing a maker/tinkerer culture. This is infectious. Good staffing seems like the first place to start!

While Castilleja strives to excel in all areas (educating the whole student), they’ve made what seems like a conscious and concerted effort to implement STEM. Compared to some of the other places we’ve visited, Castilleja seems to be approaching STEM and developing a maker/project-based culture carefully and are working well given what seems like limitations of budget, time, space and recent technological change/risk of change fatigue  across the school. I like this. You can’t roll out a maker space and just expect it to work.

The use of space, and tailoring the program well to their girls was stand-out.

IMG_2246

IMG_2254

IMG_2257

I LOVED that Castilleja still has a strong Arts/Humanities program. How important is that! I also fell in love with the idea of embedding wellness and citizenship (and dropping the word DIGITAL from citizenship). Coming to mind when they mentioned that is the analogy Sir Ken Robinson uses around electricity. To loosely paraphrase, for perhaps our grandparents, electricity was an amazing, transformative technology, but for our parents, they grew up with electricity just being normal. For many of us, the Internet is an amazing and transformative technology, but for the next generation it’s just normal. Hence, citizenship should be all encompassing, holistic, and taught as such.

Finally, the involvement, contact from and surveying of their Alumni to improve outcomes, particularly as they relate to tech, was great. I jotted down the story of the alum who said laptops have been banned at NYU lecturers. The research around handwriting and the use of pen and paper is prevalent, and while I believe digital skills are important it is refreshing and equally important to consider a balanced approach in anything we do in our schools.

Now… how can I get one of these sleep pods installed in my office…

IMG_2094

My Visit to High Tech High in San Diego

(Sorry in advance for the long post. For the tl;dr see the photos at the end!)

I’ve promised a few that I’ve talked to that I would blog about my experiences last week at High Tech High in San Diego. The idea of adding a San Diego sojourn started when I came across this video while preparing a presentation on the changing nature of technology:

 

When I did some more research on High Tech High and its beliefs and culture it was a place I just had to see. Knowing I was coming on this trip I checked the calendar, travel details and HTH available tour dates. It all fell into place. I sent a few emails back and forth and before I knew it I was going!

IMG_0712

It was an amazing professional experience. I got more out of the experience than I ever thought I would. The tour of HTH was unorthodox – in keeping with most everything they do. The tour I took was a little unique and not like their other tours. The week I visited was their last week of the academic calendar. The place wasn’t much different, I daresay, to any of our schools in Australia during the last week of the year. High School students were out on a park green between buildings playing soccer, firing up a grill and making hotdogs, and singing classic Green Day!

The students of High Tech High were also participating in something they call Presentation of Learning (POL) and, in a nutshell, this is the way students demonstrate what they have learnt over the course of the school year in any format they desire. They present to a panel of teachers and peers that they’ve personally invited to attend. I think this creates a culture of reflective, critical thinking. It was great to see these presentations going on around the campus. Even the kindergarten classes had a form of this, with parents invited on the final day to walk around classes and witness their child’s learning.

High Tech High’s organisational structure and demographics of student (and staff) population is really interesting. The school is a public charter school, and the campus I visited is made up of seven schools all with a slightly different ‘flavour’. There are two Elementary schools, two Middle Schools (one with a Media Arts flavour), and three High Schools (another with a Media Arts flavour and one with an International flavour). Each school is run by a ‘Director’ who is responsible for hiring and firing, budgets and general management. Pastoral care, student wellbeing and day-to-day operations are managed by the Dean of Students. Overseeing all seven schools is the CEO of the campus. Beyond that there are no more layers of management. No heads of department or learning areas, no curriculum leaders, deputies, etc. Very flat org structure!

The school has a high level of school provided lunches (which translates into about 50% of students living at or below the poverty line). This is significant, and when you look at the statistics of students that actually get accepted into college and university, most often as the first in their family to do so, it is impressive to see what they are achieving.

To attend High Tech High students complete an application process, and a lottery system is used based on postcode. There are also other factors such as whether an applicant has siblings attending. On the rare occasion students are asked to leave if they don’t fit the HTH ‘model’ or are unwilling to try and fit.

Part of my time at HTH involved a student tour. A fantastic Year 9 student named Blake took me around the campus, and talked about his experiences. He would light up talking about the change from a traditional private school to the HTH public charter model. He felt empowered by the college style of responsibility placed on students, and really felt like he was being encouraged to develop his passions in the sciences as well as creative outlets such as photography and videography. HTH also doesn’t use exams or tests to assess students, and Blake loved that part of HTH (who wouldn’t!) but felt a lot less pressure in the lead up to the end of the year. Once I’d had the tour from Blake they let me loose (called the ‘rule of two feet’ – follow your feet to where you think you might learn something) and I was able to talk to teachers around the campus and take lots of photos!

The big ‘thing’ that HTH does really well is Project Based Learning (PBL). Each teacher is responsible for coming up with their own ‘project’, and they’d normally run about four projects per class per year. The teachers work hard to ensure that the projects they craft addresses curriculum requirements as well as receiving the HTH treatment through a process called ‘Project Tuning’ which is basically a way for colleagues to give planned projects feedback (HTH loves reflection and feedback).

I could keep going on and on! I’ve got some great resources on PBL and there’s heaps of other really interesting tidbits (no PE department, no/minimal libraries, intensive staff hiring day including student panels, simple timetables with 2-3 subjects per day, no final grade on projects, presentation evenings to engage parents and families, displays of student work EVERYWHERE, students requiring learning support aren’t pulled from class, no explicit homework, no textbooks)

If you’d like to hear more come and ask me. I’d highly recommend a visit/tour in the future and I’ll provide contact information to anyone interested.

IMG_0517

IMG_0534

IMG_0537

IMG_0556

IMG_0567

IMG_0576

IMG_0578

IMG_0654

IMG_0656

IMG_0681

IMG_0618