A few weeks ago I posted a deeply insightful observation from John Maeda about the disconnect between thinking and doing in academia. Maeda argued that the gift of ideas is the curse of doing nothing and highlighted the stigma around “doing” in the world of pure academia. I posed the question: How might we help students become fluent in both literacies of doing and thinking? Just this morning I read an interesting article on Ashoka’s Start Empathy blog about the importance of college students taking ownership of their education by engaging with the myriad learning opportunities surrounding them both in and outside the classroom. The quote below really struck a chord with me and I thought it highlighted a potent entryway into rethinking …* the harmful dichotomies we have created between thinking and doing and being students and “real” people functioning in the “real” world:
“The very best students wring the veritable sponge of their institution for every last drop of value. They assume ownership of their education by taking advantage of all the available resources. They let what they learn shape them as human beings so that when the mantle of “student” eventually falls away, a knowledgeable, prepared, and motivated person remains underneath.” – Engaged Learning, Engaged Living
What might this process look like? How do we enable the young minds that are entrusted to us to engage with and construct their learning in a way that shapes them as human beings rather than simply as “students”–an identity which is context-specific and thus ephemeral (and far too often, is experienced as imposed and begrudged by children who are disengaged and cannot wait to shed the “student” label, eagerly awaiting emancipation from the school system)? In other words, how might we produce ‘knowmads’–lifelong, engaged and passionate learners? One fantastic initiative, which attempts to do just that, is The Independent Project, started by a high school student, Sam Levin, in 2010.
The Independent Project is an alternative student driven school-within-a-school that was started at Monument Mountain Regional High School.
The idea for The Independent Project came about from that student’s own experience of high school, and his observation of the experiences of his peers. The two main things he felt were missing from many high school classrooms were engagement and mastery. He also felt that even students who were engaged were often learning material that was not very intellectually valuable. They were learning lots of information, but very little about how to obtain information on their own, or even create new information. His intent was to design a school in which students would be fully engaged in and passionate about what they were learning, would have the experience of truly mastering something, or developing expertise in something, and would be learning how to learn. He felt that the most important ingredient to a school like that would be that it was student-driven. Research by Mihaly Csikszentmihalyi on engagement suggested that if students have more control over their learning, they will be more engaged, excited, and committed to their studies. He also felt that it was important for the school to be focused on methods rather than specific topics, having students work like actual scientists, mathematicians, or writers. – Sam Levin’s ‘White Paper’ on The Independent Project
The pilot for the Independent Project ran for one semester, accepting eight students ranging in grade levels and academic ability, and was divided into four parts: Orientation, The Sciences, The Arts, and The Collective Endeavor. The students’ days were broken up into collective learning in the mornings and independent, project-based, inquiry-led learning in the afternoons. Watch the two videos below, produced by the students themselves, to learn more about The Independent Project. Also be sure to check out Sam Levin’s White Paper on the project for a detailed overview of the pilot and helpful tips, ideas and insights on the project.
question, engage & rethink …*
Hat Tip: This Is What a Student-Designed School Looks Like via MindShift, published July 14, 2014