In Schools We Trust Book Discussion

Teachers

Take On

Teachers

Take On

In Schools

We Trust

In Schools

We Trust::

A Book Disc

ussion

A Book Disc

ussion

Learning in the Company of AdultsLearning in the Company of Adults

Greater, not less, intimacy between Greater, not less, intimacy between generations is at the heart of all the generations is at the heart of all the best school reform efforts around best school reform efforts around

today and is the surest path to today and is the surest path to restoring public trust in public restoring public trust in public

education – while also enhancing the education – while also enhancing the capacity for creativity and novelty, capacity for creativity and novelty,

which earlier forms of apprenticeship which earlier forms of apprenticeship learning often downgraded (13).learning often downgraded (13).

The kind of company I want children The kind of company I want children to keep with adults is essential to to keep with adults is essential to

learning. And the key building learning. And the key building block of this relationship between block of this relationship between student and teacher is student and teacher is trust trust (13). (13).

The key was that we The key was that we risked risked showing showing ourselves as learners alongside the ourselves as learners alongside the

students (14). students (14).

There is no way to get around it: the There is no way to get around it: the willingness to take willingness to take risksrisks, ask , ask

questions, and make questions, and make mistakes mistakes is a is a requirement for the development of requirement for the development of

expertise (14). expertise (14).

……but that their teachers learn but that their teachers learn the same way they do, and that the same way they do, and that

it’s what we do with our it’s what we do with our mistakes that makes us worthy mistakes that makes us worthy

of our authorityof our authority (19). (19).

TEACHERS…TEACHERS…There is no way to avoid doing something There is no way to avoid doing something

dumb when you are inexperienced or dumb when you are inexperienced or lacking in knowledge, except by lacking in knowledge, except by not trying not trying

at allat all, , insisting you don’t careinsisting you don’t care, or , or aren’t aren’t interestedinterested (18). (18).

If we begin to see all the kids who come If we begin to see all the kids who come to us in school as possessing quite to us in school as possessing quite remarkably complex skills that are remarkably complex skills that are

springboards to doing equally well in a springboards to doing equally well in a host of new learning topics, we’d be on host of new learning topics, we’d be on

our way to imagining new ways to our way to imagining new ways to approach teaching (17). approach teaching (17).

7 ComponentsThat Make Schools “Work”


First Schools that work are safe.

First Schools that work are safe.

Discussion on different definitions of Discussion on different definitions of what it means to have a “safe” school what it means to have a “safe” school

environment. environment.

Second Schools that work do their best to reproduce

the ratios that make for successful learning:• smaller classes

• multi-age classes• older students working with younger

• adult volunteers• activities that cut across age and skill levels.

Second Schools that work do their best to reproduce

the ratios that make for successful learning:• smaller classes

• multi-age classes• older students working with younger

• adult volunteers• activities that cut across age and skill levels.



ThirdSchools that work make it possible for those precious experts – even if they are only slightly more expert – to show their stuff, to display and demonstrate both their passion and their skill in highly personal ways (not just to talk about

what they’re good at but actually to do their stuff alongside of novices.)

ThirdSchools that work make it possible for those precious experts – even if they are only slightly more expert – to show their stuff, to display and demonstrate both their passion and their skill in highly personal ways (not just to talk about

what they’re good at but actually to do their stuff alongside of novices.)



FourthSchools that work offer a range of ways

for learners to find their way around any new domain of knowledge, and

more than one way to become good at science or history.

FourthSchools that work offer a range of ways

for learners to find their way around any new domain of knowledge, and

more than one way to become good at science or history.



Fifth

Such schools offer plenty of time for ideas to grow, and

they don’t set rigid timetables.

Fifth

Such schools offer plenty of time for ideas to grow, and

they don’t set rigid timetables.



Sixth

Schools that build around this style of learning do their best to make schooling

engaging and fun.

Sixth

Schools that build around this style of learning do their best to make schooling

engaging and fun.



SeventhSuch schools know that what one is learning needs to have lots of possible hooks to other things and thus leads itself to being practiced in the normal

course of living (20-22).

SeventhSuch schools know that what one is learning needs to have lots of possible hooks to other things and thus leads itself to being practiced in the normal

course of living (20-22).



One teaches best One teaches best by listening by listening

and learns best and learns best by telling (23). by telling (23).

Experiments in TrustExperiments in Trust

Small schools represent a different vision of what it

means to educate all children well, and what it would take to do so in the

public sector (25).

Small schools represent a different vision of what it

means to educate all children well, and what it would take to do so in the

public sector (25).

Debate PointDebate Point

Space…Space…

To what extent is the school driven To what extent is the school driven by furniture? by furniture?

Principal has no formal office…it Principal has no formal office…it removes the formality and spatial removes the formality and spatial intimidation that a desk and big intimidation that a desk and big

office offers.office offers.


Textbook-Driven Courses…Textbook-Driven Courses…

Can our courses be taught Can our courses be taught without textbooks?without textbooks?


Real Learning…Real Learning…

How do you define what it How do you define what it means to be well-educated?means to be well-educated?How does learning best How does learning best

takes place? takes place? What you think learning What you think learning looks like at age 5, 15, or looks like at age 5, 15, or

18?18?


Teacher Evaluations…Teacher Evaluations…

Teachers should be Teachers should be

observing and evaluating observing and evaluating other teachers instead of other teachers instead of

administrators always doing administrators always doing the evaluations. the evaluations.


Teacher Evaluations [cont.]…Teacher Evaluations [cont.]…

What’s wrong with holding each other What’s wrong with holding each other accountable? pg. 67accountable? pg. 67

Ex: Math curriculum: Why don’t you teach Ex: Math curriculum: Why don’t you teach what everyone else does? what everyone else does?

How to handle confrontation…conflict How to handle confrontation…conflict resolution in teaching subjects…resolution in teaching subjects…


Standardized Testing…Standardized Testing…Can be very damaging for some students.

How do you address the issue of: test bias?

test preparation?pressure from colleges to score high on ACT

& SAT?

Small school idea allows for more:concentrated learning

real-world learningproject-based learning

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In Schools We Trust Book Discussion

Education

schools work firstschools

onin schools

successful learning

style of learning

real learning

trust small schools

host of new learning

debate point space