S3: E7: Writing for Purpose and Advocacy feat. Bryn Orum, J.J. Burry, John Warner, Stephanie Hurt, & Dr. Richard Wilkinson

In this episode, we're focused on advocacy - getting students motivated to speak up for themselves and change the world. We have so many brilliant voices who feel limited to the classroom, not realizing the power they hold. Particularly, we're going to look at how writing instruction lends itself to promoting student voices, featuring a variety of English educators, as well as authors, who recognize how important the Humanities are to promoting a flourishing democracy.

Whenever I've attempted to rally my students up - to get them to stand up for what they believe in - I'm honestly not that successful. Certainly, there's some students who take command and advocate, but most shrug it off. That's not to say they don't care - students overwhelming care about the problems they see in our world...they just don't necessarily think they have the power to change it.

There's so much untapped potential in today's youth - an entire generation of young adults who care about tolerance, acceptance, the Earth, and love. Yet schools rarely, if ever, want their students to engage in political discourse....to fight for what they believe in. It makes sense, given how political volatile the United States is, it isn't an advantageous position to have one's students on the news. However, these issues are core to what students find interesting and important, and seeing that relevance in their work...and most importantly, making the connection that their work is valuable, could literally change the world.

Further, our classrooms are places of "rank and filing", which frankly is just a reflection of society itself. Our "merit-based" consumerist lifestyles don't lend themselves to positive, fulfilling lives, and schools are increasingly intertwined with the belief that success is framed by hoarding money and obtaining the perfect job. With so much focus on purely capitalist gains, it is no wonder that students feel they lack purpose. Plus, our unjust society contributes to most of our "on paper" problems in education - a lack of food, safety, or any safety net for our disadvantaged youth means we'll never find a human-centered education without reforming to make equitable communities. If educators aren't demanding political action to help impoverished families, then isn't all our work for nothing?

The question then becomes twofold: 1) How can we encourage advocacy in schools among our student body, and is that advocacy appropriate? and 2) What is the educator's role in advocating for their students and communities?

GUESTS IN ORDER OF APPEARANCE

Bryn Orum, director of Rise Up and Write, a summer writing program centered around advocacy in Madison, Wisconsin, who used to teach high school English and further, co-founded Clark Street Community School, who our previous guest, Bennett Jester, attends.

J.J. Burry (Jess Houser), an English educator at a small public school in Texas, who is an aspiring writer and advocate of writer’s notebooks.

John Warner, an author, editor, speaker, and professor focused on writing instruction. Recently, John's work has focused on writing instruction through Why They Can't Write and its companion book, The Writer's Practice.

Stephanie Hurt, an English educator at Brodhead High School in Brodhead, Wisconsin. Stephanie is a teacher leader for the National Writing Project's College, Career, and Community Ready Writer's Program and The Greater Madison Writing Project.

Dr. Richard Wilkinson, an accomplished social epidemiologist, author, and advocate who served as Professor Emeritus of Social Epidemiology at the University of Nottingham. He is co-founder of The Equality Trust and was awarded the 2013 Silver Rose Award from Solidar for championing equality. His co-author and significant other, Kate Pickett, wrote The Spirit Level and The Inner Level, which both focus on the across-the-board improvements of equitable societies.

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S3: E6: The New Nordic School feat. Brad Kremer

Unlike our season 3 episodes thus far, this is a standard one-on-one interview! Our guest didn't really fit in to some of the podcasts we're brewing up - so rather than holding onto this for a few months...we just went ahead and released it! I think it's an awesome conversation and I hope you enjoy.

The New Nordic School is an innovative school being built in Finland. Our guest, Brad Kremer, serves as director and informs us about the fantastic opportunities Finnish education provides and what New Nordic School aims to build further upon.

In our discussion, Brad and I discuss:

  • What is the New Nordic School?

  • What is the current state of Finland’s education system? Why is the New Nordic School different?

  • What curriculum can be exported from Finnish schools?

  • Is it possible for Finnish schools to be replicated everywhere, even in less equitable societies? As in, are Finland’s educational outcomes due to curriculum or more supportive societal structures?

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S3: E5 - Redefining Assessment by Implementing Gradeless Learning feat. Jeffery Frieden, Aaron Blackwelder, & Nick Covington

On today's podcast, we're looking at the gradeless movement. There's a lot to be debated in the education system, but I'm hard-pressed to find a topic so steeped in research as this one. Whether it be motivation, willingness to learn, and even traditional test scores, not giving a grade shows improvement across the board.

There's countless research articles, books, podcasts, psychologists, education experts, and more writing and studying the effects of grades. And every single time, whether it be 1850 or 2019, it seems to support the same outcome:

  1. Grades diminish motivation and do little to actually provide feedback for students to improve.

  2. If there is research that supports grades, it's stating that they improve standardized test scores, not necessarily motivate or improve student outcomes.

I challenge you to find data that supports otherwise. I say that not out of spite for those who disagree with the practice, but because I'm genuinely curious if there is any. This appears to be one of these things that's "common sense."

People have thought this way for awhile, even back in Dewey and Thorndike's time. Ironically, grades were intentionally brought into schools as a way to show student growth overtime - a way to open up dialogue between teacher and student - but they've done the exact opposite. Essentially, grades are a shortcut that communicates pass or failure, with many students seeing anything under an A as "failure." And those at the bottom, who receive an "F", are pushed out of our schools - rank and filed to be the "losers" of the education system.

But there's a lot of barriers to best practice, and going gradeless isn't easy. Many districts have gradebook requirements, whether that be simply just giving a kid a grade or even requiring a grade per week. And therefore, many don't even attempt "the impossible." I'm here (with our guests) to show that it is possible! There are educators throughout the world "going gradeless" even in traditional systems. Of course there are various degrees of making this happen, but going as far as possible within one's district for the benefit of their students is worthwhile.

GUESTS IN ORDER OF APPEARANCE

Jeffery Frieden, an English educator at Hillcrest High School in Corona, California, and founder of Make Them Master It, an organization aimed at connecting teachers to mastery-based practice and identifying teacher struggle through a podcast, book, and blogs.

Aaron Blackwelder, an English educator in Woodland Public Schools in Woodland, Washington, and founder of Teachers Going Gradeless, an organization aimed at providing resources and connecting educators who diminish or eliminate the use of extrinsic motivators.

Nick Covington, a Social Studies educator at Ankeny High School in Ankeny, Iowa, who promotes progressive education in his own practice including developing portfolio-based gradeless assessments.

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S3: E4 - Innovation in Progressive Education feat. Bennett Jester, Ted Fujimoto, Deanna Hess, & Sophie Fenton

By far the most inspiring thing about living in the communication age is seeing school innovation at work throughout the world. Sometimes we can get trapped in our microcosm obsessing over what doesn’t work in schools - after all, there is a lot that needs changing. But that doesn’t mean, of course, that there aren’t awesome things happening.

To expand on the word "innovation" - I know that these word can be "fad worthy" - if you will. The education community tends to look at every new initiative as innovative, including those that just do everything most normally do - better. But that's not what I'm getting at here...innovation is taking a risk against the status quo, doing something that little to no other people are doing. It's important to highlight and express these ideas are not only legitimate, but extraordinary - we should celebrate work and be careful of solely critiquing the established system.

In this episode, we’re speaking to a variety of people - from students in high school to business leaders - on what innovation looks like in schools. However, instead of focusing on broad, sweeping topics on progressive education (which lends itself to a lot of banal conversations about “inspiring creativity” or “preparing for life”), we want to hone in on specifics. Each person we’ve invited has a different specialty. Whether it be going gradeless, mastering a portfolio, enabling student/teacher relationships, tackling AI and digital literacy, or scaling progressive education to multiple schools, I guarantee you’ll learn from these conversations!

The expectation isn’t that we jump into our classrooms tomorrow and rapidly change everything based on what we’ve heard here. No - our goal is to have these conversations in order to shift the pedagogical dialogue. There’s not a set curriculum or step-by-step you can purchase, or a podcast that you’ll hear, that will make changes in your school. Instead, developing a mindset of progressive education - hearing these thoughts and bringing your perspective, then (of course) taking action is the only way we’ll see true innovation in schools.

In other words, listen, dissect, question, reflect, and engage in this field. Don’t let time and “that’s just not realistic’s” wear you down. Any measure of progressive education is possible anywhere - our guests on this podcast have been from all walks of life, all stages of teaching, across the United States and many countries. Once you understand what you feel when it comes to what “restoring humanity” means in schools, have the ample research and expert voices to back you up, and form that into mitigated risks you can take, we’ll see more and more communities embracing positive educative change for the souls of our students. After all, that’s the Human Restoration Project’s goal! A one-stop for everything you’ll need: research, resources, pedagogical guides, expert opinions, and opinionated, targeted blogs that actually push some boundaries. Let’s push forward together.

GUESTS IN ORDER OF APPEARANCE

Bennett Jester, a high school freshman at the progressive Clark Street Community School in Middleton, Wisconsin, who blogs and speaks on issues of grades and traditional education at-large.

Ted Fujimoto, the president of Landmark Consulting Group, a business that focuses on scaling, leadership, and redesign, and whose hand shaped the growth of New Tech Network and Big Picture Learning, both of which have seen massive whole-school progressive redesigns.

Deanna Hess, an English educator at Dover High School in Dover, Delaware, who teaches a range of classes including dual-credit courses, where she focuses on developing purpose in writing and reading in what is typically regarded as a traditional setting.

Sophie Fenton, the Head of Education Design at the Asia Education Foundation in Melbourne, Australia, who focuses on promoting intercultural and communicative schools in an increasingly connected world.

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S3: E3: Building a Global Equitable Community feat. Ara Aman, Tania Mansfield, Lisa Liss, Colleen Mascenik, and Evin Schwartz

We speak with someone exposed to progressive education throughout the world, a human-centered school in Vietnam, an elementary school teacher reaching out, and two tech-experts leading the way in global communications.

One of the fundamental shifts of the information age is being able to connect globally with barely any limitations. I'm still shocked that I can connect to a classroom in Vietnam - see and speak with the person - and it's almost like I'm there. And that's a semi-normal thing to do.

And I often think about: what does that mean for education? Not only from a communicative standpoint in perspective-building, but specifically progressive education. I know starting off: adopting critical pedagogy in the classroom, giving students projects that weren't necessarily completely aligned with standards, letting students choose what to do each day - those were radical concepts to me that I took away...at least mostly...from books. I was incredibly hesitant to really go "full on" with any of my ideas...until I started engaging online. It turns out, I wasn't crazy - there are plenty of other people tackling and contemplating these ideas on social media and elsewhere.

Our pockets of progressive education - of people who care and reflect on education and the humanity of each person in their classroom - are no longer isolated. And now we can hear stories, see people affected - really it brings to light the necessity of progressive practice. Now that we can see this - visualize it - be supported by it - we have a backing to buckle down and keep at it. We can unite together and see drastic change...and those sails are already in motion. Organically, there is a rallied movement of people taking on what were once insane ideas at most traditional public schools. Everyday I'm so happy to read a Teachers Going Gradeless blog, people tweeting - even debating publicly - the goals of an often-too teacher-centric classroom, or discovering whole new pockets of progressive ed. - like Belouga's social justice centered global education initiative, who I'll be talking to this episode.

The point is - it's a lot more common than I ever thought - and assumedly it's more common than most who attempt it believe. We can do this together - just listen to the voices of this episode and tell me if progressive education isn't here to change the world. And now that we're starting to spread progressive ed. further - we need to make sure it's for the whole world - not just a select few.

GUESTS IN ORDER OF APPEARANCE

Ara Aman, a sophomore at Bennington College in Vermont, a progressive higher education experience. Ara grew up in progressive environments in India and the United Kingdom.

Tania Mansfield, the PYP (International Baccalaureate Primary Years Programme) Coordinator at Ho Chi Minh City International School in Vietnam, which is piloting a self-directed education program.

Lisa Liss & her elementary students, located in Sacramento, California, organizing around an experiential project, the aptly named Bandage Project, which seeks to build tolerance and understanding of the Holocaust.

Colleen Mascenik, founder of BreakawayLearning.org, a non-profit organization which connects students and educators with individuals around the world, teaching anything from life under the Taliban to piano instruction.

Evin Schwartz, founder of Belouga, an online platform aimed at connecting classrooms across the world, centered on social impact campaigns.

RESOURCES

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