Smorgasbord: It’s Been A While

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I know, I’ve mostly stopped posting. A conflux of being-really-busy at work, getting-really-sick (turns out I’m allergic to a certain type of antibiotic), and being-overwhelmed-with-information (I get way too many newsletters) and needing to just kind of hit the pause button on everything. And winter.

I guess there’s some kind of game going on, but I’m not a football person, so I’m posting this instead. So here you go:

 

Smörgåsbord: The Chaos Begins. The Work of Education Continues

What is there to say about the rude awakening that shook cosmopolitan, progressive minded Americans and the world?

Well, here’s a few positive spins on it:

  1. Trump is a chaos monkey that will assist us in building a better democracy by forcing us to re-establish the original balance of power our founders intended. (This would require the Republican party to pull up their Big Boy pants and actually govern.)
  2. The one thing that united Clinton and Trump campaigns was a commitment to investing in infrastructure — and it is the one thing Democrats are already reaching across the aisle to work on.

What does it mean for education politics and policy?

  1. Rick Hess: Who the heck knows?
  2. Chad Aldeman: NCLB will suddenly look really good to Democrats, on hindsight. And you can kiss any education related investment goodbye.
  3. Elizabeth Green: Education reformers will pivot their attention to long-neglected rural and rust-belt communities.
  4. Neerav Kingsland: Charter proponents need to recognize the populist appeal of local, traditional public schools and thus address fears that public schools will be harmed by charter expansion.
  5. Matt Barnum: If Trump actually wants to follow through on his anti-Common Core rhetoric, he’d paradoxically have to wield federal power.

What relation does this election have to knowledge or the lack thereof?

  1. Rick Kahlenberg: Civics and democratic values need to be explicitly taught. (But Andrew Rotherham and Doug Lemov are angry about the anti-choice aspect of his piece)
  2. Problems with our democracy are due to lack of knowledge. For that, we can blame schools.
  3. George Thomas: In our shift to populism, we’ve lost the educative purpose of a representative democracy as envisioned by Madison.
  4. “Trump was not elected on a platform of decency, fairness, moderation, compromise, and the rule of law; he was elected, in the main, on a platform of resentment.”
  5. An additional bonus of a knowledge-rich curriculum is that it can help kids do better on tests.
  6. Some are blaming Facebook and social media for the segregation of our attention from those who could challenge our “crony beliefs”.
  7. Three reasons to teach a knowledge-rich curriculum: cognitive, socio-cultural, and economic.

Smorgasbord: Sundries, Inclusion, and Democracy

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Sundry Items from the World Wide Web

Here’s a handy infographic of the 74 ways characters die in Shakespeare’s plays.

Clinical psychiatrist Daniel Siegel argues that our minds are best understood as a combination of bottom-up sensory experiences and top-down schematic models.

If you want to enhance your brain, stop wasting your time with “brain training” apps and pick up a new musical instrument, instead. And exercise.

In Los Olivos, California, parents pay $49,000 a year for their kids to chop their own wood and grow their own food. Seems like a worthy trade-off, to me. Especially given the growing amount of research substantiating the positive effects of the outdoors on learning.

Speaking of the outdoors, if you have a view of the ocean, you probably have lower levels of psychological distress. Supposedly this applies across income or neighborhood quality, but let’s be real: most neighborhoods with an ocean view usually have a few other competitive advantages.

We all know being born well-off (financially speaking) comes with benefits. But here’s some depressing results from a new report: “even poor kids who do everything right don’t do much better than rich kids who do everything wrong.” So much for meritocracy.

Speaking of meritocracy, boys read less than girls and even when they do read, they comprehend less. Which is a problem since even tech startups are trumpeting the value of reading.

And what separates champions from “almost champions” is how they respond to adversity. They put in the practice and training, and most critically, they compare themselves against past versions of themselves, rather than external comparisons against others. Implications for supporting our students in self-monitoring their progress here.

Because hey, even a ball of dough can learn to learn, with the right amount of electric shocks.

Sorry to inform you, frenetic button pushers: pushing those crosswalk and elevator close buttons are just placebo placating your sense of control.

In his new book, Messy, economist Tim Harford argues that allowing a bit of disorder and chaos into our lives can make us happier and more productive. One way, he suggests, is to force ourselves to interact with others who are different than us. (And here’s a past post on how allowing a little bit of chaos in a school can also be a good thing.)

Equity and Inclusion: Can we overcome our history?

While some may see this as merely a symbolic gesture, I think it’s a pretty big deal that a “president of America’s largest police management organization” issued a formal apology for police mistreatment of communities of color.

Knowing our history, as Politico’s Eliza Shapiro reports, is important as new battles about school zones and desegregation play out. Here’s a quote demonstrating why:

Recent meetings on the proposed rezoning have turned hostile: Lincoln Towers residents have wept and pleaded with the city not to go ahead with the rezoning, arguing that it would divide their community. Parents have shouted down Department of Education officials at meetings, accusing them of lying and intentionally concealing details about the plans. One person referred to PS 191 as a “cesspool.”

The principal of PS 191, Lauren Keville, has attended some of the public meetings, urging PS 199 parents — to apparently little effect — to visit her school before forming their judgment. PS 191 parents have been largely absent from the debate.

After the Council proposed its own plan and made explicit pleas for a more integrated district at a recent meeting, scores of parents spoke out against the plan. When one member of the council claimed he’d been “blindsided” by the plan, dozens of parents gave him a standing ovation. The PS 199 parents who support the integration plan — a constant but muted minority presence at public meetings — have been largely drowned out. (Bold added)

The parent group that is calling for integration, however, is making it’s views loud and clear.

A new report highlights what schools successful at increasing diversity are doing. Keys to increasing diversity: promote the school to diverse communities and make it welcoming to all, and change admission policies.

Democracy: Should complex decisions be made by the people, or their elected representatives?

Populist democracy is on the rise. Yet our founders envisioned the US as a representative democracy. George Thomas argues that we have lost sight of the educative function of political leadership, and that we are increasingly placing complex policy decisions in the hands of voters who may lack an understanding of the need for compromise that effective and experienced political leaders possess. Repercussions are to be found in Republican kowtowing to Trump and Tea Party supporters, Democrat kowtowing to Sanders supporters, across the pond in the Brexit referendum, and California’s ever increasing ballot measures. Some argue that voting should only be left to those who have the requisite knowledge. And there’s some evidence to back this up: education levels have a correlation to who you vote for. Just take a guess.

And the 538 explores some of these issues from another angle: a science experiment in Key West open to public vote.

What has been lost in higher ed

“What has gone awry in American politics is not purely that we’ve got issues with the mechanics of democracy,” he said. “Over the past two generations, the idea of education being about teaching people how to engage in public affairs has been lost. At one point, the core curriculum at the college level was focussed on: How do you get ready to be an active citizen in America? How do we make democracy endure? Today, education is almost exclusively thought of in terms of career preparation. That’s what we’ve lost.”

–Longwood University’s W. Taylor Reveley IV, as reported by Evan Osnos, “Time Kaine’s Radical Optimism” in The New Yorker

Teaching children to have BS detectors

“‘We are trying to teach children that stories are usually an unreliable basis for assessing the effect of treatments,’ Nsangi explained, adding that stories amount to anecdotal evidence. The kids are also learning to watch out for the perverting effects of conflicts of interest, and to recognize that all treatments carry both harms and benefits and that large, dramatic effects from a treatment are really, really rare.”

—Julia Belluz, “Our world is awash in bullshit health claims. These scientists want to train kids to spot them.” on Vox

Sunday Smorgasbord

By Ernst Vikne (originally posted to Flickr as Lots of good food) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)%5D, via Wikimedia Commons
I read a lot of random stuff over the course of a week, and I tweet out many of them (follow me @mandercorn), but I also know that roundups of links, ala Chalkbeat NY, Vox, Eduwonk, Marginal Revolution, and many others, are a really useful way to sharing items that are interesting.

I’m going to begin posting a weekly roundup of items that bear a connection to the themes and ideas that we explore on Schools & Ecosystems.

Please let me know if there’s a format I should consider that will make these more easily digestible and useful to you.

Schools that teach in two languages foster integration — so how come so many families can’t find programs?

There has been a long overdue discussion of integration and increasing diversity in our public schools. While those discussions typically refer to racial and socioeconomic diversity, and the subsequent resistance from well-off white parents, Catherine Brown and Conor Williams are forwarding a refreshing vision for increasing diversity: expanding Dual Language Immersion programs.

While no integration effort is ever simple —especially one that requires schools to implement a new instructional model — today’s conditions are encouraging. Schools have increasing numbers of linguistically diverse students, and greater flexibility for deciding how to meet their needs. Furthermore, families of varied backgrounds increasingly expect schools to offer unique academic themes that help students succeed. Dual immersion programs recognize and celebrate their diverse backgrounds, not as a side benefit, but as a core element of the model’s effectiveness. That’s an extraordinary opportunity for policymakers — and well worth their attention.

Hospitals Realize Their Own Noise Is a Health Issue All By Itself

Quartz reports on a study which found that ambient noise in hospitals is LOUD, which is unsurprising to anyone who has stayed in a hospital.

Hospital stays can be an ordeal all by themselves beyond the condition you’re there being treated for. As medicine becomes more holistic in its perspective, it only makes sense that hospitals are realizing what an important role sound can play in effective healthcare.

On Average

A podcast episode from 99% Invisible describes the tremendous influence that the science of averages, promulgated by Belgian astronomer and mathematician Adolphe Quetelet, has had on design.

Did you know that clothing sizes of Large, Medium, and Small were first created by the mass production for soldier uniforms required by the Civil War? Lincoln drew from the science of averages.

There’s a common discourse in the education world: we standardize tests and our education systems, but children aren’t standardized. It might sound trite, but it’s scientifically accurate, according to research by Gilbert S. Daniels. He discovered that there was a discrepancy between the averages of all soldier measurements and the actual individual sizes of each soldier. In other words, very few individual soldiers actually conformed to the average.

This problem manifested in the design of cockpits, which were based on average measurements of soldiers in the 1920s. By WWII, those averages no longer applied, and resulted not only in the exclusion and subsequent shortage of many pilots during a time of high need, but even many avoidable deaths.

It was again our military which then pioneered the concept of adjustment in its design to meet individual needs. That’s why we can adjust our car seats now.

Whether it’s the equipment, or the whole work environment, design must accommodate more people who are outside the average … because in reality no one is actually average.

Trudging the fields at Gettysburg to teach leadership in hospitals

Speaking of hospitals and the Civil War . . . Stat reports on a leadership program for hospital staff which brings them to the battlefield of Gettysburg and prompts them to consider the decision-making challenges that people working within large organizations can make while under stress.

“Communication can break down at every single level,” said David Ottati, chief executive of Florida Hospital Waterman. “As leaders, we need to make sure we understand the objectives and each others’ personalities and motivations.”

In the Age of De Blasio, A Bloomberg Era Small School Reunion

Andrea Gabor writes a thoughtful piece on an innovative small school, Global Technology Preparatory, that was created as part of Bloomberg/Klein’s “iZone” initiative. By explaining what makes this school a success, and examining how that success has been hampered by politics and bureaucracy, Gabor brings a critical lens to the new administration.

One of the buried ledes in this story is that an educator, David Baiz, had been rated Unsatisfactory in his first school in the South Bronx, but after moving to Global Tech, he became a “nationally recognized math teacher.”

New York City educators loved to hate the Bloomberg/Klein administration, with its penchant for serial reorganizations and its army of MBAs. At the same time, some of the city’s best principals conceded that the businessman-mayor’s school administration had made their lives easier. For principals who survived the New York City iZone’s many incarnations, or who had inherited the small-school mantel from Meier and Alvarado, the Bloomberg years were an opportunity to experiment with some relief from bureaucratic control.

When our dream school had no space for my son, I panicked. Then I confronted prejudice I didn’t know I had

A mother and educator describes how the experience of choosing a school for her son confronted her with her own prejudice and that of others.

The more I dug into my soul, the more I come back to the idea that choosing a school is essentially about choosing the class you want to belong to and not about education at all. The truth that nobody wants to talk about is they want their white child to go to a white school. They want to go to a school where everyone eats Pirate Booty instead of Cheetos, where parents send their kids to New York Kids Club instead of Chuck E. Cheese’s.

The Complexity of State Ed Legislation

“In a very short time frame each year, legislators must participate in often contentious debates over what their states will fund and where the money will come from across a host of policy issues on which many are not experts. Within this fast-paced decision-making process, they have to balance the demands of vocal activists with their own opinions about what is best for their states overall, while also managing their careers and family obligations. And they must do all of this while dealing with governors, state education officials, and their fellow legislators.”

—The Aspen Institute, “Engaging State Legislators: Lessons for the Education Sector“(PDF) (Hat-tip to RealClearEducation for the link)

Good to Great EcoSchools: Confronting the Brutal Facts

O to grace how great a debtor, daily I'm const...
O to grace how great a debtor, daily I’m constrained to be! (Photo credit: “The Wanderer’s Eye Photography”)

I’d like to return to an insightful book on management, Good to Great by Jim Collins, which I referred to in a previous post. There’s enough rich concepts in this book to mine further, so I will return to the book in future posts.

One of the interesting findings presented in the book is that good-to-great organizations confront “the brutal facts of their current reality.” They allow for such confrontation by creating “a culture wherein people have a tremendous opportunity to be heard and, ultimately, for the truth to be heard.”

How many classrooms, schools, or school districts, have such cultures? All too often, students, teachers and principals discover themselves smoothing things over for the sake of appearances, pasting shallow gossip, jargon, and PDs over symptoms, rather than speaking to the deep-seated tensions that prevent them from best serving one another and their school community.

I deliberate in my own mind quite a bit about governance and decision-making processes, as I believe that anyone who thinks about the insoluble problems of public education must inevitably do, but especially in relation to the concept of decision-making in the face of complexity, with an eye towards both equity and effectiveness.

So when I came across an organizational system called Holacracy through a post from Ev Williams, creator of Blogger and Medium, I grew excited, and I found Holacracy fascinating. However, as I am not a principal of a school, I don’t quite have the leverage to fully implement such a system.

But there was one concept that Holacracy forwards that I found could be something I could implement with my own teams: the idea that “sensing and processing tensions” should be conducted transparently and for the purpose of continuous improvement.

I developed a protocol from this idea called “Processing Tensions,” which I welcome you to try out and adapt as you wish.

If something like a protocol rubs you the wrong way as too formal or constrained, I’ve still found the very idea of viewing “tensions” as something positive and constructive, rather than negative, to be empowering. Reframing this concept has helped me to steer through some obstacles in my work with other professionals. Sometimes having those “challenging” conversations with other adults can be a productive and positive experience in the eventual outcome, despite the fear and anxiety I might feel in the lead up to them.

So let me wrap this up by connecting the idea of processing tensions to “confronting the brutal facts of reality” as an organization. The reality is that if we want truth to be heard, and for the gap between what is and what could be to be bridged, then we cannot simply rely on the benevolence of our formal leaders. We must develop transparent mechanisms or practices for those tensions to be addressed and sublimated, and a culture of psychological safety in which those conversations can occur.

How can you work to develop such practices in your school or organization?