Wow, this was definitely my favorite chapter so far! I enjoyed reading about the STEM innovators, but reading about innovators that are reaching for social change through their ideas really made me excited all over again for PBL. Not that I haven't been excited, but I really believe this is how students will continue to be impact the world post-graduation and I can only hope I can support that dream. I remember reading an article in one of my graduate classes about identifying your educational philosophy and I definitely fell into the social-reconstructive category, namely after studying the Montessori method for early childhood. I love seeing how students can embrace what they are learning and apply it to the real world. With each of these social innovators, they clearly took "play" as children and eventually turned it into purpose. Helping students see there is a problem and learning they can be a part to create solutions, to me, is one of the most important pieces of PBL.
One thing Wagner emphasized that I appreciated while reading at the end of the chapter was his observation of the diversity of the innovators, especially in this chapter. When we read the second chapter earlier in the semester, I was a little turned off by his interview with Kirk because I felt that he came from a privileged lifestyle and had the means to live without owning up to real "responsibility" as he searched for his true calling. I liked where he noted that some innovators had done well in school and others struggled--or as still struggling in the case of Syreeta and Zander.
I loved the part that Zander's neighbor plays as the catalyst that fuels his interest in sea turtles. What a true testament to being a "life long learner"! I hope I am like her one day as a retired schoolteacher, helping neighborhood kids learn. :) I could easily put a face on him especially. I have taught many students so similar to that typical hyper, unfocused, and seemingly uncontrollable student. It just makes my heart hurt that his school did not recognize his talents and achievements at such a young age. We are not meeting the needs of all students when we try to put them in a box and expect the same results from everyone. Everyone deserves some form of positivity--even if you have to stretch for it. What a disservice his school did for him. Also, it sounds like he and his mom have different expectations for college. She understands that learning is lifelong and shouldn't be "what you do when you graduate high school." It sounds like Zander is an unconventional student and will go on an unconventional path to attain his credentials.
Syreeta's story also touched on the struggles she has as a student. And what a wonderful support system she has in her mentors! It's amazing what she is learning through her experiences in working with the inner city youth. I saw there is a chapter called "Innovator Updates" at the very back of the book and I'm having to practice self-control to not read ahead because I really want to know how her story turns out in present day.
This chapter made me feel a lot better because I think it was a more realistic view of our student clientele, perhaps not at my school, but other students I've taught where I knew they were probably not going home to the best situation or had every opportunity handed to them to explore their interests. It gives me hope for all my students that they can all be active participants in their learning and therefore their futures. With so much violence, fear, and disrespectful discourse going on in the world today, I feel assured knowing I am helping to teach a generation how to be more patient, tolerant, and kind to one another by teaching them the soft skills of PBL.
Thank you, Amanda, for sharing with us. I thought this was a great chapter! I, too, appreciate the prospective of the social innovators. Some of our students are naturally interested in the technical skills required of STEM innovators but others see the societal implications of human/relational innovations. It is our job as educators to know our students in such a way that we are able to guide, direct, and support...to connect them and their interests to the possibilities of the "real world."
ReplyDeleteYou have also spoken about the necessary soft skills for our students to be successful in tomorrow's world. While I believe this is true, I have been challenged to consider how these soft skills are assessed. Any thoughts on this? How do we, as educators, assess the soft skills we deem important? Some soft skills are easier to assess than others...time management, collaboration, and communication are probably easier to "grade" than creativity, critical thinking, and integrity. What do you think?
Thank you for your reflection and response.
That's a really tough question--I was hoping you would have an answer! I think that some of the soft skills go beyond the classroom walls and post-graduation. I work with a small group of college seniors from Furman and I am always surprised by how undeveloped their soft skills seem to be when we are discussing life beyond college and anticipation of entering the "real world." I think life experiences effect some of these skills and students are not put to the true test until they are out of school, obviously making it difficult to assess while they are in school. So, this is why we push for lifelong learning. I think it's also a validation of "real world" experience. Student teaching provided this for me in college. All of my friends were floating through their senior year while I trudged off to my unpaid job as a sudo-adult, attempting to teach fourth graders in a 98% impoverished school. I learned a lot in my student teaching and I cannot say it was an easy transition into my adulthood, but it shaped who I am as a teacher now and I learned how to persevere. It's definitely a challenge to think about how to assess something intangible and subjective. Self-reflection can always play an important part, but again, it would be difficult to mark that on a rubric. Thanks for helping me develop my thinking further!
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