Explaining the Why of Your Ed-tech Choices

What does personalized learning mean at your school?

But what exactly does “personalized learning” mean across these varied products and contexts? And more broadly speaking, which labels and claims employed by companies can be trusted? How do the products schools are being offered differ from what teachers are already doing in their classrooms? Is personalized learning being oversold?

They’re all questions that get more complicated by the year for district officials trying to settle on personalized learning strategies and figure out which products will help them meet their goals.

“It’s become such a generic term. It’s aspirin,” said Daniel Gohl, the chief academic officer of Florida’s Broward County Schools, the sixth-largest district in the country. “Slapping on the label ‘personalized’ does not mean that [a product] helps me systematically move student achievement.”

Source: Are Companies Overselling Personalized Learning? — Education Week

I don’t really know what my school district means by personalized learning. It’s nebulous and never really explained. I don’t know the why.

Some years ago, therefore, I hatched the idea of supporting such educators by convening a brain trust of leading theorists, researchers, and practitioners to create – and then disseminate – concise defenses of various features of progressive education. I imagined a set of handouts, each consisting of a single (double-sided) sheet that responded to a common question. The idea was to lay out the case briskly, making liberal use of bullet points and offering a short bibliography at the end for anyone who wanted more information.

One of these “Why Sheets,” for example, might explain a teacher’s decision to create a curriculum based on kids’ questions. Or for setting aside time each day for a class meeting. It might defend helping students to understand mathematical principles rather than just memorizing facts and algorithms. Or it might lay out the case for avoiding worksheets, or tests, or homework, or traditional bribe-and-threat classroom management strategies.

Eventually I started thinking about creating additional Why Sheets to help administrators defend enlightened schoolwide policies: why we don’t track students; why we push back against standardized testing and never brag about high scores; why we have multiage classrooms; why we’ve replaced report cards with student-led parent conferences; why we use a problem-solving approach to discipline in place of suspensions and detentions; why our commitment to building community has led us to avoid awards assemblies, spelling bees, and other rituals that pit kids against one another.

In short, any practice that’s constructive yet still controversial would be fair game for one of these punchy handouts. The idea was to help educators explain why they do what they do – and, equally important, why they deliberately avoid doing some things. The sheets would be made available free of charge, uncopyrighted, and accompanied by an invitation to distribute them promiscuously.

The Why Axis – Alfie Kohn

Kohn presents these why sheets as a way to provide support for progressive teachers trying new things, something I’ve suggested at school a time or two.

Some years ago, therefore, I hatched the idea of supporting such educators by convening a brain trust of leading theorists, researchers, and practitioners to create – and then disseminate – concise defenses of various features of progressive education. I imagined a set of handouts, each consisting of a single (double-sided) sheet that responded to a common question. The idea was to lay out the case briskly, making liberal use of bullet points and offering a short bibliography at the end for anyone who wanted more information.

I don’t consider the mainstream ed-tech notions of personalized learning progressive, but I still want to know the why. I want to know the why of choosing behaviorism and data collection. I want to know the why of choosing, for example, platooning vs. looping. I want to know the why of many things I see in ed.

My professional culture is heavy on writing.

For organizations, the single biggest difference between remote and physical teams is the greater dependence on writing to establish the permanence and portability of organizational culture, norms and habits. Writing is different than speaking because it forces concision, deliberation, and structure, and this impacts how politics plays out in remote teams.

Writing changes the politics of meetings. Every Friday, Zapieremployees send out a bulletin with: (1) things I said I’d do this week and their results, (2) other issues that came up, (3) things I’m doing next week. Everyone spends the first 10 minutes of the meeting in silence reading everyone’s updates.

Remote teams practice this context setting out of necessity, but it also provides positive auxiliary benefits of “hearing” from everyone around the table, and not letting meetings default to the loudest or most senior in the room. This practice can be adopted by companies with physical workplaces as well (in fact, Zapier CEO Wade Foster borrowed this from Amazon), but it takes discipline and leadership to change behavior, particularly when it is much easier for everyone to just show up like they’re used to.

Writing changes the politics of information sharing and transparency.

Source: Distributed teams are rewriting the rules of office(less) politics | TechCrunch

Communication is oxygen. At my company, we build our communication culture on blogging. We create FAQs and Field Guides and Master Posts for everything. Writing and transparency are important parts of managing change and creating alignment.

Administrators are educators. Educate by writing in the open. Educate by publishing why sheets. Borrow from what works in distributed work: a culture of writing and transparency. Do some of the heavy lifting for teachers who have to defend district decisions to parents. Write. Write on the open web so that teachers can reference why sheets when communicating with parents. Default to open.

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