Memory is the representation of the things that we ‘know’ as a culture
The worker was the original goal of the public education system.
The worker needs to remember things without understanding them.
Learning for a worker is about compliance.
Our education system currently does a very good job of creating workers.
The soldier
They are the defenders of memory.
They are the ones who establish what things we currently know that the worker should remember, and then establish the system by which we will measure that knowing.
They decide which parts of the past will be valued
soldiers really can decide what they want to have valued.
Soldiers defend the status quo
The nomad is trying to do what I call ‘learning’.
Learning for the nomad is the point where the steps in a process go away.
It is what Wynton Marsalis calls ‘being the thing itself’
In order to create an educational system that allows for nomads we can’t measure for a prescribed outcome.
Rhizomatic learning
It is designed for a world where there aren’t ‘things people should know’ but rather ‘new connections to be made’.
If we want a society of innovators, of creatives, we can’t think of success as an act of compliance
But I am saying my kids don’t (won’t) need teachers any more to get them to pass the test.
If nothing else, the new iPhone’s integration of Siri is a clear indicator of how far technology has come in terms of understanding semantic cues and interactions.
If it’s all about test scores and “student acheivement” measured by test scores, immersing kids into Knewton-type environments is by far the easiest, cheapest, path of least resistance for the system’s current definition of “learning.”
This is why we should all be feeling an acute urgency right now to take back the definition of what “learning” really is in a world filled with content and teachers and personalization.
Knewton doesn’t develop learners. It develops knowers.
I propose narrowing the focus. Here’s the problem I think deserves billboard-level attention: Kids can’t be taught to think better using tests that can’t measure how well they think.
The logic should be obvious. What gets tested gets taught. Complex thinking skills — skills essential to survival—can’t be tested, so they don’t get taught. That failure doesn’t simply rise to the level of a problem. It’s unethical
It is no longer acceptable to teach only from a textbook, to rely on the same worksheets an methods year after year without at least questioning them and researching why they are the best resource available.
Powerpoint and Word are becoming antiquated as newer and more powerful presentation and editing suites become available to teachers.
This means having social media accounts and understanding how they are used, even if you don’t use them specifically for learning.
This student-centered focus also creates learning opportunities for the teacher to learn with students, developing their teaching and collaborative skills
One of the keys here is that we work at making the technology work (in the best way we can) so the lesson becomes about the learning instead of the management of machines.
If students want to learn in isolation; if they want to sit at a desk and work on their own stuff, occasionally checking in with an "expert," they have no reason to come to school.
For years we've talked about (or we may have even been) kids who've only come to school because of team sports, or music groups, or theatre, or even hanging out at lunch.
If school isn't about doing things together, just about everyone has better places to spend their day.
The world of work has moved on, but the educational structure, despite the efforts of many individual teachers and administrators, crawls along
Bill Gates favorite boy Salman Khan, believe that kids sitting alone, working by themselves, with canned, inflexible data in front of them, is the best preparation for life in the present and future.
So here is what your classroom, and your school, needs to offer kids:
1. A learning environment in which students make most decisions.
2. A time environment in which students learn and work along a schedule which makes sense to them
3. A technological environment which supports collaboration across every barrier.
4. A social environment where adults do not rank students according to their oppressive standards.
If students want to learn in isolation; if they want to sit at a desk and work on their own stuff, occasionally checking in with an "expert," they have no reason to come to school. They can do a lot better at home, or at their local coffee shop or even the public library, where both the coffee and the WiFi connection will be better.