One of the projects that I’m actively involved in is the movement to incorporate entrepreneurship into schools, especially small, rural, declining enrollment schools. The group that I’m working with is very specific in their desire. They don’t want kids to learn about entrepreneurship, they want the students to practice the discipline of entrepreneurs.

I believe that you only learn when you’re doing. And in this case the doing that we want kids to do, is being entrepreneurs … Starting and running businesses.

This week I had the opportunity and the pleasure to visit with Kylie Stupka who is theExecutive Director of Youth Entrepreneurs Kansas, and Phoebe Bachura who is the Development Director. I was aware of Youth Entrepreneurs Kansas. I had looked over their website and read some of their literature. Both of which were very impressive.

But visiting with these two young ladies in person was beyond impressive. Their organization is doing exemplary work with students mostly in south central Kansas. My hope is that we can collaborate with Youth Entrepreneurs Kansas and find a way to scale their program across the state, but especially to rural schools.

One of the major issues we have in rural America is the shortage of jobs and businesses. If we can find those students across rural America who have a passion that can be applied in a local business, we can grow our own jobs. We’re never going to get businesses to move to rural Kansas in sufficient numbers to solve the problem. It’s imperative for the survival of rural America that we begin to grow our own jobs.

At the same time we can use entrepreneurship to authentically engage our students in their learning experiences. Students should be able to apply and master academic skills in the context of whatever it is they’re passionate about, and the businesses they start around those passions.

After all, if our academic standards can’t be applied in real world settings, why do we have them? This is school change that can not only benefit the students but our rural communities. Please take a minute and watch the video below, I think you’ll be fascinated and impressed. – Steve Wyckoff

Not all school change is good.  For example, the Kansas Board of Regents is considering adding an additional year of math in high school for students to meet qualified admissions for the regents universities. They think that having kids sit through another year of math class is somehow going to prepare them better to be productive members of society.

It may better prepare them to sit through another math class in college but there is little evidence that another math class will benefit more than a very small number of Kansas high school students. And the reality is it will cause more students to drop out, and probably lead to more students being disengaged from the educational process.

What the Kansas Board of Regents doesn’t get is that we don’t need to have students learn “more about” any subject. What we need to have Kansas kids learn is the discipline of particular fields.

Let me explain. I was in a conversation last week with four Kansas school districts who are collaborating on creating entrepreneurship programs in their schools. They were very clear, they don’t want kids to know more about entrepreneurship, they want kids to be entrepreneurs. They want them to learn and practice the discipline of being entrepreneurs.

Our kids don’t need another math class they need to understand the discipline of what it means to be a mathematician. You don’t get that by covering more math absent the context of the real world. That’s a major issue with our entire core curriculum. We have kids learn about the social sciences, and we have them learn about the language arts, and we have them learn about communication, and we have them learn about science, and we have them learn about math.

What they don’t learn is how to practice the discipline of being a social scientist, or the discipline of being a communicator, or the discipline of being a scientist … You get the picture.

Want an example? A young lady at Erie high school, the project-based learning school that I’ve talked about many times, developed her project around cloning cattle. She found a mentor in the area who is a world renowned bovine geneticist. She actually practiced the discipline of being a scientist. Specifically a geneticist. She may not have covered all the content that other kids covered in a traditional science class. But she has a far greater understanding of science, and what it means to be a scientist, than any student who has simply sat through a science class.

If the Kansas Board of Regents really wants to improve the education of our kids, and better prepare them for post secondary education, they should start a dialogue with K-12 education to dramatically change the educational experiences our students receive in K-12 education. And also change the expectations that they have for what students will know, do, and be like when they arrive on campus.

Unfortunately, I don’t see real school change happening if KBOR is involved. If anything they are more entrenched in a decades old system, perhaps centuries old system, then K-12 education. -  Steve Wyckoff

I’ve recently been reading a lot about how traditional media are changing. I think there should be some parallels with school change.

It appears that listenership on radio is changing dramatically. First of all, satellite radio allowes individuals to listen to their favorite radio station whenever and wherever they are. Secondly, iPods allow individuals to listen to exactly the music that they enjoy most. In fact, iTunes with the use of Genius even helps you find new music aligned with your personal taste. And thirdly, some of the most popular radio is talk radio. So what does all this mean? In society today individuals want to listen to what they like, when they like it, and in many cases they want to interact, not just be passive listeners.

I think students in classrooms feel the same. It is just no longer acceptable, just because somebody is an adult, to stand in front of the room and spew information and expect the student to eagerly soak it up. Students want more say in what the content is, and more interaction.

TV today? I don’t know about you, but I think TiVo was one of the great inventions of the 20th century! It finds my favorite programs, records them for me, allow me to watch them when I want, and best of all, I don’t have to watch the commercials! And if that isn’t good enough I can go to YouTube and find darn near anything I want to watch, or even create my own, which I have done, and put it on YouTube! I can create my very own channel on YouTube.

So again, comparing it to the traditional classroom, I want the content that I want, in a format that allows me to consume it how I want, and the ability to make meaning of, and create my own, content!

Newspapers. Going out of business. Fewer and fewer people want somebody else to decide what’s important for them to read, and to dictate when they get it and in what format. Enter the news aggregators. I can set up a news aggregator, for example Google reader, and it becomes my personal assistance that 24/7 is searching for exactly the stories and news that I want to read. How does that compare to a textbook?!

And I don’t know about you, but I don’t have much time to read. So much of what I get in terms of news and information, is in the form of a podcast or an audio book. In fact, I haven’t read a book in years. But I listened to about 60 books year. I’m guessing that we still have substantial numbers of schools that don’t allow their students to consume information in audio format. In fact I can guarantee it.

So what does all this mean for school change? Probably nothing, schools seem to be impervious to societal changes and influences. –  Steve Wyckoff

Rural schools may be an endangered species. I’ve written many times that I believe that our model in public schools for educating kids is obsolete.  I’ve also written that our goals in public schools are also all wrong. But if we are going to persist in that model then it will take a great deal more money in order to succeed. Unfortunately, especially for rural schools, we are in an era of declining revenue sources not increasing revenue sources.

So what do I see happening? The very existence of many rural schools is being threatened.  You can do the math. In the current model you have a minimum number of teachers necessary to maintain the system regardless of how few kids you have. You must have a teacher in each of the core curriculum areas and also teachers in the areas where students are required to earn credits.

There seems to be a minimum of about 10 professionals in a building to maintain it as a high school in the current system. With budget cuts many rural schools are approaching the point where, based on student enrollment and budgets per-pupil, they can’t afford the number of teachers necessary to cover all the required areas.

So consolidation becomes the default solution. But in many rural areas consolidation may mean closing schools and sending kids to neighboring towns. Unfortunately, those trips to neighboring towns may mean that kids are on a bus more than an hour one way. For the little kids this is unsatisfactory. For the older kids, many of whom are involved in extra curricular activities, there are a plethora of issues with sending kids that far.

But is there another solution to the problem? I think there is. But it will require us to take a very different approach to how we educate kids. It will require us also to change the mental models that students, parents, citizens, and educators have about how schools should look and operate. And I think the solution will lead to more highly educated students, who are much better prepared to be productive in the 21st century.

My solution, project-based learning. It can be accomplished with fewer teachers, in the case of very small schools perhaps with as few as half the number of teachers.

So how his project-based learning better for kids? My opinion comes from my observations of Erie high school. I believe that those students are receiving an education that is far superior to kids in other schools in terms of preparing them for the 21st century.

So the problems we face today may actually lead to  a more well-educated student population. While there are other solutions that will cut cost and do minimal damage to the current system, I believe that moving to a project-based curriculum is the only solution I’ve seen that will reduce cost and at the same time lead to more well-educated students.

In an era of standardized test mania, student scores may not look as good in project-based learning, although I think there is evidence emerging that project-based learning schools aren’t any worse than test preparation schools in terms of standardized test scores.  But in terms of what students gain; 21st-century skills, individualized and customized education, learning by doing, student engagement, and preparation for heuristic work rather than algorithmic work, there is no doubt that project-based learning is a much better approach. And it costs less to do. –  Steve Wyckoff

Have you ever learned something that later on down the road you realize that your life would have been easier if you hadn’t learned it? Well I have. Several years ago my good friend Tammy Worcester attended a national conference. When she returned she asked me if I’d ever heard of a man named Roger Shank. I hadn’t. Tammy went on to tell me that I needed to read his book because he been a wonderful presentation as a keynote  speaker.

So I purchased Roger’s book, Coloring Outside The Lines. I loved the book and so I decided to contact Roger. The rest, as they say, is history. Over the ensuing years I have paid close attention to the work that Roger and his many talented colleagues are doing. They have reshaped how I think about schools. Which can be a very frustrating thing because there is so little we can do to change schools.

You see, Roger has made me see how what we do in schools has little to do with learning, especially learning that will enable the student to be a more productive member of society. In Roger’s words, “How we teach is antithetical to how we learn.” Roger talks about, “natural learning” and how it is different than what we do in schools. So here’s a quick look at the difference.

Natural learning occurs when an individual wants to learn to do something:

1. The learner has a goal. The more ownership the student has in the goal the better it is, but a skilled educator can create goals that motivate the student.  All learning occurs when the student does something, the goal is to learn to do that “something.”

2. The learner must then develop their own plan for achieving the goal. This plan is the path that the student has chosen to follow in pursuit of his goal.

3. As the student begins to implement their plan they will have expectations.  In their mind they believe they know what to expect as they proceed with their plan.

4. Along this path there will always be expectation failure or surprise. It’s inevitable nothing can be learned without either failing or being surprised that their plan succeeded.

5. Following expectation failure or surprise is the explanation that leads to student learning.  This explanation can come in many forms. It can be a teacher explaining, a video, a book, a website etc. This is the moment that learning occurs.

In natural learning the cycle is constantly repeated. If you think about it, it’s how we learn everything. How you learned to walk, how you learn to talk, how you learned to crochet, how you learn to fish. It’s also how you learned to read and how you learned to calculate.

So how does this compare to what we do in schools? Let’s look at our approach in traditional classrooms.

1. Explanation

2. Explanation

3. Explanation

4. Test

This is exactly the cycle we follow in traditional classroom. Our hope is that the students will remember what we told them long enough to regurgitate it on the test. And more and more that test is becoming a high-stakes State administered standardized tests thanks to No Child Left Behind.

So Roger has led to a great deal of frustration on my part. As they say ignorance is bliss. And my life as an educator was much easier before I considered how kids actually learn. –  Steve Wyckoff

Last week was a hectic week but it ended on a positive note. I got to attend MACE, that stands for Mid America Computers in Education, in Manhattan Kansas. MACE is always one of my favorite conferences to attend, not so much for the presentations but for the people. You see, MACE attract some of the most innovative, and creative, nerd wannabes around the state. For the most part they’re classroom teachers who are figuring out new and unique ways to use technology in their classrooms.

Typically, the presentations aren’t always the best, but I appreciate how many of these individuals are teachers taking a risk to stand in front of their peers and present. Many for the first time. The kinds of things they are doing in their classroom won’t get the attention of Bill Gates, they are swimming upstream against the system and for that they deserve a lot of credit.

MACE is always well run and the location on the campus of Kansas State University is beautiful. But I’m still most impressed with the enthusiasm, creativity, and innovation that the educators present are demonstrating. I wish, for the sake of all these individuals, their efforts were leading to more systemic change. Unfortunately there isn’t much of that going on in education today. You see very few administrators, principals or superintendents, at MACE. That’s a shame because they could learn a lot.

The good news is you hear very little, if any, discussion about raising standardized test scores. The bad news is conferences that don’t focus on standardized test scores don’t get very much attention. Focusing on standardized test scores is politically valuable, focusing on the stuff that the educators present at MACE focus on  means better educated kids. Unfortunately, in schools today we’re more interested in raising test scores than we are in providing a better educational experience for kids. If test scores did as much to prepare kids for the 21st century as do the educators at MACE public education would be in a lot better shape. – Steve Wyckoff

like most states around the country schools in Kansas are engaged in a conversation about making cuts, making changes, and saving money. Schools in Kansas have made substantial cuts already and the worst may be yet to come.

One of the discussions that is occurring involves the reduction or suspension of athletics and extracurricular activities. Many schools have already reduced the number of events, especially in middle school and junior high schools. Some superintendents believe that if athletic events were reduced or even eliminated that the public outcry from parents would force legislators to return schools to higher levels of funding.

While that may be true I have a different take on the potential consequences of reducing or suspending athletics and other extracurricular activities. It is my opinion that high schools are terminally obsolete in the 21st century. I further believe that athletics and other extracurricular activities are the glue that are holding high schools together. What we do in high schools systemically makes no sense. But a collection of arcane rules, many of which are built around athletic eligibility, are tolerated because students desire to participate in extracurricular activities.

If schools did suspend athletics there are ample opportunities for students to participate in those athletic events and activities outside the purview of schools.  Just look around, for the girls there is volleyball, basketball, softball and track even in most rural communities. For the boys there are leagues that exist in basketball, wrestling, baseball, and track. Not to mention swimming and tennis and a whole array of other activities. In fact in almost all communities there are programs that would meet the needs of virtually all kids, with the possible exception of high school football. And you can be assured that that need would be filled also.

So the unintended consequences. Perhaps once students experience those athletic events outside the purview of public schools they may not return to those events inside public schools. Many individuals; including parents, coaches, and participants, already complain about the antiquated rules established by the high school activities association. In addition, it is increasingly difficult for schools to find qualified teachers who are also qualified coaches. A conflict that does not exist if athletic events are not controlled by schools.

So be careful superintendents what you wish for. You may believe that the suspension of athletics might put intolerable pressure on the legislature. On the other hand, if your kids don’t have the motivational influence of athletics to keep them tolerating an obsolete educational system you may be getting bigger problems than your solving. –  Steve Wyckoff

I think kids at Erie high school have the best opportunity to receive an educational experience that prepares them for their future in the 21st century than any other total school population in the state of Kansas. I had the opportunity last week to speak with Mike Carson, Ted Hill, an architect Allan Milbradt about the transformation of very high school.

We had a wonderful discussion about the steps they took and the lessons learned. But today I wanted to share a video with you featuring Allan Milbradt discussing the project at Erie high school.