Design Empowers Learning

All one has to do is look around and see the amazing changes that are taking place in workspaces across the world.  I have always been enamored with what Google and Pixar have done to improve working conditions for their employees. An article from Hongkiat provides some insight on why these changes have been made:

"Thanks to corporate giants like Google and Pixar that have demonstrated tremendous success despite their unconventional workplaces, more people are embracing the idea that creative work environment helps stimulate minds and inspire innovation. From simply ditching the crisp white walls for graphical wallpapers to a total overhaul of the office layout, we are all trying to break the mold and introduce a unique working environment to the team, and hopefully inspire some genius ideas along the way."

Make sure you check out some of the other amazing designs that are featured in that Honkiat post. What we are seeing are some exciting changes by organizations. To get better results they incorporate elements that foster creativity, collaboration, flexibility, and communication. This is not only a great concept that has become a reality in the real world, but it also makes sense. Who wants to go to a job all day and sit in a hard chair at a desk in a suffocating cubicle while being rained on by effervescing light? Not my idea of a perfect job and I bet many of you reading this post feel that same way.  As expectations related to producing better outcomes change, businesses have capitalized on a design trend that has led to improved results.

Now with all this being said let’s take a look at our schools.  What does a school look like? Well a school silly. This was not a trick question, but a stark reminder of an issue that really needs more attention.  Do kids really want to sit at uncomfortable desks aligned in rows with loads of artificial light? If you think so then I challenge you do take the place of one of your students not just for a day, but an entire week.  Sit in that uncomfortable chair until your back and neck are killing you and then ask yourself why we do this to kids. Design issues extend well beyond that of classroom. The internal structure of most schools does very little to reflect real-world skill sets and expectations. 

Things need to change if we are serious about student learning and emerging research supports this. The Huffington Post summarizes a study by Barrett et. al (2012)

"The yearlong study by the University of Salford's School of the Built Environment and British architecture firm Nightingale Associates examined 751 students in 34 classrooms across seven primary schools for the 2011-2012 academic year. Students were assessed at the beginning and end of the year for academic performance in math, reading and writing, and classrooms were rated on environmental qualities like classroom orientation, natural light, acoustics, temperature, air quality and color. The researchers found that classroom architecture and design significantly affected academic performance: Environmental factors studied affected 73 percent of the changes in student scores."

These findings also suggested that the architecture and design of a classroom could have a 25% impact (positive of negative) on a student’s academic performance.  With this being said schools must be more proactive by putting in the time, effort, and resources to create classroom and school environments that are much more conducive to learning. When making decisions about classroom and school environment take the following into consideration:

• Furniture
• Lighting
• Technology for learning
• Temperature
• Layout to support essential skills
• Acoustics
• Colors

For a great example of all these elements in action take a look at Clark Hall. I was fortunate to get a tour of this amazing space that was built next to the high school with former Gahanna Principal Dwight Carter. Clark Hall epitomizes the types of learning spaces that are not only possible, but also ones that will help students achieve the type of results applicable to the real world. 

Clark Hall 

Other districts are embracing design changes in their buildings.  As part of the Albemarle County Schools (VA) commitment to their students they have developed the Seven Pathways to Life Long Learner Competencies, which clearly emphasizes the importance of design principals and thinking.  Check out how teacher Michael Thornton is creating space for risk in that district.

How might you change the structure and function of your classrooms and buildings to better support learning? Where are areas of opportunity?

P.S.Barrett, Y. Zhang, J. Moffat and K. Kobbacy (2012). "An holistic, multi-level 
     analysis identifying the impact of classroom design on pupils' learning."        
     Building and Environment.

Roadmap to a Job-Embedded Growth Model

I remember a few years back, during a meeting with teacher leaders, a tipping point that would ultimately change the direction of professional growth at my school. During this conversation, I was passionately sharing my experiences as a connected learner.  As social media embracement was not even a blip on the radar at this time, these teacher leaders were quite skeptical about the alleged benefits I described.  Undeterred, I continued to talk about the concept of a Personal Learning Network (PLN) and what it had done for my professional growth. I shared how its simplistic nature, built on conversations with educators all over the world, led to new knowledge development, resource acquisition, exposure to innovative ideas and strategies, support, feedback, friendships, and spirited discussion.  Best of all, at least in my mind, was the newfound ability to learn anytime, from anywhere, with anyone in the world for free.  Little did I know that this conversation set the stage for one of the most significant learning shifts we ever experienced at my school.

Once I got off my soapbox to catch a breath, one of my teachers said that this concept was great but questioned the amount of time that teachers had, in general, to engage in meaningful learning.  With all the many state mandates and district-directed professional development, as well as time after school devoted to grading and lesson planning, in her mind and many others, time was not readily available. Who was I to disagree, as her words were stark fact.  In concert, my teacher leaders said it would be great if we could have a job-embedded growth model as many organizations have in the real world.  Well, this is just fine and dandy in theory but much more difficult in practice.  

I wanted to try really hard to at least attempt to find a way to implement a consistent pathway to learning during the school day, as my teachers had requested.  Then it came to me, much to the chagrin of my Assistant Principal.  My inspiration came in the form of the Google 80/20 Innovation Model. The premise of this for a long time was that Google employees had to spend 80% of their time on their actual job duties, while the other 20% could be spent working on anything they were passionate about as long as it improved Google’s bottom line. When reflecting on this, the light bulb went on and I seized on an area of opportunity embedded in the eight-period day schedule.  In the end, we created our own Google 80/20 model at my school even though Google axed the program last year.

By contract, all teachers had to teach five periods. In addition, they each had a lunch, prep, and duty period, all 48 minutes in length.  It was at this time that I saw an area of opportunity in the form of non-instructional duties (cafeteria, hall, in-school suspension). Every teacher had one non-instructional duty period a day in their schedule.  By cutting the non-instructional duties in half, I was able to free up each of my teachers two to three periods a week, allowing them to engage in activities related to professional growth.  This was the birth of the Professional Growth Period (PGP).  In order to free up our teachers, my Administrative team and I assumed the duties that were cut to pick up the slack.  Now you see why my Assistant Principal was not happy with me at first.  Once we got rolling, though, we realized that our improving school culture did not warrant so much attention and supervision of duties, which eventually made it much easier for all of us.

PGP time for the past two years has been dedicated to my staff to become better educators and learners.  Depending on the semester, all teachers now have 2-3 duty periods off per week to engage in professional learning opportunities.  They have been encouraged to find their passion and work to define their purpose.  This time is spent learning, innovating, and pursuing ways to become a master educator.  Think of it as a differentiated learning opportunity that caters to each of my staff member’s specific needs and interests.  Sample activities include:

• becoming a connected educator by developing and engaging in a Personal Learning Network (PLN)
• researching best practices
• developing innovative learning activities
• creating interdisciplinary lessons
• engaging in face-to-face professional development
• learning to use new technologies
• earning a digital badge
• collaborating on projects with colleagues. 

This is the time that they desperately wanted and needed to improve their craft, build on innovative thoughts and ideas they always wanted to pursue and acquire new knowledge. It was stressed that this time was not to be used to make copies, leave the building to get coffee/food or socialize in the faculty room.  It becomes all about learning.  The expectation was and has been, that each staff member submits a learning portfolio at the end-of-year evaluation conference that demonstrates how PGP time was used to improve his/her professional practice.  The portfolio can be created in any way that fits the creative nature of the staff member, but should clearly identify what was done to:

• improve instruction
• effectively integrate technology
• engage students
• address the Common Core Standards
• increase student achievement  

The PGP Learning portfolio has been presented at the end-of-year evaluation conference for the past two years and is one of the major artifacts used in the McREL observation/evaluation tool.  It can be created in any way that my teachers see fit, but it must clearly articulate what they learned and how this knowledge and/or skills were integrated into professional practice to improve student learning.  Adding more depth to the PGP process and portfolio has been the digital badge platform created by media specialist Laura Fleming to acknowledge the informal learning of our teachers.  The end result has been a proliferation of innovative practices as teachers have been empowered to take ownership of their learning through autonomy.  Removing the time excuse didn't hurt either.  

It's All in the Design

The other day I was fortunate to attend a training session on the new Chromebook at Google's New York City offices.  The Chromebook itself turned about to be an intriguing device that clearly has an upside as an educational tool in schools.  It boots up in 8 seconds, has a sleek user interface, is very light, and allows you to pick up right where you left off when you log onto another device.  While engaging in professional development throughout the day I was amazed by the Google office and workspace structure as we had an opportunity to explore a little bit as me moved between sessions and lunch.  I have heard many rumors about life at Google and was extremely surprised to see that most of them were true.  Here is a quick snapshot:

• Use of scooters as a means of transportation.  There were even racks throughout each floor for Google employees to park their scooter.
• Lego wall in a lounge area.  The wall was lined with bins of different sized and colored Lego's.  It was clear that employees are encouraged to unleash their creativity when it suites them.  The Angry Birds and super-sized Ferris wheel designs were extremely impressive.
• Specialized areas/rooms:  A few that I noticed were the gaming and massage rooms. 
• Mini-kitchens galore.  It was obvious that appetite contentment is a priority at Google.  Some of these kitchens were decorated in particular themes.  One of the most elaborate mini-kitchens I saw was decorated as a jungle complete with hammock-like chairs, small waterfalls, decorated trees, and live frogs.  It was so relaxing that I could easily see myself napping in there from time to time. Equally impressive were the massive espresso, cappuccino, and coffee machines in each kitchen as well as the overwhelming selection of food and beverages.
• Google-themed artwork throughout the building.  Company pride was apparent everywhere.
• Clever reminders not to do certain things.  One sign throughout the building was a picture of an alligator with it's tail propping the door open.  Each picture was accompanied with this reminder, "Beware the Tailgator!" Obviously Google didn't want some doors propped open for security reasons.
• Office spaces where entire walls were whiteboards, perfect for brainstorming and outlining creative ideas.  These offices had a large table that could seat approximately 12-16 people.
• Open spaces with collaborative and comfortable furniture (leather couches, plush lounge chairs, etc.) not to mention more coffee stations. 
• Bistro dinning area that provided employees with an unparalleled lunch.  This place was not even normal.  Lunch was truly a dining experience here and I was in awe of the immense selection of choices.  I couldn't believe that fresh sushi was available.  The chef preparing a special of the day was a nice touch as well.

The atmosphere described above along with Google's 80/20 Innovation Model really inspires and motivates employees to perform at a consistently high level.  Who wouldn't want to work here in this type of environment?  Now imagine if schools adopted a similar thought process and designed learning as well as common spaces using several of the principles described above?  It gives me chills thinking about the potential this could have on increasing achievement, motivation, and developing a passion for the learning process.  School would become a place where students couldn't wait to get to and at the end of the day would be reluctant to leave.  School re-design needs to become part of the education reform conversation.  Is my thinking that far-fetched? What would your perfect school environment include?

Google Docs & Apps: Putting the Pedagogical Pieces Together

As part of my action plan associated with becoming a Google Certified Teacher, I decided to focus on training other educators about integrating these powerful web 2.0 applications into their instruction. Outside of my role as Principal of New Milford High School, I am the Director of Program Development for Project ABLE International. This is an organization committed to assisting teachers develop authentic-based learning environments in order to provide students with essential 21st Century problem-solving and critical thinking skills. Currently teachers from four different school districts in northern NJ are part of the Project ABLE consortium and have been receiving intense, hands-on training during the course of the 2009-2010 school year. This training has focused on the philosophy, development, and implementation of authentic-based learning activities that are meaningful and relevant to the learner.

As a culminating activity after months of training we decided to illustrate how easily Google Docs and Apps could be integrated into ABLE's in order to foster collaboration and interactivity between the participants. I worked on and develivered the presentation with Keith Devereaux, a science teacher at NMHS who has embraced the use of Google Docs and Apps in my school. We also included Dr. Brian Chinni, Founder and CEO of the Madison Institute that developed Project ABLE. In our development of the presentation we worked collaboratively over the course of a few weeks using the very tools that we would be providing training on. While Keith and I had some face to face contact time, all of Brian's pieces were submitted using Google Docs and Sites. The final result was the creation of a Google Site that included a simple agenda, presentation, and an authentic jigsaw activity where the participants have to create a informative presentation to their home districts using Google Doc and Apps.

Overall we were very satisfied by our presentation and feel that we met all of the objectives that we set. After reflecting we discovered many ways in which to improve the delivery of the conent and have already begun to make adjustments that will make the presentation even more powerful. One thing is certain, all of the educators present experienced the limitless potential that comes with these tools once they investigated each piece and then put them all together. Please take time to visit the Google Site (Project ABLE and Docs) we created and provide us with some feedback!