A Talk With Chuck Schwahn

I want to update you about the work that the “reinventing school” group has done and their talk with Chuck Schwahn yesterday.  The group decided they needed to learn more about the experience that students have in our current school system.  They also wanted to learn more about what other stakeholders in the system have to say about the current state of education.  Our starting point is that Penn-Trafford offers excellent education and that the staff cares deeply for students.  With that being said, if we want to continue our quest to become a top 10 school district in the nation, we need to learn more about our current system. 

The author had many insights to offer the participants yesterday.  I particularly was struck by what he said about the importance of setting a vision for education that was a beyond what we are doing now.  He gave the example of President Kennedy’s goal of putting the man on the moon.  At the time the president made the declaration that within 10 years we would send a man to the moon and bring him back, mankind only knew about 15% of what we needed to know to accomplish the goal.  The reason the goal was so powerful is that it stretched the boundaries of what most people thought was possible.  We need to do something similar at Penn-Trafford.  We need to set a goal (about what learning means for our community and learners) that seems almost impossible with the knowledge that we currently have.  However, from what I have learned about the people in this community, once an “impossible” goal is set, we will start the hard work necessary to accomplish the goal.

The group also reported out what they had learned from their research.  The group had two learning facilitators (teachers) decide to follow learners through their high school schedule.  This was a great experience as it gave the adults insight into what life is like for a student.  Overwhelmingly (through observations and student interviews), high school students do not perform well intellectually until after about 9:00AM.  As a matter of fact, students were clear that a later start in the school day would benefit them.  There is brain research that supports this contention.  Adolescents need more sleep than younger students and adults, and their brains (like all organs) need time to “get going” during the course of the day; that in and of itself is interesting.  In addition, other members of the group interviewed or surveyed over 100 students in all grade levels.  What the kids had to say (or recommend) can be summed up as follows:

1.     Learners like collaborative activities to help them learn.  Even though learners did not mind lectures, they liked lectures that were interactive and showed the learning facilitator had a “human” side.

2.     High school learners wanted more flexibility in their schedules and when their classes were.

3.     Learners want to create things and like it when instruction is centered on projects and making something.

4.     Learning facilitators would like to go deeper into concepts instead of covering things “an inch deep and a mile wide”.  This would allow for better critical thinking on subjects for the learners.

5.     Mentorship of learners to help them decide on future goals and what path they should take to accomplish the goals was an overwhelming response from all groups involved in the school system.  This includes more School to Work opportunities as well as simple guidance.

These were the major findings from the group.  The group also learned that the school system must be vigilant that learners are not disengaged for their entire school day.  One way to combat this potential trap is to create a learning experience where learners are learning in ways that address their strengths and interests.  I am excited by the enthusiasm for learning that permeates the school district and the community. I am learning a lot about the culture and the character of the school district and I am overjoyed with what I am learning.