That Number

Photo by Mr. TinDC

So yesterday, I told my kids in the IA that we’d be crowdsourcing grades. I frankly expected it to be a piece of cake for students because, let’s face it, in the last two months we’ve been throwing all sort of design challenges at them, and they’ve always responded with great resilience and courage. However, this time, something was different. The same kids who had fiercely taken on complex and unfamiliar challenges, were now staring at me somewhat terror-stricken.

The idea was simple enough. Students would look at their growth chart, which outlines the essential skills and concepts, and would then be grading themselves for each of the 4 disciplines using post-its. The post-it would then be stuck to the board and peers would give each other authentic feedback. This would allow students to call on each other if they decided to rate themselves too high or too low.

Is this idea so preposterous? After all, we’re always pushing ourselves to have a growth mindset. Wouldn’t peer assessment be a perfect avenue for us to reflect and become self-aware? As one of the students, Cristobal, put it, years of brainwash cannot be undone in 2 months of IA .

Aha, grades.

When I asked them for feedback, students explained that while they’d welcome the opportunity to nominate those students who have achieved high grades, they’d feel rather uncomfortable shaming others.

As I continued to prompt students, it became blatantly clear that they did not want to confront each other on grades. Even though these students give each other formative feedback all the time on skills and content, they were terrified of giving each other a number.

But why that number?   

When I went home I kept on trying to wrap my head around this. These students see grades as a stigma because they identify themselves with that number.  Sadly, in traditional education grades are really used to sift students into different categories-categories that are virtually impossible to break free of.  

So should we really blame students if they feel so anxious about that number, especially when that number is closely tied to their identity? This is the biggest deceit we instill into kids and now I’m putting it onto my students to help me try to shift their mindsets.

Any ideas? 

PS. Thank you Corey for the help with this post

Think like a hedgehog

The Fox is often portrayed as being crafty and resourceful; when faced with daunting challenges, it will always look for ingenious ways to overcome them. Yet, in its pursuit of the hedgehog, its ingenuity is no match for its prey’s self-awareness. Irrespective of the fox’s elaborate strategy, the hedgehog will always resort to the one thing it knows best: the hedgehog will ball in and fend off the fox.

In Good to Great, Jim Collins uses this metaphor to explain how great companies prevail. Like the hedgehog, great organizations know themselves well; they have an uncomplicated and direct approach that drives their strategy.  The hedgehog concept evolves around these 3 circles: 

While we were discussing this chapter in class, one of my students, Valentina, asked me if the Innovation Academy had a hedgehog concept. For the days that followed, I couldn’t stop thinking about this question. However, the more I thought about it, the more it made sense. Even though, the IA is still in its early stages, it certainly has a clear hedgehog concept:  

1. Why is this program s0 effective?

In the context of education, it makes more sense to focus on effectiveness. The IA allows us to be effective because we can offer real-world projects where students have a voice and choice. Moreover, the transdisciplinary approach of this program allows them to make overarching connections and create work of value. The very nature of the program promotes a culture of excellence.

2. What is the IA's engine of growth?

Traditional educational systems gauge their success based on the test scores. In the IA, however, we’ve shifted the focus on the student: the program empowers them to understand who they are and what they want out of their life. This is the purpose that drives all of our efforts because it’s the building block for self-awareness and meaningful reflection; after all, if these students are to create their own hedgehog concept in the future, they will have to know themselves first.

3. What are we passionate about?

Corey, Bill and I are deeply passionate about this program because it gives us autonomy, mastery and purpose; we are willing to put in the time and energy because it fulfils us. 

Simplicity is often underrated because it’s uncomplicated and straightforward, but in reality it takes a lot of skill and forethought to break down abstract ideas to their core elements.   

Be the willow, my friend

Photo by Kasia (mysza83)

“Fear tells us what we have to do…the more scared we are of a work or a calling, the more sure we can be that we have to do it.” – Steven Pressfield

Too often, though, people freeze when faced with fear. But, what makes us fearful in the first place?

Uncertainty makes us uneasy because it reminds us that we do not have full control on the outcomes. When faced with the unfamiliar, we seek comfort in the elusiveness of certainty, only to realize that the unpredictability is too burdensome. So we give up.  

But it doesn’t have to be this way.  It all starts with the understanding that uncertainty is a constant: When faced with unfamiliarity, uncertainty is inevitable. So we have no other option but to embrace it.

The great Bruce Lee had this all figured out; he looked for answers by learning from the best teacher: Nature. In one of his most memorable quotes, he tells us that when we resist the hurdles that life throws at us, we’re like a stiff tree at the mercy of the elements; yet, when we choose to be the bamboo or the willow we become flexible, we become one with the very elements that we felt threatened by.

Adaptability is key and this is no different in education.  As Pedro explained in this recent article, project-based learning is an open-ended and organic process that does not come with textbook answers. And that is the beauty of it. It is relevant because it exposes learners to REAL problems.

When tackling these challenges, we need to be the willows and let uncertainty motivate us to ask the right questions and be open to different solutions.    

There are 2 types of failure

Last Saturday, I planned some awesome learning activities to kick off our first unit about great organizations or so I thought. In order to scaffold learning, I had tried to hash out appealing, hands-on activities that would guide students in the identification of patterns between different types of organizations. After a long mental workout, I had created what I believed was a solid plan. And then…came Corey.

As I bounced my ideas off Corey, it quickly became clear that the plan was not that solid after all; as he pointed out, rather than scaffolding activities to prepare students for the final project -a professional magazine featuring great Peruvian organizations- I should let the project drive the learning. Ultimately, that is the ethos of project-based learning. So on Sunday, I went back to the drawing board and started from scratch.

My relationship with failure has come a long way; as a kid, I was taught to regard it as the antonym of success. Growing up, I slowly came to the realization that one does not necessarily have to preclude the other. That said, one has to make a distinction between 2 types of failure.

Unnecessary failures stem from lack of foresight and carelessness. While they can still help us learn from our mistakes, they eventually jeopardize the outcomes of our hard work. So going back to my planning woes, if I pursued my initial plan, it would have shifted the focus away from the project. At some point, I would have realized it, but it could have been too late. Calling it careless might be too harsh; however, had it not been for Corey’s feedback, I would have unwittingly made a counterintuitive call.  Too often we make silly mistakes that can easily be prevented; we can certainly take away important life lessons from such debacles, but there’s much more to lose from unnecessary failures.

On the other hand, calculated failures can drive learning because the person iterating is fully cognizant of its implications. She is fully aware that the outcomes of those iterations, no matter how unfortunate they might be, will allow her to gain invaluable validated learning.

Lean Startup by Eric Ries exemplifies this paradigm. Out of the many anecdotes in this book, Path’s origin story stands out. When the startup was founded there was a lot of hype surrounding it because of the founders’ successful accomplishments with other established startups. However, soon enough, people started to question its slow start and problems encumbered along the way.   Yet the founders knew better; they diligently looked for answers by testing their product:  

“We humbly test our theories and our approach to see what the market thinks. Listen to feedback honestly. And continue to innovate in the directions we think will create meaning in the world” (David Morin, co-founder of Path)  

It is clear that when people seek to unlock the riddle they are open to failure, because they understand that it will bring them one step closer to the answer.

If there’s one thing I learned during my first two weeks teaching in the IA is that students must learn as quickly as possible how to minimize unnecessary failures and capitalize from purposeful ones. Awareness is key.

Photo by Allegra Camaiora

In the meantime, the students have started unpacking the skills needed to create a professional magazine and planning roles and deadlines. Unlike the initial plans, this second iteration allows students to delve straight into their final project and learn by doing.

In hindsight, I believe that in my initial plan, I was trying to protect students from failing by creating guided, teacher-led activities. But, if we want students to make a distinction between these 2 types of failures, we must first give them exposure. What better way than exposing them through project-based learning?

The lessons learned from taking on a good habit

Over the course of the years, I have learnt to value jogging because this is the time of the day where I can reflect best and come up with ideas. In fact, the idea for this blog post stemmed from this morning’s run. As I jogged and gazed at my childhood’s surroundings, I came to the realization of how this habit has taught me 2 important life-long lessons.  

It’s easier to give up, when you’ve convinced yourself that you’ve tried. 

Jogging has taught me persistence; when I’m jogging, there are moments where I feel doubtful about achieving the goal that I had set initially. I usually get these doubts in the early stages of my run. I start to get discouraged by the amount of work that still lies ahead and my brain starts to mess with me:  “You’ve already had to put forth so much energy in this first stretch, are you sure you’ll be able to make it?” My body parts start to ache and breath slowly starts to run out. 

These are the moments where my body is inclined to give up and stop. After all, I would still feel ok with myself because I would have at least tried. The fact is that neither I am tired, nor does my body ache. This internal battle is a result of the fear of underachievement mixed with an inclination to look for an easy way out because if your brain tells you that you’ve at least tried, you are more likely to give up. 

It is not the first time that I’ve capitulated to such thoughts, but most of the time I don’t. If anything, these doubts have taught me an essential lesson: If I do persevere, I will get a second wind. And this is the part of the run, which is the most fun and rewarding. 

Growth happens in small steps

When I started going jogging, I would often set unrealistic goals and get discouraged straight away when I failed to meet them. Time has taught me to be more patient and aim for the small accomplishments more consistently. In the last weeks, I’ve pushed myself to complete a 4-lap jog along my village’s perimeter. Today, I was tempted to go for 5 because that seems like the logical next step; however, knowing myself, it isn’t. Considering that each lap is a 2km stretch, I’ve decided to go for a more realistic challenge, complete only an extra half a lap today and keep this up next week.  In this way, I will be able to reach my 5 laps benchmark by the following week. Big goals don’t have to be achieved all at once; they’re more likely to happen if broken down into smaller stages.

Jogging has become a positive habit. During the scholastic year, I wake up at least 3 times a week at 4:30 am to go for my jog. However, I’ve always struggled to maintain this habit in summer because I end up sleeping in every day. This year, however, I’ve decided to make a conscientious effort to keep this up.  In my last post, I described jogging as a keystone habit, because it is the foundation block for me to have a healthy routine. In fact, when I jog consistently, I notice that I procrastinate less and I’m more productive. The process of adopting and maintaining positive habits can be long and strenuous; however, there is something to be said about the lessons learned. The iterations, the mind hacks, and the challenges all play an important role in one’s growth.