Nelson: An Interview on the Middle Ages

A scene from a medieval university.
Image located by Nelson at letralia.com.

A few weeks ago we sat down with Nelson, a junior new to Edge (and Kildonan!) this year.  In his short time with us he has not only displayed a kind heart and an outrageous sense of humor but also proven a veritable encyclopedia on innumerable topics.  We therefore asked him whether we might create a blog post together in the style of an interview.  His response?

"I never did a blog before.  I always made fun of my sister for it."

Onward and upward! Ms. Charlap, one of our advisors, posed the questions (marked in green).  Nelson, in turn, responded (answers marked in purple).

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1. Tell me about the Middle Ages.

Well, did you know that the medieval period is anti-science? Everything was symbolic to them.  Like an antelope has two horns, like a gazelle.  They were saying that a gazelle was a metaphor for the two gospels (the horns) and was used to nourish the land with its death.  And the mountain lion? It was meant to represent Jesus, whose only predator was the dragon (the devil).  So the people were symbolic, but they were also very practical.  They came up with things that the Romans never did (like farming techniques).  The Romans had this powerful empire, but they never figured out to how to put a wheel on a plow, how to rotate crops.  Their systems worked for them, but the Middle Ages came up with advancements.  They came up with architectural innovations (like the flying buttress). 

Like in Charlemagne's palace? He had a bath rebuilt.  They said when he was swimming in his Roman bath, he listened to works of St. Augustine.  Swimming around and having servants reading to him.  That's what you can do when you are the emperor! Get some random guy to read to you while you're in the bath.

2. Were there extremes in poverty?

A serf who was bound to the land.  People didn't value money as much; they valued status.  They didn't even value freedom; they valued safety.  You could be a freeman and go wherever you want.  If you couldn't provide for yourself, though, you were nothing.  You could have rights, but you could lose them for any reason..

3. How did the plague start? Was the plague pervasive in other places of the world?

They say that the plague came from Asia.  It was from the trade routes.  Yeah, the Europeans got the bad deal from that one.  It came to the point where death was very common, where people were like, "He's with Jesus now."  Life was nothing more than a journey.  It's like seeking worldly attachments.  They didn't care so much.  They cared enough to continue their lives and live.  They didn't care so much to believe "This is it."  They wanted to live and wanted to prosper, and they didn't want to do too little and so hinder themselves.  Like on pilgrimages:  the worse the road, the better it was. Hardship was something to look forward to.  You wanted to live a hard life; you didn't want an easy one.

7th Annual Academic and Art Expo

The Edge Team would like to thank parents, family members, and - of course - the Edge Makers themselves in helping to make December 18th's 7th Annual Academic and Art Expo a hit.  We saw students offer a variety of compelling presentations:  artwork, a poetry reading, a survey concerning science fiction, a guided review of scientific research, a "magical" experiment in music theater, an analysis of PTSD diagnostic tests, a presentation on entrepreneurship, cupcakes, a demonstration of a hard drive in operation, offerings of Japanese food, an overview of the history of the Native American tribes of North America, and a discussion on composting and sustainability.  Thank you, everyone, for continuing to push this community within @KildonanSchool to explore ever more innovative and fascinating interdisciplinary work.

For those students, families, and readers who missed the event, please consult the accompanying photos (above and below).  All images taken by the Edge Team.

FINAL: "Magic Max" Shines at Founders' Day

Max D. is no stranger to performances.  An avid member of the Society of Young Magicians (SYM), a youth offshoot of the Society of American Magicians (SAM) (@sammumnews), he has performed at camps, birthday parties, and other events for a variety of audiences.  Therefore, he seemed undaunted when he announced his intention to offer a performance on Founders' Day for fellow students, faculty, and parents.  But...this routine would be something special, he said.  It would not only satisfy Business Math requirements but also perform a specific function for IP:

I was thinking of a performance on Founders' Day  Some people attending may not understand it [IP] from just hearing about it.  If I show them, parents, students, and faculty can get what IP is all about. When I do my performance, they will understand and be illuminated that, when we research our project, we learn more about it than before we researched.

Max quickly went to work once he secured the necessary permissions.  He began to search through his inventory of tricks in earnest, designing last minute materials and giving the IP faculty more frequent mock performances.  Eventually he settled on three tricks; once he had this routine he selected a minimalistic costume and practiced his transitions.  The most tantalizing factor for the IP team was that Max did this work on his own.  He did not consult his advisors for assistance; he knew what he needed to get done, and he approached this work conscientiously and deliberately.

All of his efforts paid off too.  During his Founders' Day performance, Max introduced himself by jabbing playfully at Mr. Pendergast before moving onto his most powerful illusion ("Professor's Nightmare /​ Fiber Optic") and a well-known card trick ("Three Card Monty").  Ever the close study of humor, he put jokes to good use and evoked more than a frequent chuckle from his guests.  More than one audience member muttered confusedly as he traded rope ends during "Professor's Nightmare /​ Fiber Optic," and we all laughed along at our own ignorance as he tantalized us with his cards during "Three Card Monty."

Overall, Max's performance was a big success.  Over the course of the year, he has made huge gains in the deft handling of his tricks.  No less importantly, he has become more comfortable engaging others.  He has shifted his focus to "close-ups" (which call upon audience participation), and he has developed a performance personality that is quite magnetic.  He should feel proud of his good work, and the IP faculty invites you to celebrate with us by posting in the comments section below.

Description of images:  "Magic Max" with Mr. Pendergast, top right.  Max performing "Three Card Monty," middle left.  Max beginning his routine, bottom right.  All photos taken by IP faculty.

"Are You Leading Change or Building a Platform for Change?," by Bruce Dixon

Please enjoy another Educating Modern Learners (EML) article below.

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Co-founder of EML and edtech consultant, Bruce Dixon (@bruceadixon) published an article on EML entitled "Are You Leading Change or Building a Platform for Change" (March 26, 2015).  Within the piece, he reconceptualizes educational environments.  He assures us that school leaders and administrators are not responsible for - and should not take on the task of - implementing educational change unilaterally.  Instead, he argues, a leader must "build a change platform—one that allows anyone to initiate change, recruit confederates, suggest solutions, and launch experiments."

This approach is radically egalitarian.  As Dixon explains, "the essence is that you are letting the team work outside of the normal hierarchy with a direct reporting line to senior leadership for the change effort."  To nurture this fledgling framework, faculty and administrators must be willing to challenge more than just traditional communication networks.  They must also be willing to question the physical environment in which their students learn, the curricula guiding student learning, and the assumptions about learning that we have held dear for over a century and a half.

Is your school ready?

For Dixon's article, please click here.  Please post in the comments section to share your views.

David Flink Visits Kildonan and IP

David Flink (@DaveFlink) is a sort of celebrity in the LD world.  He approaches dyslexia from a mindset of pride, and due in part to this upbeat mentality, he earned a Bachelor’s degrees with honors in Education and Psychology from Brown University and a Master’s degree in Disability Studies in Education from Columbia University.  More notably, still, he co-founded the organization Eye-to-Eye while still a student in 1998.  As reported on the program's website, Eye-to-Eye (@E2ENational) strives to develop:

...a network of youth mentoring programs run by and for those with learning differences, and [organizes] advocates to support the full inclusion of people with learning disabilities and ADHD in all aspects of society.

Kildonan prides itself on having worked with David to create the first high school chapter of Eye-to-Eye in the nation.  It was a pleasure, then, to have David attend Founders' Day and mingle with assembled students, faculty, parents, grandparents, and relatives.

During his time on-campus, David gave a riveting keynote speech.  Using a humorous story, he shared kernels of advice for our dyslexic students:  self-advocacy, transparency and acceptance of one's LD, and a graceful sense of humor and patience.  He also provided a book signing in celebration of his first text, Thinking Differently.  Composed as a semi-autobiography, this book speaks directly to parents to help them understand dyslexia, successfully advocate for their children, and instill independence in them.

Finally, David toured the IP building.  He traveled between students, stopping to speak with Bull about his octopus, Clancy on nanomedicine, and Piterson on his wooden skeleton.  Ultimately, he expressed admiration for the program.  He asserted not only that IP's model could encompass an entire school but also that it should support the learning of all students, LD and otherwise.

Thank you, David, for visiting Kildonan!

Please post in the comments section below.

Description of images:  David Flink touring the IP building with Karl Oppenheimer, Sandy Charlap, and IP students.  All photos taken by the IP faculty with permission of David Flink.

"Magic Max" Shines at Founders' Day

Max D. is no stranger to performances.  An avid member of the Society of Young Magicians (SYM), a youth offshoot of the Society of American Magicians (SAM) (@sammumnews), he has performed at camps, birthday parties, and other events for a variety of audiences.  Therefore, he seemed undaunted when he announced his intention to offer a performance on Founders' Day for fellow students, faculty, and parents.  But...this routine would be something special, he said.  It would not only satisfy Business Math requirements but also perform a specific function for IP:

I was thinking of a performance on Founders' Day  Some people attending may not understand it [IP] from just hearing about it.  If I show them, parents, students, and faculty can get what IP is all about. When I do my performance, they will understand and be illuminated that, when we research our project, we learn more about it than before we researched.

Max quickly went to work once he secured the necessary permissions.  He began to search through his inventory of tricks in earnest, designing last minute materials and giving the IP faculty more frequent mock performances.  Eventually he settled on three tricks; once he had this routine he selected a minimalistic costume and practiced his transitions.  The most tantalizing factor for the IP team was that Max did this work on his own.  He did not consult his advisors for assistance; he knew what he needed to get done, and he approached this work conscientiously and deliberately.

All of his efforts paid off too.  During his Founders' Day performance, Max introduced himself by jabbing playfully at Mr. Pendergast before moving onto his most powerful illusion ("Professor's Nightmare /​ Fiber Optic") and a well-known card trick ("Three Card Monty").  Ever the close study of humor, he put jokes to good use and evoked more than a frequent chuckle from his guests.  More than one audience member muttered confusedly as he traded rope ends during "Professor's Nightmare /​ Fiber Optic," and we all laughed along at our own ignorance as he tantalized us with his cards during "Three Card Monty."

Overall, Max's performance was a big success.  Over the course of the year, he has made huge gains in the deft handling of his tricks.  No less importantly, he has become more comfortable engaging others.  He has shifted his focus to "close-ups" (which call upon audience participation), and he has developed a performance personality that is quite magnetic.  He should feel proud of his good work, and the IP faculty invites you to celebrate with us by posting in the comments section below.

Description of images:  "Magic Max" with Mr. Pendergast, top right.  Max performing "Three Card Monty," middle left.  Max beginning his routine, bottom right.  All photos taken by IP faculty.

IP Meets the Board of Trustees

On Friday, April 17th, the IP community celebrated an unprecedented event.  Four students - Tim, Trey, Khaled, and Bull - organized a presentation for Kildonan's Board of Trustees.  Led by Tim, this panel sought to share their projects and request funding for the program.  Their primary reason for the presentation, however, was to educate.  They wished to discuss schooling more generally and to tout the powerful self-directed learning that occurs within IP.

The presentation was a hit for both students and trustees alike.  Equipped with talking points as well as images of students at-work, the IPians spoke eloquently about IP.  They each shared their stories in the program and disclosed the particular benefits that they continue to reap from the IP community.  The Board, in turn, provided inquiries that launched an engaging Q&​A session.  During this time, the students were able to speak more specifically to the logistics of the program, sharpen their pedagogical comments, and meditate on IP's structure for the 2015-2016 academic year.  Once the meeting broke up, too, the board members convened with individual students to engage in one-on-one discussions that proved enthusiastic and supportive.

Thank you, fellow IPians, for supporting these four students as they designed and executed this presentation.  Thank you, Tim, Trey, Khaled, and Bull, for representing your community members and for facilitating a thought-provoking, professional discussion.  Thank you, Mr. Pendergast, for scheduling IP into the Board's agenda.  Last but not least, thank you, Trustees, for proving a receptive audience and for supporting the program as it looks to the future.

Have something to share? Please post in the comments section below.

Description of images:  IP student panel, top right.  Board members listening to presentation, bottom left.  Photos taken by IP faculty.

"This Is Genius," by Ryan Lotocki

What follows is a spoken word poem by student Ryan Lotocki (filmed by: Nick Stroczkowski and Kurt Schlewitt).  Rather than provide an introduction for this video, we will remain silent and allow it to speak for itself.

What did you think? Please post in the comments section.  * If you would like to consult a transcript, please see below: *

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School Sucks. Now don’t get me wrong I believe everyone should have a general education. But when I know how to solve quadratic equations with imaginary roots graphically and am not sure how that applies to life… Or better yet, learned Cleopatra slept around, but never heard the history of my own city- you've failed. Now I’m not trying to sound cruel, but we live in a generation that would much rather smoke a joint then show up to school and to be honest, I’m tired of placing all the blame on them. I mean are we just pawns in a chess game waiting to accept their fate? Could the whole point of High School simply be just to graduate? You tell us to follow our dreams but have a plan B and don’t you see? The more you try to protect the children in this way, the more you reject the gifts they are trying to portray. See, school is a project in which students never get the chance to project their abilities. Having to follow a curriculum and take required classes, while stereo-typically the kid with high grades and glasses will make it into college and is more intelligent. Well, how about the student whose “Ingenious”, “In ordinary”, “Innovative”, “Intellectual”, “Incalculable”, “Inquisitive”, and has good intentions to change the world with his passion. I believe educating him would be something along the lines of ineluctable.

Take a musician for example: See to him, a score on a math exam will never mean as much as the score in front of him. Why waste his time trying to count and measure when he can already count each measure with just the tap of his foot- See this is genius; watch as the bow grazes against the instrument and his fingers pluck and pull at each string appropriately that creates a sound that just makes his body sway. But if he is controlled by a bell that just rings I guess you could say the school’s pulling his strings.

Or how about the cook with only a seventh grade reading level. If his ingredient list is not written in MLA format I think he’ll do just fine. Does his grammar matter when where you choose to dine is on the line and I’m not talking about margin. But when it comes to margarine and butter he actually knows the difference. He couldn't care less about the sophisticated words coming out of his mouth and more about the food going into yours- See this is genius. And if that doesn't fill the Hunger Games appetite you couldn't even think the Grapes of Wrath might.

Some Brilliance is as simplistic as hitting a ball. It doesn't matter if her science grade is an atrocity because I've never seen anyone spike a ball with so much strength, precision, and velocity, and the only elements she need know are those of speed and surprise, but to her parents’ eyes sports are just a waste of time- See this is genius. Practicing for so long she has little time to study for chemistry the only question remaining is, why can’t you be more like your sister Emily? What’s the matter? Kind of ironic though because like life, when it comes to school versus education every things the matter.

Putting children on an assembly line that has checkpoints. Where there only goal is to get us from point A to point Z but if we only get to F then we've failed. Plus our values and gifts are locked up and jailed. And why do we take tests? To tell us we’re wrong? It’s a number, not my wife. There is so much more to life than a grade in a book and what even of the SAT I just took. Because we all receive a number or a grade if you will, but our answers are locked up in vaults. Was the point to learn, or the thrill? And Common Core won’t solve anything so take a chill pill. We are not here to memorize facts but figure our future; and if the future holds taking a test to see who’s the best I want no part in that, there’s a fact. Now while I’m speaking to adults, I’m relating to the youth. I’m not pointing out your faults, but showing you the truth. Stop labeling us by standards and put us all on an even playing field. But let us choose our positions based on our passions, values, and where we can be proactive. Make schooling less multiple choice and more... Interactive. Because maybe your exponential at math, but that’s not how he functions because we all don’t have the same mechanics. Or possibly, you rock at science but in her opinion she’d rather not fill her head with space.

We are all sculpted in a different way. All made with different values, ideas, and clay; and if during my day, the only offered opportunity is continuity I could never get the chance to say: I am genius.

Ramsey Musallam: "3 rules to spark learning"

 
As we enter the spring, the last months of the academic year hang blissful and ominous before us.  Will we have the energy to endure? Will our students succumb to senioritis?

Fortunately, an answer has come from our personal learning network in the form of Ramsey Musallam (@ramusallam).  Chemistry teacher at Sacred Heart Cathedral Prep in San Francisco, CA, Ed.D. recipient, and manager of the Cycles of Learning blog, Musallam has had time to consider this question across fifteen years of teaching.  In a TED Talk delivered in 2013, Musallam critiques contemporary trends in education and argues that teachers must assign themselves a very specific purpose:  cultivators of curiosity.

You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions. For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.

What did you think of Musallam's presentation? Please post in the comments section below.

"The Radicalism of Conversation," by Jonathan Bisson

Let's begin on Friday, December 5th.  Ms. Charlap, myself, and Khaled (affectionately known as K.) had just settled down in the IP office to one of our formal meetings.  K. had just told us that he was researching children's literature a la J.R.R. Tolkien.  He had explained, like Tolkien, that there was no definable entity known as "children's literature."  All literature, he posited, possesses merit (even if certain stories, he went on to say, lack a certain sophistication that might relegate them to a sphere for children).  * To learn more about K.'s explorations in this area, please click here. *

All of a sudden, when I asked “why,” something erupted.  K. answered.  I, feeling dissatisfied, parried his argument.  He - looking positively ravenous - pulled up a chair, issuing forth a torrent of qualifications.  As we locked horns, I had the distinct impression of something irrevocable and fundamental shifting.  Fundamental to my expectations for the meeting, certainly, but to something else too.  Fundamental to education.  Fundamental to the behavioral expectations set forth in schools for decades.

Something died.  And we - student and educator - were to blame.  What happened?

On one hand, K. was still being “taught” at this moment.  He was gradually narrowing his conception of childishness to produce a specific definition of children’s literature and to explain how it might differ from “adult” literature.

On the other hand, however, he was coming to understand the radical notion that he could challenge conventional forms of authority.  And the source in this scenario? His teacher.  Me.  When he and I began our verbal battle, the traditional educational roles, that hierarchy between teacher and student, those weighted identities for which I had prepared myself at the beginning of the year as an educator new to the field…they proved untenable. 

I realized that I simply could not teach him. I began to understand that, at that moment and perhaps at every other moment before, K. and I did not occupy a space in which the roles of teacher and student made any sense.

So...where was the teacher at this moment?

Perhaps the question defies a single response.  Realistically, it seems rather silly, too, in its infantile grasping for some authority figure that can contextualize the situation. 
So...why not abandon that need altogether? Why not consider that the true authority of this moment rests with the act of #conversation itself?
Sure, it would be rash to say that “talking” is somehow innovative.  Having spent the last twenty years in various education systems myself, I remember receiving feedback on countless occasions.

But let me explain.

There is a distinct difference between talking to and talking with someone.  Students are often talked to in education; teachers do not advise but tell them, unequivocally, what opinions they should form, what questions they must consider, and what their learning objectives are.  Now, only now, are teachers beginning to alter that practice by talking with their pupils.  Only now are they beginning to allow their agendas to breathe, to speak not to dominate learners' arguments but out of a genuine interest in the ideas that they are formulating.

It is that domain, among others, that holds particular promise for the future of education.  As I walked away from that conversation with K., I felt consumed by the burning desire to know, to create more of those scenarios so that I could begin not only to understand my students on a "whole child" level but also to collaborate with my colleagues more meaningfully.  I left, too, with the enduring impression that conversation, real conversation, gloriously begins to separate "learning" from "schooling."  It begins to build that supreme level of engagement so sought after in classrooms; it works to instill personal passion.

Conversation, when distilled to its quintessence, builds stronger relationships.  To accomplish this, it cannot function divisively; it cannot preserve the traditional roles of "teacher" and "student."  Instead, it can only equalize.  Rapturously, it must only create "learners."

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For more reading on the power of dialogue in learning, please explore Steve Wheeler (@timbuckteeth) and his two blog posts:  "Learning as dialogue" and "Teaching and learning through dialogue."

Description of 1st image:  A shot of the conversation between K., at left, and myself.  Photo taken by Ms. Charlap.

Description of 2nd image:  A roundtable consisting of teachers and students.  Photo located at www.vicsrc.org.au.  Kildonan and its IP program claim no ownership over this picture.