The Surface, Deep, & Transfer of PBL

I’ve been blessed to know Michael McDowell for some time now. Michael previously taught at New Technology High School, worked for New Tech Network, and is now currently the Superintendent of Ross School District in Marin County and author of Rigorous PBL by Design.  Recently, our Center for Excellence, a professional development program that provides educators, schools, and districts project-based learning training and support, decided to partner with Michael to offer an innovative professional learning opportunity for educators around the facets of his book, with more to come in the Spring.

In Rigorous PBL by Design, McDowell argues that for PBL to be successful students must be competent in learning on three levels: surface, deep, and transfer.  Summarizing, the surface level is the use of facts and skills within a discipline, the deep level is the relation of facts and skills within a discipline, and the transfer level is the ability to extend those ideas to other disciplines (McDowell, pg. 14).

At New Tech High, we decided that we were going to push our thinking around our project design by applying these three levels to what high-quality PBL can and should look like.  By doing this, we have effectively been able to better articulate what is our baseline norm as a school for our project implementation (surface), how to extend those norms across contexts (deep), and how to transform what we know as project-based learning to a new norm of project-based living (transfer).

HQPBL @ New Tech High

In order for us to wrap our mind around how to apply the surface, deep, and transfer approach to our project design, implementation, and revision, it was necessary for us to articulate some key examples that could move through the progression.  Below you can find two simple articulations of applying the surface, deep, and transfer approach to project elements.

Example 1) Group Contracts

SURFACE – On the most simplistic level, group contracts can be used to help a team create norms, explore strengths & weaknesses, and determine project guidelines.  At the surface level, group contracts are implemented at the beginning of the project during the project launch.

DEEP – To extend the use of group contracts, the teacher must successful scaffold the use of that group contract continuously throughout the project.  Teams must have multiple times to re-engage, re-negotiate, and refine how their contract helps them productively work through the need to knows and next steps of the project.

TRANSFER – To move beyond students feeling like their contract is just a document, the transfer level means that project management is redefined using industry standard tools.  Whether it be through scrum meetings, kanban boards, or project management apps like Trello, student teams navigate their norms and project guidelines via tools used outside the confines of what we know as school.


Example 2) Audience

SURFACE – Many times we talk about the importance of an authentic audience, but we don’t articulate how to progress through the continuum of adult connections.  At the surface level, many times the audience is the student’s peers.  This is and can be perfectly acceptable if the context is appropriate.  For example, students might present their ideas for restoring a local watershed to the class.

DEEP – To extend the role of the audience beyond the classroom, the teacher engages with industry professionals to come in to evaluate the watershed ideas.  They might bring in a member of the county commission, a local non-profit with environmental protection, and a environmentalist.  The audience lives in the same context that the problem being solved does.

TRANSFER – To transfer the view of what a project culmination can be, the students actually work with the local organizations to implement their watershed restoration ideas in the field.  The work moves beyond just formulating ideas and sharing, to actually doing.  Many times we get stuck in the “simulation” or “modeling” of real world work that we forget we can actually do it.  The transfer level is hard becomes it takes creativity, time, and rethinking what we actually define “school” as.

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There are positives of being at all three levels.  There is high-quality surface level PBL and there is really bad transfer level PBL.  By being able to begin to articulate what elements of our project design and implementation live at what level, we have begun to better understand what high-quality PBL looks like at New Tech High and what our next steps for transforming our world to truly begin project-based living.


Collaborative Groupings in PBL

I’ve written before about the difference between collaboration and group work. The impact of focusing on collaboration seems to be one of the major sticking points from critics of PBL, as well as, a hurdle for educators in implementing effective projects.

Whether it be the argument that collaborative work can reduce academic rigor, the challenge of effectively scaffolding and assessing both individuals and the team, or building skill sets in students to overcome some of the barriers of collaboration, it’s vital that we think about the role the structure of collaborative grouping plays in project dynamics and success.

There is years of research available on what makes teams successful, whether it be at Google, MIT, or the work of J. Richard Hackman, but unlocking this in a project can be tricky. Many times we get too caught up in how we group students versus why we group students. The how is the easy part.  There are many strategies for HOW we group students:

  • Student choice, ability, heterogeneous, homogeneous, age, likes, topics, etc.

We must move beyond how we put students in groups and begin to concentrate on the collaborative grouping structures that bind deeper learning through a project.

Below are some structures to consider in the course of a project cycle to maximize collaborative grouping too it’s fullest.

1. Start to Finish

As always, this is the most typical collaborative grouping strategy used in projects.  Students start on Day A in a group and finish Day Z in that same group. Now, throughout the course of the project their might be scaffolds that jigsaw students or utilize peer feedback, but for 99.9% of the project, the students are in the same grouping.  When used appropriately, it can be highly effective.  However, I believe the heavy reliance on this strategy has only fueled the fire of many project-based learning critics.


2. Start and Finish

In Start AND Finish, students enter the project and culminate the project in the same groupings, but various arrangements occur in-between.  For example, in a project examining voter registration laws, students might ideate in Group #1.  However, for research, students conduct this phase of the project individually.  The next phase has students doing community focus groups in Group #2 and then Group #1 comes back together to share their proposals.  This collaborative grouping strategy can be highly effective when you want multiple perspectives to influence the original groups product(s).


3. Catch and Release
The next grouping focuses on establishing a strong team core that individuals can then work off of.  For example, in a project students are creating art pieces for a museum exhibit around social justice.  To start the project students are in groups to build key content knowledge, learn various art modalities, and explore social justice issues.  However, the final scaffolds are based off of each individual students choice and focus and each student creates an individual final product to be displayed.  This grouping strategy can be effective when you want to develop shared knowledge, skills, and habits of mind, but allow for individual students to display their understanding via their final product.


4. Release and Catch

This is obviously the opposite of the previous strategy.  For example, in a project students are working to redesign an urban space that is sparsely used.  To start the project, scaffolds, benchmarks, and reflections are pursued individually.  The focus is on developing key knowledge, skills, and processes for each student.  When ready, groups are formed to ideate and design their plans for the urban space.  When done properly this grouping strategy can allow for key aspects of personalization to happen prior to groups being formed.  Groups then build upon each individuals development at the beginning of the project cylce.


5. The Maze

The fifth collaborative grouping strategy highlighted can be intimidating even to the most seasoned PBL practitioner.  This strategy highlights the agility and adaptability of the project-based learning environment.  Each phase of the project takes on it’s own unique grouping identity.  For example, in a singular project, students might start in Group #1, then work individually, then work in Group #2 and Group #3, move back to Group #1, culminate the project in Group #2, and then reflect upon the project individually.  In this instance, the purpose of the phase dictate the type of grouping that occurs.  Students might be grouped based off of need, type of scaffold, or even to develop a specific collaborative skill highlighted in a tool like the New Tech Network collaboration rubrics.  Collaboration becomes a driver and not just something we hope happens because we are in a group.


It is always important to note that individual assessment and differentiation can occur while students are in various grouping structures AND collaborative skills can be built while students are working on an individual aspect of a project.  They are not mutually exclusive.  Unlocking the WHY behind collaborative grouping must be the next step for an educator to deepen their PBL practices.  It’s time to stop worrying about drawing names on popsicle sticks to put students in groups.


Managing the Mess – Team Teaching Edition

Many times in project-based learning, it is called the “messy middle“.  This is the time after the project has been launched, students identify need to knows, groups develop norms, and scaffolding has commenced.  Now, this framework will focus on strategies team teachers (two teachers, two content areas, one class) can use to design a coherent approach to scaffolding student success, but can be used by any project-based learning facilitator.

Before We Start

Planning in a team teaching environment can be just as much a marriage as it is an intense business negotiation.  Each teacher needs to make compromises, swallow some pride, and become experts in their counterpart’s discipline.  Before even thinking about the project planning process, it is vital that the team teaching pair create a shared set of agreements and norms. (see example below)

Now I know some team teachers will say, “we get along great, we don’t need to write it down” or “this is a waste of time, let’s just get started”.  However, this process will provide a centralized reference point for when things get difficult.  It becomes less about the other person’s opinion and more about the agreements each partner has committed to.

The Overview

Research shows that teenagers have very short attention spans.  This data should inform the way we structure the scaffolding supports we offer students, but many times our actions go against the research.  By approaching the “messy middle” through the lens of learning modalities instead of by activity, will allow team teachers (and all teachers) to adequately design scaffolds that fit the type of modality they wish students to engage in. Many times, team taught classes can have 50+ students in the room and that can be a daunting challenge for even two teachers to tackle.  The following framework will help the teaching pair think through their approach to project design and implementation.

Learning Organization Modalities

Now you can create fancy names or themes to plug these modalities into, but for the time being, I will be straightforward about outlining the options.  With that being said, I will not address both entry and exit opportunities for students, as those are valuable, but are exclusive of this conversation.  The following five structures can help you better organize your approach to creating opportunities for student voice and choice, develop sustained inquiry over time, and assess both individual and group contributions to the project.

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  • Whole Group

This modality should only be used when necessary.  This is when all students are engaged in the same activity at the same time.  One pitfall we encounter with the whole group modality is teachers generally rely on frontal instruction or give unstructured work time.  Here is a great piece from Rigorous PBL by Design author Michael McDowell that highlights the need for direct instruction in PBL, but warns against confusing it with frontal instruction.

  • Split Class

This modality is when one teacher takes half the class for an activity, the other teacher takes the other half, and then the groups switch.  This modality allows for equal focus for each teacher to support all students.  No again, let’s not get this confused with each teacher taking half to go lecture and then switch.  The scaffolding activities in a split class setting can be of a wide variety.  For example, one teacher might lead a workshop on citing resources, while the other teacher guides students editing their videos for the culminating event.

  • Stations

Stations can be an effective way to organize multiple scaffolding activities into a single learning opportunity for students.  In the station modality, 3-5 station activities are created for students to engage in moving forward with their need to knows to answer the driving question.  Teachers can take on a variety of roles during stations.  They might facilitate a station, serve as a coach for a scaffold, or rotate around the room from station to station. Here is a great post from educator, Catlin Tucker on shaking up the rotation station model.

  • Breakout Workshop

In this modality, targeted instruction or scaffolding is provided to a specific group of students for a very specific purpose.  Breakout workshops can be optional or mandatory.  For example, during the first benchmark of the project, team teachers might have identified 15 students that need additional support on applying ecosystems to the project context.  One teacher stays with the larger group, while one teacher facilitates the breakout.  Here is a great resource from MindTools with things to consider when planning a breakout workshop.

  • Conferencing

Last, but not least is conferencing.  In this modality again, one or both teachers might conference with individuals or groups to provide feedback.  Conferencing is a great modality to use when groups are prototyping or applying their learning.  Depending on if one or both teachers are conferencing will impact how you would want to design and what tools you give the rest of the groups to use to progress through the specific phase of the project.

I know that this is not an exhaustive list of modalities to use when managing the “messy middle” of project-based learning.  However, it is important for team teachers (and all teachers) to have a coherent structure to navigate what modality best serves the need to knows students have at that point in a project to successful engage and deepen the learning that occurs in a project.


Creating Adult Connections in PBL

One of the worst things about school is that it is school. For many students, it becomes a place they have to go as a buffer between childhood and the real world.  As educators though, one of the most rewarding (and challenging) aspects is to create meaningful connections to adults outside of the school environment. Below is a helpful continuum (and some tips to get started), but not exhaustive, to think about the depth of the adult connections you are creating for your students:


No Adult Connections

This one is pretty straight-forward.  An entire project cycle commences with zero interaction to adults outside of the teacher.  No bueno.

Scenario-based Connections

Scenario-based connections can be powerful in done correctly.  In this level of adult connections, community partners are used in a “mock” or “scenario” setting.  For example, a teacher might have TV producers come show students how a TV show is made for their fake segment  OR students might solve a real issue, but the community partner is used in a false reality.  In both of these situations, the adult connection is still valuable, but not rooted in solving a real problem.

Guest Speakers

This is the most traditional way we see adults brought into the classroom.  Students might be learning about the legal process, so the teacher has a lawyer come in and present about the work that they do.  Many times these guest speakers provide very valuable insights, but there is little or no applicable connection to the project work besides the topic covered.

Panelist or Evaluator

Another common way that we see community partners used in project-based learning is a a panelist or evaluator.  In this level, the students work on the scope and sequence of the project and then the adult comes in on the final day(s) of the project.  An example of this is where students might be drafting solutions for sustainability in the local watershed.  A group of ecologist come in to hear presentations and give feedback on their ideas.

Project Designer

This can be the most time consuming level of the adult connection spectrum.  Here, community partners are co-creators of the project experience.  They work hand-in-hand to design the driving question, problem, and scaffolds to drive the learning.  An example of this could be that a local non-profit is looking for a documentary to be created covering a topic of interest.  The teachers works with their executive director to design the project experience for students.

Scaffolding Support

In this level, adult connections are made continuously or periodically throughout the development of solutions.  Adult connections serve as mentors, resources, and critical friends for project groups.  For example, students are working in an Economics course to design start-ups.  Throughout the course of the project each group has a mentor that comes every week to give them feedback on their design.

Solution Seekers

The pinnacle of the adult connection continuum is solution seekers.  These are businesses, organizations, non-profits, etc. that have an authentic problem that needs a solution.  The project is guided by developing potential solutions and the adult connection actually implements a solution or mixture of solutions when complete.  A solid example of this would be an engineering course working with the local downtown development organization to design the layout and function of a new public space.  The organization then takes the student ideas and works with a design firm to finalize the plans to go to the city for approval.

As you can see, there are a variety of ways to get started with building adult connections in a project-based environment.  Obviously level one of the continuum is the only unacceptable one.  Where do you fall in your current practices?  Do you find yourself falling back to one level as a constant safety net?  What does it take to build in more authentic adult connections to your projects?

Tips for Getting Started:

  • How to Reach Out

Reaching out to potential community partners is much liking searching for project ideas. Places like the local newspaper, community non-profits, or your Chamber of Commerce are great starting points.  My rules of thumb are:

  1. Make sure the ask is very clear and precise
  2. Create outreach templates, but don’t send mass emails. Personalize each outreach.
  3. Reach out to 5x the number of adults you are looking for (if you need 4, reach out to 20). You can always bank those additional connections for later.
  4. Be thoughtful to your community connections and their lives.  There is no perfect formula, but consider how far out is too soon to reach out and how close to the start is too late.
  • It Takes a Village

Does your school have a database of community partners and staff that are most closely associated with those partners? Start now. If I know that Mrs. Right has a connection at the Environmental Agency, I can connect with her before I reach out.  Keep track of successful outreach efforts and unsuccessful. This will also help organize communication efforts and reduce the number of staff having multiple similar asks of the same partners.

  • Digital World

Think about how you can leverage digital connections. It’s not the same as in person, but just as valuable. Tools like Nepris can help with this. Also, Twitter had provided to be an invaluable tool In reaching out to the digital world. As a teacher, I was able to create a weekly Skype session with 5 staffers at the United Nations all because of one tweet.

  • Combination of Levels

There is no rule that you can not have multiple adult connections or multiple levels of the continuum in the same project. For example, you might have local mental health workers come in and work with teams during the scaffolding phase, but then have professional psychologists evaluate the project.  As well, you might design a project with a local company and then they come back in to evaluate the final products.  There are a variety of creative ways to mix and match the adult connections you create for students.  It takes time, but dip your toes in the water sooner than later!


Transformational Culture

New Technology High School celebrated our 20th anniversary in 2016-2017.  It cannot be without great energy, focus, and effort that a school as unique as ours can sustain and grow for two decades.  At the heart of our work is our students.  And at the heart of our students is our culture.  Ask any visitor that has come over the past 20 years, and it will be one of the first things they point to and one of the first things our staff and students are willing to open up about.

Transformational Culture

However, it is not without great persistence that our culture has been developed.  Like any organization or collective of people, it is vital to protect, organize, and transform.  In her 2006 work, Anthropology and Social Theory, UCLA professor Sherry B. Ortner dives deeper into how cultures evaluate their existence.  She writes, “Every culture, every subculture, every historical moment, constructs its own forms of agency, its own modes of enacting the process of reflecting on the self and the world and of acting simultaneously within and upon what one finds there.”  I find this profound when reflecting upon our own work at New Tech High.  What forms of agency and reflection do we have in place to truly examine the validity of our culture?  Here are a couple of ways, I believe we can continue to transform our culture:

Knowing vs. Living

Our schools culture is built upon trust, respect, and responsibility.  Nearly 200 schools in the New Tech Network that have come since the opening of New Tech High have built their pillars on this same foundation.  However, to truly transform culture, we must move from KNOWING what our culture is to manifesting how we LIVE our culture.

For example, a simple Google search can tell me that respect means to have a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements.  But what does that look like in action?  How do I interact with someone that I might feel doesn’t deserve my respect?  Being able to articulate how we know our culture into actionable actualizations of it is key.

As well as this, to truly transform culture, it is important that I empower people to have the autonomy to act.  What if one person breaks my trust?  Do I create a rule that the other 99.9% must follow now?  Not putting up barriers to living out the culture is important to create opportunities for cultural growth to happen.

Resting on Your Laurels

One of the hardest parts of having a powerful school culture is not resting on our laurels.  In examining this, I will highlight a few points from the 2012 HBR article, “Cultural Change That Sticks“:

  • Honor the Strengths of Your Existing Culture – not resting on your laurels doesn’t mean you throw out what has been working.  It is important to highlight the core components of your culture, the people that exemplify it, and create opportunities to deepen it.
  • Match Strategy and Culture – one of the trickiest things to do when not resting on your laurels is making sure the strategies you are implementing will produce the cultural outcomes you desire.  Change is hard, but as time goes by, it might mean that strategies and structures need to evolve with it.

There is no end point in school culture.  There is no end point in innovation.  There is no end point in creating amazing educational experiences.  It is hard work.  But when done right, a school can go from resting on what has worked in the past to transforming it before toxicity can creep in.

School vs. Class vs. Self

Is everyone in your organization culturally aligned?  How do you know?  School Culture Rewired by Todd Whitaker and Steve Gruenert has some powerful tools to help you measure your school’s cultural health.  Why is this important?  Many times, the norms and policies our schools have in place, classroom expectations set out by teachers, or individual behaviors and beliefs get in the way of transforming culture.


One good example of this was our school’s cell phone policy.  We promoted a culture of openness, student ownership, and modeled after the workplace.  However, our cell phone policy was punitive and counterproductive.  In working with various stakeholders, we transformed the policy to mirror the cultural outcomes we desire.  Was it an easy transition?  Did everyone buy-in?  Of course not.  However, it is vital that policies, mindsets, and beliefs at the school, class, and individual level are aligned to those overarching cultural outcomes for a culture to thrive.

PBIS Policies

What Comes Next?

As the world transforms around us, it is vital that we are constantly examining, evaluating, and protecting the culture we have created.  Recently in re:Work, a group from Google examined the role psychological safety plays when people work together.  Continuing to grow our culture where EVERY adult and student feels comfortable learning from failure, sharing ideas, and innovating off of one another must be at the forefront of our work.  Our most recent California Healthy Kids Survey let us know that we have a lot of work still to do.  Many of our students experience depression, deal with or know someone that deals with personal substance issues, and for some, “school” is the only stable part of their lives.  It is imperative that we help make the transition for acknowledging that our culture is unique to creating new avenues for people to live out the transformation that is possible.


Enemies to Excellence in Education

I just got done reading, “The Enemies of Excellence”, by Greg Salciccioli.  Salciccioli takes a deeper look at the risks we face when on the pursuit to the best us we can be.  After reading the book, it made me wonder what, as educator’s, our enemies of excellence are.  Saciccioli highlights SEVEN enemies, I will apply each one to our effort to provide the best learning opportunities for students we can.

1. Egotism

Pride can be a dangerous thing.  When reflecting on this enemy, it makes me think also about Jim Collin’s book, “Good to Great”.  So many times as educators, we are okay with good, because it works.  Being content in schools and classrooms can be dangerous and lead to stagnation.  Putting our ego and pride to the side and striving to be an organism of continuous improvement is a must for all educators.unnamed

2. Life Mismanagement

How many times as educators have we been unhappy with something, take 45 minutes of our prep to vent to someone about it, and then realize we could have actually completed the task we were unhappy with in that time.  Time is one of the most scarce commodities we have as educators, but also the one we misuse the most.  I encourage all educators to have someone audit the work they are doing.  Let them poke holes in your work and help you find ways to be more effective and efficient with the time you do have.

3. Bad Habits

Identifying our bad habits is one thing, putting systems in place to fix them is another.  So many educators have positive intentions with the work they do, but our bad habits get in the way of our desired outcomes.  As a principal, I have a strong desire to be in the classroom more.  However, I have a bad habit of letting other tasks creep into the time I allot for it.  Until I do something to fix it, I only have myself to blame.

4. Indulgence

What do you as an educator indulge in?  What is it that you feel entitled to?  Our view of hard work and dedication can many times drive us to feel like we deserve something in return.  Context drives this a lot.  I am blessed to work in a state of the art school that implements wall-to-wall project-based learning.  It is easy to get frustrated when a kid doesn’t bring their device on a certain day.  When I step back and reflect, I have friends that work in schools that feel blessed when they get a day each semester in the computer lab.  Perspective is killer.

5. Broken Relationships

Back to that intentions thing.  Educators are some of the most passionate people you will meet.  However, many times our emotions and opinions get in the way of moving towards a collective efficacy with our peers.  Also, how many times do we get frustrated with that kid that just “doesn’t get it”.  Broken relationships can fracture any interaction we have with our fellow educators or students.  What are we doing to rebuild and repair these relationships even when we don’t think we are at fault?

6. Isolation

Silo’s only create more silo’s.  Even in the era of one-room schoolhouses, the teacher couldn’t do it all by themselves.  Professional learning communities are hard work and take time and energy.  But working in a collaborative environment gives us the opportunity to receive feedback, implement changes, and analyze results.  Sometimes it feels easier to shut your door and do your own thing.  But in the long run, you are only hurting yourself.  The Observe Me hashtag and movement has been an awesome way to invite feedback and not live in isolation.observeme_sign

7. Self-sabotage

The hardest of all the enemies of excellence.  How do we not get in our own way as educators?  I remember as a classroom teacher, sometimes thinking, “That lesson design was really good.  Only if the students would have done a better job with _______.”  Externalizing the enemy is the easier out.  What if I would have said, “That lesson design was really good.  How could I have tweaked it to reach more students on ___________?”  We sometimes can trick ourselves into doing something or not doing something for a variety of factors.  What does looking in the mirror look like when making that decision?

When we think about the enemies of excellence in education, many times we point to standardized testing, legislation, lack of resources, etc., etc.  What if we flipped that conversation on its head and began thinking about what personally is within our sphere of influence that we can control.  What are the enemies to our own excellence and what are the enemies to our school’s excellence?

– Riley

Education is a Right, but also a Privilege

I have been blessed to be able to spend some time in Mumbai, India.  It is hard to put into words how fascinating the blend of the city is.  Blend of Indian and European cultures. Blend of rich and poor. And there seems to be no pedestrian or traffic rules!  In my time here, I have been blessed to see both the local and international sides of education here.  Now the international side mirrors much of what we see in the modern education system.  But in seeing the local side and exploring the streets of Mumbai, it is clear to me that we are blessed to have education not only be a given right in the states, but also a privilege we are entrusted with.  Here are my thoughts:

That One Kid

I think it is easy for us as educators to be blinded by the context in which we live.  It is also easy for us to get frustrated with kids that just “don’t” get it.  Johnny won’t listen. Susie won’t sit down. Billy doesn’t do his homework.  I myself have had certain students that I didn’t connect with and that can make the job challenging.  But after seeing a couple local Mumbaikar schools,  I can’t help but think about the “first-world problems” that I encounter on a daily basis back at home when dealing with students.

We know many of our students have their own struggles and the need for personalization and differentiation is never more apparent.  But I know, I will not complain about the struggles I might have with that one kid anymore because I am blessed to live in a place where I don’t have worry about many of the things that others around the world have to on a daily basis that disrupt learning.


Initiative Fatigue

It is also really easy in the United States to feel initiative fatigue.  We are constantly trying to innovate and reframe the lens in which teaching and learning can happen in schools.  Things like project-based learning, competency-based assessment, and design thinking can transform learning, but they also take time, energy, and brain power.  It is very easy as an educator in the US, even in an amazing school at the forefront of innovation in public schools like I am, to get weary of always having to reinvent and reimagine our practices for the future.

Initiative fatigue is a real thing, but generally there are other personal factors that cause the fatigue, not the initiative itself.  After spending some time in a school that didn’t have power, solid floors, or materials, I loose my sympathy for those that bitch and moan about pushing their own or others practices to the benefit of students.  Having the privilege to be able to plan and implement amazing projects or working with a leading researcher on mindfulness isn’t going to cause you any pain or despair.  We are blessed to have the ability and resources to try new things.

“21st Century” Learning

We are clearly deep into the world of 21st Century learning at this point.  Defining deeper learning outcomes for students have helped calibrate and align teaching practices.  In my time here in India, I have seen that 21st Century learning can be a myth in some places.  Forget Chromebook roll-outs and 3D printers. Survival is the deeper learning outcome for many of the students I met.  I met one student who every sibling had dropped out of school at some point to go work.  However, the same passion to learn that I see in many of my own students still existed this student.

Its easy to get caught up in what we have or don’t have money for.  You can easily get numb or selfish about having access to wi-fi or mobile learning spaces.  How many times do we have a panic attack if the wi-fi goes down in an American school?  Every time.  It is clear though, we are fortunate to even be able to consider taking learning deeper and stretch it further into the 21st Century.


It is easy as an American educator to not grasp what the worst learning conditions really look like.  Even if I think I comprehend and have empathy for those learners, I still don’t live it.  I respect all educators, but will not lie and say I am the biggest educator empathizer.  I know many educators on both sides of the fence.  Some that are always finding new ways to ignite the passion in their students and some that are afraid of change, live with a false fear, or are unwilling to challenge their practices.  After my time here and seeing some of Mumbai’s toughest schools: kids are still kids, a desire for learning and growing can exist anywhere (it might just look different), and I know that I won’t fall for any traps that gets me to forget the privilege and right I have been given to empower the students in front of me.  Time for us to suck it up and get to work.