M.Ed Presentation of Learning
I've finished my Master's degree. Below is my presentation of what I have learned in this program.
Implications for myself:
My Foundations project
2. Significant Growth
Balance of rebellion <---> compliance
It was always me vs the world
Non Violent Communication
Identifying emotions and expressing them as leadership practice
3. Looking Ahead
Work as new teacher support. Goal: all teachers plan and facilitate a high quality project every semester
Middleman of privilege
Implications for my school:
Online resource ---> Apprenticeship model
2. What did I learn?
The answer was within me all along
Our current process does not serve my aim
A school should arrive at commonly held standards of excellence for a project*
You *must* teach thru projects
Mentorship program should become an apprenticeship program for new staff
New teachers are unlikely to plan and facilitate a high quality project in the first year under current conditions
Implications for Sector:
- Schools should be clear about what their priorities are.
We are who we pretend to be
- How do we measure teacher success?
As long as you don't give tests, homework or worksheets you'll be ok.
(Grad school version)
Does our school currently provide a clear and unambiguous directive to teach exclusively through projects?
What would be the impact of a clear and unambiguous directive to teach exclusively through projects in a school?
How much push back would we get if all teachers were required to
1. do their own project first, documenting the process
2. guide students to follow their process starting on day one and not stop until they finish
3. complete a reflection project as evaluation
How might we clearly articulate our values and principles for what teachers do with their students?
Here's how our school currently does:
What are my blind spots for an apprenticeship approach?
"IF you don't drain a vent pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit." In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent... He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master's actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience."
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Philip Estrada is a teacher at High Tech High Media Arts in San Diego California. He teaches Physics by having kids build things in a woodshop.