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In looking and listening to the panel, I am compelled to push my students to push themselves, to advocate for themselves, and to learn best how they learn, themselves. Right now, I feel as though education is reactive and we should instead be more proactive in how we set up our classrooms, how we present information and how we motivate our students. As educators, we should be learning right along with our students. Our passion for learning should be contagious and yet liberating so that our students will catch our love for learning and then take the next, necessary steps to solve relevant problems. This will be hard for teachers who lecture. But, as more and more teachers are entering our field, I have hope that they will have the necessary knowledge and passion for inspiring all students.
One of the most exciting things I am seeing is colleges and universities allowing students to shape their majors/minors to their interests. Ownership for one's learning is key for building passion.That is the true future of school/learning.

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In the section focused on social emotional wellness and the connection with learner centered design, I was struck by Mr. Kosslyn's moment 

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In the section focused on social emotional wellness and the connection with learner centered design, I was struck by Mr. Kosslyn's moment 

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That question and discussion resonated with me. My hope for my students and classes would be that when someone observes my class that it is clear to them that everyone in the class, including myself is learning. Through how we are communicating, to how we are engaged, to the kinds of questions being asked and opinions being shared. This will require a stronger emphasis on process and acquisition on knowledge rather than a more summative focus.  A more process driven classroom with more value on those process is a good starting point.

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As we continue to discover more about the neuroscience of learning and its impact on student wellness (and teacher wellness for that matter), it raises many questions about the nature of the reform that needs to take place.  How do we, as a system, continue to incorporate problem-solving, empathy, analysis, and synthesis into courses, school days, and grading systems that make that challenging?  How do we structure a school day so that we are still supervising students for the number of hours we are required to, and yet give their brains the freedom to process, learn, interact, and encourage?  What does that school look like?  How do parents feel about it?  How do legislatures feel about it?

I taught a program titled "AP Capstone" which encouraged a broader way of thinking and embracing learning in two classes AP Seminar and AP Research.  What we learned throughout the program is that A) students embrace the struggle when it's their own and B) our grading system and school day was not conducive to giving the students what they needed.  It was an enlightening, powerful, and rejuvenating experience to teach these classes, and while listening to the panel it brought back all of those passions about what we should be doing for our students.  I hope that as we learn more, we embrace that learning isn't something we can fit in neat little boxes, and we can move, in small steps if need be, towards making schools that work for learning.

I know that I definitely want to incorporate more brain-based learning in my classroom and that my big goal for next year is to start off teaching students how their brains work and what learning can be.

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The more I learn about learning and education, the more I am convinced that the future of learning will look very different. I suspect it will look similar to a freshman class at MIT that I mentor every year, where students work to solve one real problem that is facing the world today (the Class is called Solving Complex Problems). The students, learn how to think about solving problems from the adults, and learn about subject matter from experts, while also self-directing their learning. They learn in the classroom and out in the world. I can imagine this being done for high school students and middle school students. It’s exciting to think about how students may come up with creative solutions to real world issues.

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What is learning and how will it look in the future?

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What is learning and how will it look in the future?

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The more I learn about learning and education, the more I am convinced that the future of learning will look very different. I suspect it will look similar to a freshman class at MIT that I mentor every year, where students work to solve one real problem that is facing the world today (the Class is called Solving Complex Problems). The students, learn how to think about solving problems from the adults, and learn about subject matter from experts, while also self-directing their learning. They learn in the classroom and out in the world. I can imagine this being done for high school students and middle school students. It’s exciting to think about how students may come up with creative solutions to real world issues.

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My impression is that discussing the ways you might answer this question (with colleagues, students, etc.) is more important than settling on a final answer. I think I'll pose this question at the start of the year and try to build in moments throughout the year where we reflect on our responses, discuss whether we want to modify them, etc.

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"Who owns the learning?" This is something I've been trying to explain to students in my classes, especially students who come from various school systems. I have an extreme case this year, a boy who initially sat like a statue, refused to work in a group, and in broken English kept insisting "you teach me, not other boy, you teach me, tell me what to do."  Lots of patience, explaining, modeling, months of gentle nudging, and he's now working together with others, a valued member of the group, a keen interpreter of poetry. Once he realized HE is in charge of his learning, not I, he embraced it. Massive change in attitude and in his interest in the various activities, especially when there's choice. I've been fascinated by his progress as a learner. Can he fully analyze a text in English? No, not yet, but he now knows what he needs to do to get there. :)

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"Who owns the learning?" This is something I've been trying to explain to students in my classes, especially students who come from various school systems. I have an extreme case this year, a boy who initially sat like a statue, refused to work in a group, and in broken English kept insisting "you teach me, not other boy, you teach me, tell me what to do."  Lots of patience, explaining, modeling, months of gentle nudging, and he's now working together with others, a valued member of the group, a keen interpreter of poetry. Once he realized HE is in charge of his learning, not I, he embraced it. Massive change in attitude and in his interest in the various activities, especially when there's choice. I've been fascinated by his progress as a learner. Can he fully analyze a text in English? No, not yet, but he now knows what he needs to do to get there. :)

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I am still wondering about how to measure learning. The panelists mentioned that competency based learning involved giving formative feedback on communication and collaboration and not checking off boxes. I feel that I need a way to assess their change in learning these competencies and that the students want something concrete to work towards. If students are to peer assess I fear that they would need support and guidance on what they are feeding back on. I feel that my students are good at participating in these learning experiences but that, although I give them formative feedback, I am not able to assess their progress in these skills and reflect this in their grades. Their grades are, I'm afraid, currently based more on their test/quiz scores.

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The section on measuring learning jumped out as me because Assessment is my main area of interest. As a teacher (aka learning designer/facilitator), we design experiences so students can express what they know more than creating traditional assessments that focused on what was taught. As an evaluator, we also need to track the changes in desired behaviors because the students may not be aware of their own learning. For me, these two approaches to Assessment necessitate a tight structure from the learning designer that creates tools to empower both the learner an the instructor to gauge learning. 

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The section on measuring learning jumped out as me because Assessment is my main area of interest. As a teacher (aka learning designer/facilitator), we design experiences so students can express what they know more than creating traditional assessments that focused on what was taught. As an evaluator, we also need to track the changes in desired behaviors because the students may not be aware of their own learning. For me, these two approaches to Assessment necessitate a tight structure from the learning designer that creates tools to empower both the learner an the instructor to gauge learning. 

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Also, Jason's question about what needs to be changed... Meghan's answer- of students having choice. This is something that rings nicely in my mind.  It was followed up by Antonia's  'legitimate learning' - that a canon is outdated. This is a challenge that I have been trying to embrace. I love my content and believe in it, but I want to give it, the content, a more significant place for students in that it is connected to the world that we all live in- not just a classroom.

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As I heard the panelists talk about measuring learning I tried to "see" that situation in my classes. I don't concrete evidence on student growth but I can see in my students eyes that moment when knowledge was acquired but most importantly, when they were aware that they had just acquired it! It is pure joy for them and for me. It validates that what I am doing is having an impact and that growth takes place in my classroom.
Ale Cantu ASFM

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I love how Meghan made the distinction between "learning" and "schooling". She then elaborated on learning as "making meaning of one's experiences". I love this so much. I'm wondering though, what feedback and ultimately assessment looks like here.  How do you quantify or assess "meaning" as it's so personalized.  This is something I grapple with a lot- and would love to hear other peoples thoughts on.

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Student anxiety is already at a fever pitch where I work, and it seems to be getting more debilitating every year. So I'm struck by the idea that there is a correspondence between immersive learning experiences and diminished stress. I don't yet know how to apply this correlation, but I'm going to bring it up in my next meeting with uppser school advisors.

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I was drawn to AnnMarie's thoughts about two aspects of learning. 1) Her statement about creating equitable opportunities for all students to express what they know. Many in educational circles have discussed the pitfalls of a traditional classroom  and how extroverted students are favored. AnnMarie challenges us to give everyone a chance (teacher included!) to express out loud what they care about. Those can be powerful moments and in sharing that out, it charges everyone in the room to help the particular individual's growth. 2) I also appreciated AnnMarie's reflections about how to give feedback to one another. Doesn't everyone have a gift to share? How might everyone's feedback help a learner move closer to their goals? When structured and guided well, asking for wisdom from all corners of the room adds a layer of collective responsibility for all in a learning experience. Let me add one of my go to resources about how to offer meaningful feedback to this posting https://grantwiggins.wordpress.com/2014/04/15/what-feedback-is-and-isnt/

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I'm still watching the panel, but the concept of assessment of change, being the measure of learning really interests me.  It supposes a 'pre assessment', or an earlier measurement of knowledge.  In my classes, that are largely content based, the concept is taught, and practiced and phenomenon seen or played with and then 'understanding/memory' is measured, I'm not sure I'm measuring 'learning', as much as I am measuring 'understanding now', which we all know may change rapidly both before and after.

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I'm still watching the panel, but the concept of assessment of change, being the measure of learning really interests me.  It supposes a 'pre assessment', or an earlier measurement of knowledge.  In my classes, that are largely content based, the concept is taught, and practiced and phenomenon seen or played with and then 'understanding/memory' is measured, I'm not sure I'm measuring 'learning', as much as I am measuring 'understanding now', which we all know may change rapidly both before and after.

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There were so many juicy nuggets of insight to choose from but when Meghan mentioned that learning might look like students scattered throughout the classroom or even among the building. As I continually work toward more active learning when students are in my class, I almost feel like things are more chaotic (but its an organized chaos to certain extent). Students have a task and goals but they are working at different speeds and on varying aspects during the time. Lots of coming and going. Initially letting go of the control was a bit scary and it has been through time that I have gotten more comfortable with letting go of the wheel and putting the responsibility for learning more on the student. I've gotten more comfortable because I've seen more student engagement and retention of ideas when they are doing the heavy lifting in the process

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Impressions: I also found Meghan's question of 'who owns the learning' to be especially helpful. It is something I need to keep in mind and this panel and other resources are showing me that it is time for me to rethink how I teach my science classes. I have been questioning how our school (like many) asks students to complete a checklist of courses and how passive that is. And yet in my own class, I provide the learning goals, assignments, and how they will show me they've learned the things I want them to. Time to do some serious soul searching....

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Impressions: I also found Meghan's question of 'who owns the learning' to be especially helpful. It is something I need to keep in mind and this panel and other resources are showing me that it is time for me to rethink how I teach my science classes. I have been questioning how our school (like many) asks students to complete a checklist of courses and how passive that is. And yet in my own class, I provide the learning goals, assignments, and how they will show me they've learned the things I want them to. Time to do some serious soul searching....

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I love this talk and completely agree with Meghan that the main thing that needs to change now in education is "who owns the learning."  I've watched too many students disenfranchised in school and feeling like they need to be told why, how, and what to think.  I do believe that there are aspects where students need to be asked to, as Susan says, "do the hand things" yet I think that as society we've gone too far in the telling and haven't made enough room for student agency, which I believe is driving out some of the innate curiosity seen in toddlers, which naturally affects student wellness.  I think all the points raised in this panel really point to the need to reassess the purpose of school, the role of educators, and what is the best way to truly help people learn.

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First, I was thinking that Meghan's student at Mount Vernon might want to go to Minerva! There were so many compelling ideas in the course of the discussion that I'm pretty sure I need to watch the whole thing again, then spend some time digesting it all. That said, I do often find myself torn during these conversations, because there are experiences I'd like every person to have, even if they don't like them or find them confusing or hard and might never choose them. I also recognize that finding topics and activities that you authentically like, have success with, and are eager to pursue is critical for everyone, and I know that something such as high school graduation requirements might include little of that for some kids. Further, student voice and choice matter, and having agency is critical. I do know, though, that I have, and my own kids have, learned a lot from things we didn't like or want to do. For example, the hardest thing I had to do in high school and where I learned the most: my school's required 25-day Outward Bound course. I was excited to go; it was a rite of passage at the school. However, a lot of it was relentlessly hard. Would I have chosen to be pushed in those ways? Unlikely. Am I still grateful, some 35 years later, for all I learned? Every day. And, as Kurt Hahn, founder of Outward Bound said, "There is more in you than you think." Can a competency-based approach allow students to experientially discover that? And...to own their learning?

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Right now at ASIJ we are working on finding a common definition of learning. We struggle of course with some of the same issues that are raised here: the distinction between schooling and learning, the role of the teacher in the learning process, the role of assessment.  The focus of this discussion (particularly Meghan's and Stephan's discussions about their schools approach) on active and applied learning with a (authentic preferably) product pointed out an area that I feel like we haven't been emphasizing in our discussions.  Thank you to the panelists for that.

I also think that Antonia's point about the structure of many schools not supporting student wellness (even if they are not subjected to metal detectors on a daily basis) is very important. I mentioned this on one of the discussion boards but I see a lot of schools walking the wellness walk but then not putting policies and structures in place that protect student wellness. Emphasizing grades over learning, letting kids pack their schedules, creating comparative/competitive rather than collaborative environments, and other such practices are all detrimental to student well being.

And I think I wrote too much.  Thanks again to the panel!

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Wellness and SEL and active learning are related and interdependent.Could we create a protocol or set of questions that would help to analyze school life from each of these perspectives?