Author: kingswoodoxfordschool

The explosive growth of knowledge and technology during the 21st century requires future leaders who will be able not only to absorb new information but also to evaluate, analyze and interpret it and apply it to new situations in innovative and creative ways. They must also be able to think critically and work collaboratively with others.

How is Kingswood Oxford, a private school in Connecticut, preparing its students to meet these challenges?

As a faculty, we believe that students learn most effectively, deeply and joyfully when they take ownership of their learning.

Rather than merely memorizing information from a teacher or textbook, students should instead be learning how to use information to solve problems, to devise and assess multiple interpretations, and to create their own meaning and understanding. Students need to become skilled at actually using the material they are learning, not merely showing that they know it.

Collaboration is a key component of this process. By working together to solve problems, students generate a much wider range of ideas than they would individually, learn to handle the give-and-take of exchanging different viewpoints, and savor the satisfaction of reaching consensus.

All these approaches make learning more personal, more enjoyable and more meaningful for students.

With this educational model in mind, KO teachers have set a challenge for themselves this year: How can we create new learning experiences in our classrooms to raise the level of ownership for all students?

In working together to answer this question, our teachers have themselves become vigorous learners –mirroring and modeling the same curiosity, growth, collaboration, feedback and creativity they seek to foster in their students.

During a two-day workshop before classes began last August, the KO faculty, guided by Sarah Prevette and Sandra Nagy of the innovative development program for educators Future Design School, explored the concepts and methods of student ownership of learning.

Then each teacher devised his or her own classroom activity or project designed to provide students with the opportunity to make meaning for themselves by applying their knowledge to a problem and solving it.

Finally, teachers broke into small groups where they shared their projects with one another, received feedback, and discussed modifications. As the school year began and teachers implemented their projects in the classroom, they met regularly to share their experiences and gain the perspectives of their colleagues.

Here is a brief sampling of some of the innovative classroom activities teachers have initiated this year:

•Seniors in Alex Kraus’s physics class launched rockets from the football field to study their trajectories.

•Sixth graders in Beth Repp’s English class drew mind maps depicting the plot, characters, settings and themes of a novel they were reading.

•Instead of taking a written exam, students in Jen Weeks’s French class delivered a presentation on how something they’d read could be applied to the KO community.

•As a summative assessment at the end of the first semester, each eighth grader in Introduction to Physical Science was presented with a substance and challenged to determine its chemical composition using the laboratory techniques they had studied.

•Students in Natalie Lynd’s calculus class engaged in a student-led Harkness discussion about problem-solving strategies.

Through creative projects like these, KO’s teachers are inspiring students to develop ownership of their education, to improve their collaborative skills, to apply their knowledge creatively to real-world situations, and, perhaps most important of all, to love learning.

For many students, the college application process has become a grueling forced march: take as many high-powered courses as you can, prep hard for the SATs and ACTs, and assemble a long “brag list” of as many sports, clubs and activities as possible.

Why this grinding ritual? Because that’s what many students believe “selective” colleges want to see on the applications of prospective students.

But this admissions template is rapidly changing. In early 2016, the Harvard Graduate School of Education issued an influential report that strongly challenged this conventional scenario. Titled “Turning the Tide: Inspiring Concern for Others and the Common Good Through College Admissions,” the report urged colleges to place more emphasis on their applicants’ “ethical citizenship”: the ways in which students have provided meaningful and sustained service to others. (To read the full report online, please go to https://mcc.gse.harvard.edu/collegeadmissions.)

Many colleges have taken up this challenge by starting to consider more carefully how students have demonstrated kindness, passion, and commitment to improving the lives of others. Being a good person is now more important to colleges than an activities checklist.

In assessing students’ ethical citizenship, colleges are focusing on five qualities:

Many students list a variety of occasional volunteer or community service activities on their college applications. But now colleges are favoring quality over quantity; they’re seeking out students who demonstrate a sustained and wholehearted commitment to a single project. They want to see students take ownership of one meaningful and consequential endeavor and lead it to completion, and students often devote their college essays to describing this experience.

Passion

 

Colleges are most interested in community service involvement that stems from a student’s own authentic interests rather than from convenience or obligation. A student who loves animals or the ocean or sports, for instance, will find greater meaning in projects that involve these passions.

In recent years, several Kingswood Oxford students where I work have devised and implemented service projects sparked by their own predilections. Last year, for instance, one senior pursued her interest in environmental sustainability by designing, constructing and maintaining an on-campus garden that continues to provide vegetables for the school’s cafeteria. Her classmate turned his love for classic cars into a kindness project by organizing a car show on campus and donating its admission proceeds to the American Cancer Society for colon cancer research.

Acting Locally

 

While it’s become common and even fashionable for students to take exotic service trips to faraway places, colleges are now just as interested in students who have made a difference in their own communities, whether it’s sprucing up a local playground, visiting disabled veterans, or addressing a pattern of bullying or social exclusion at their schools.

An often hidden component of many students’ lives is their deep dedication to their families. They may be caring for younger siblings or grandparents, taking major responsibility for household tasks, such as cooking, cleaning or shopping, or working at jobs outside the home to provide needed family income.

Day-to-day kindness

Ethical citizenship is manifest, not only in volunteer projects but also in a student’s daily interactions with friends, classmates, and adults. Is the student friendly, helpful and attentive to the needs of others on a day-to-day basis? College recommendations written by teachers, coaches, college counselors and employers often reflect a student’s day-to-day kindness.

It’s no secret that we are currently living in a climate of political, social and cultural divisiveness. Mistrust festers among Americans over race, class, geography, religion, political ideology and gender orientation. In recent decades, many of us have retreated to our own islands of belief – protected, isolated petri dishes where everyone agrees with one another.

As this battle roars on, our children are caught in the crossfire. This extreme polarization affects their friendships, classroom discussions, and even family relationships, adding to the anxiety they may already feel about schoolwork, athletics, activities, and relationships.

What can we do as parents, teachers, and advisors to guide children as they seek both to understand this discord and also to play a role in reducing it? In my role as Director of Diversity, Inclusion and Cultural Comeptency where I work at Kingswood Oxford, a private school, I have found these guidelines to be healthy and productive to meaningful conversations with my students.

One way to help reduce adolescents’ anxiety about the current polarization is to explain the forces that are causing it. Our media thrive in ratings and revenue by playing up conflict, so news stories are saturated with words and images of anger, hostility, and resentment. The devolution of the national news media into “liberal” and “conservative” news outlets has also played a role.

Another prime driver of this discord is the Internet. Its instantaneity and anonymity invite insulting, demeaning and angry postings that are much more difficult to say in person. Facebook, Snapchat, Twitter, Instagram and other apps thrive on a “hashtag mentality” designed for us to quickly determine what we believe to be the condensed version of the issue. Within our social media networks, we operate in an ideological echo chamber as people we have admitted to our circle of “friends” click and comment as they mostly share our interests and beliefs. We are, in effect, really talking to ourselves.

Encourage thoughtful introspection

Both adults and adolescents can benefit from challenging their own beliefs. Courage comes from questioning what we hold to be true and right. We can inspire courageous and thoughtful self-awareness if our students can ask themselves: What hidden biases might lie beneath my viewpoints? Why do I hate that group so much? Why am I afraid to speak to someone who disagrees with me? Why do I doubt the authenticity of that group of students who want to be friends with me? Such self-reflection can lead to a greater understanding, not only of one’s own motivations, but also those of others.

Let’s challenge our children to leave their islands of belief and sail to other shores. How can someone authentically understand the culture of another country without going there? This takes courage. We can suggest that our child seek out one other student who holds views different from his or her own and, then to ask that student, in person, why he or she holds those beliefs. Engaging in such constructive, mutually respectful, face-to-face conversations can break down misconceptions and hostility and lead to the surprising discovery of common ideological ground.

Instead of posing questions that elicit only gut responses, e.g., “What do you think of President Trump?” we adults can initiate more broad-minded discussions with questions such as, “Is political correctness killing conversation?” or “Why do you think our nation is so polarized right now?”

Prompts like these challenge students to lean into the gray area and explore complexities and contradictions. Recent studies have shown that students develop a greater sense of belonging and connection in a school where such topics are debated rather than swept under the rug.

In guiding students trying to cope with our current ideological divides, I’ve found two books especially helpful:

“Braving the Wilderness – The Quest for True Belonging and the Courage to Stand Alone” by Brené Brown (Random House, $28)

“Blindspot: Hidden Biases of Good People” by Mahzarin R. Banaji and Anthony G. Greenwald (Bantam, $17).

The increasing use of the Internet and cellphones by adolescents creates significant challenges for parents. When used appropriately, these technologies can add value to children’s lives by providing access to vast sources of information as well as meaningful interactions with family members and friends.

But they can also expose children to disturbing images and ideas, harassment, exploitation, and violence. Even when Internet content is benign, the excessive use of technology drains children’s time and energy away from schoolwork, real-world activities, and face-to-face interactions.

What can parents do to ensure their children are accessing the Internet safely, productively and appropriately when they’re at home?

Technical Measures

 

• Be sure to tell your child what technical measures you’ve taken to monitor them so that they don’t feel blindsided or snooped on.

• Use the Internet safety programs built into computers. Windows users can access the Family Safety Account. Mac users can choose Apple’s Parental Controls. Both of these programs allow parents to block specific websites and applications, disable the built-in camera, and choose the people their children can message with.

• Configure a safety service on their home Wi-Fi router. OpenDNS, for instance, offers a free program called Family Shield to block inappropriate content.This service allows parents to control all Wi-Fi traffic on devices and to block fraudulent messages and proxy servers (which children sometimes use to circumvent parental controls).

• Parents who seek more granular control of their kid’s internet/social media usage can configure one of several programs on their child’s devices. These include AVG Family Safety, Qustodio and Net Nanny 7.

• None of these systems is foolproof. Tech-savvy children can figure out how to bypass almost any protective program.

Non-technical Measures

 

• Encourage children to use a family desktop computer in a shared space that’s visible to everyone. If a desktop or laptop is located in a child’s bedroom, make sure that the screen faces toward the door.

• Require children to charge any mobile devices in YOUR bedroom each night. This will prevent them from staying up late to play games, messaging or talking on the cell phone.

• Obtain your children’s passwords. By being able to log-in to your child’s accounts at any time, parents can see everything their child is doing online.

• Talk to your children regularly about Internet safety. The more children know about the distractions, distortions, and dangers of the Internet, the more responsible they’ll be as digital citizens. Ask them about their Internet activities and familiarize yourself with the sites your children are visiting. In your conversations, emphasize that there’s no privacy on the Internet and that anything they’ve ever posted is archived there. Even a brief Snapchat post can be screen-shot and permanently captured. Urge your children to tell you if they ever feel bullied, harassed or uncomfortable in any way when using technology.

•Trust your gut. Observe your children for any sign of inappropriate or excessive Internet use. These include:

      • Shifts in the location of Internet use. A child who always used the computer in the family room, for instance, might suddenly start using it only in his or her bedroom.

      • Tiredness or a crankiness. A child who is staying up late to be online or to text will be sleep deprived.

      • Decline in grades or loss of interest in non-computer activities. These could be signs of overuse of technology.

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When young people ponder their future lives as adults, they’re usually thinking of a job, a title, or a profession. But I would suggest that they consider these questions instead: What fascinates me? What problems do I want to solve? Where do I want to make a difference?

As they ask these questions, it may be helpful to consider the following guidelines:

 

Embrace Your Curiosity

 

Rather than falling into well-trodden paths where you think you should go, spend your high-school years discovering what fascinates you.

Try to ascertain what moves you, what prompts you to try to know more and to do more. What endeavor or enterprise makes you want to shout, “I want to be part of THAT!”?

Your true passion doesn’t always strike you like a bolt of lightning. Discovering it sometimes demands initiative, risk-taking and entering unfamiliar environments. As you explore, don’t look simply for the easy open doors; knock on the closed doors and open them.

Each year, make an effort to try something new, whether it’s enrolling in an intriguing course, joining a new club or auditioning for the school play.

 

Learn To Solve Problems

 

Our world is changing so rapidly that the career you eventually pursue might not even exist yet. But one skill you’ll need in any career is the ability to solve problems.

Your school offers you the chance to practice tackling problems now –in the science lab, art studio, classroom or club meeting.

Then, when you enter the work world, you’ll be an experienced problem-solver, capable of adapting to a multitude of scenarios. This transferable skill will prepare you for anything, making you an indispensable leader in any enterprise.

 

Be Persistent

 

Problem-solving is hard. Solutions will not always come quickly and sometimes they won’t come at all. When you encounter a problem, big or small, dive into it with grit, determination, and persistence.

As you strive to solve problems, be self-aware and notice your own reactions and responses to the process. Ask yourself, What did I do well? Where could I have done better? How did I respond to challenges, setbacks, suggestions from others? What did I learn about myself?

And when the problem is seemingly “solved,” don’t stop there. Take full ownership of your work. Revise and polish your solution until it’s accurate, thorough and complete –so that you can present it to your teacher and classmates with pride.

Proofread your papers and lab reports, check your math test for careless errors, and review your French homework for proper accent marks.

 

Care Beyond Self

 

South African leader Nelson Mandela once said, “Education is the most powerful weapon that you can use to change the world.” His words might prompt you to consider how your passion and problem-solving can help others.

If you’re interested in medicine, what diseases do you want to cure? If you enjoy writing, what human issues do you want to address? If you’re intrigued by business, what services or products do you want to provide to enhance the lives of others?

By considering these questions, your education will not only enrich your own life but the lives of others as well.