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RE11 Updates: Click for More

By Mr. Eure English 11 Regents (2017-2018)

Update #1: Deadlines

The assignment titled “Self-Control” is now due October 19, 7:00 AM. You aren’t in class on Wednesday, which gives you some time to finish reading and draft a response. Photocopies of the post for this assignment (The Fatal Flying Guillotine) will be available in class on Tuesday. Here is a section of the prompt as it appears on Google Classroom:

Read the instructional post below carefully. Then you must work together and with Ms. Olson and me to write a response that deals with

(1) your close reading of this post;
(2) metacognitive analysis of HOW you read;
(3) your self-awareness with regard to your self-control; and
(4) the assiduousness and self-efficacy you believe it will take to master self-control.

The assignment titled “Gestalt Suite: Getting to Know You” is now due October 20, 11:59 PM. You have had the instructional post (Gestalt Suite: Getting to Know You) since October 8. Because of the particulars of the assignment, no photocopies have been made. Here is a sectIon of the prompt as it appears on Google Classroom:

As you make your way through these instructions, the explicit self-assessments, and the other data-gathering work in that post, you should be writing to make sense of what you discover. This is the metacognitive and reflective writing that comprises the upper-tier profiles. You can attach copies of this writing here on October 17. Otherwise, mark this assignment as done on October 17 — not before — to indicate that you have opted out of this part of the work.

Update #2: Grade Abatement Profile Scores

The deadline for the GAP assignment titled “GAP Score: Q1B” was pushed from Friday to Sunday night, October 15, 11:59 AM. As a result, it will take 3-4 days to process your evidence and self-assessments.

Continue to use the profiles, skills and traits, and other tools of learning and assessment on a daily basis. Here is a copy of the “Other Daily Resources” section on our homepage:

[expand title=”Click here when you need direction(s).”]

Three Steps to Repeat	Semester Calendar	Classroom Posters

[/expand]

Those documents are right below this direct link to a printable version of the profiles, skills, and traits themselves:

Grade Abatement Profiles with Universal Skills/Traits

If you know you haven’t internalized these ideas yet, now is the time. Ask for help, including here, in the comment section of this post.

Update #3: Interstitial Learning

Starting soon¹, I am going to try to have a “word of the day” for us. The first word will be interstitial. Here is a link to the Wikipedia page for the word:

I use this term metaphorically, but you should pay attention to this section of that page: “Interstitial art [is] any work of art whose basic nature falls between, rather than within, the familiar boundaries of accepted genres or media.” As Piet Hein said, art is solving problems while we figure out the questions. That’s a Humanities makerspace.

Anyway, I call this classroom interstitial for exactly that reason: The instruction and discussion does not fit into the familiar boundaries of your learning. You must retrain yourself to access learning interstitially, or in the spaces between other structures and objects. You must also see that each bit of instruction, in or out of class, connects:

Habits and Habitats

The entire post is an explanation of what we’re doing, written as thoughtfully and clearly as I can make it. And while it all teaches you something, you could do worse than to focus solely on this section:

To recap, you can access the interstitial teaching of this course in many ways, at almost any hour, and almost anywhere. Because of that access, your default action in class can no longer be to read these posts. To help you with this choice, there is now a corner of our classroom where you can temporarily store your computer, phone, tablet, etc.

Moving on, you use the first few minutes of each class period to decide clearly and consciously how you will spend the time. If you keep your computer in front of you, it should only be so that you can create. Even leaving comments online gets away from the kinetic act of creation we need to embrace, because that’s a part of interstitial instruction. Think of it this way: You have access to Google and this website anywhere, but you only have access to this physical space once a day for 42 minutes.

It’s about using your time in class more consciously, not abandoning technology. Your default action is the one we need to question; for some of you, the class period might remain the best time to read a post and make sense of it. For most of us, however, the classroom should be a space of interaction, discussion, and creation.

To do that, you must read interstitially, in the moments in between other responsibilities and events. You can also think of this as good ol’ fashioned homework: the reading you need to do at home to prepare to write, think, and read further in class.

Well, this site tracks how many times each page is viewed. Here are the numbers for the week ending at approximately 11:30 AM on October 16:

They seem normal enough. It’s a little low, perhaps, because there are about 100 juniors who should be reading instruction on here regularly, and a quick look at the comments page suggests that some students are visiting pages many, many times. Those numbers should be much higher, if everyone is doing their homework throughout the week.

Now look carefully at this chart:

Just like you did with the first image, you had to click on that image in order to see it. Well, there’s something interesting about that: Every click on these pages is logged. When you’re given a link to the definition of a word you might not know, clicking on it is logged. If you load a separate essay that is required reading, that’s logged, too.

Over the last week, it certainly seems as if no one is clicking on these links. I can’t be sure if these data are 100% inclusive, since I don’t have access to the program that WordPress uses to collect them; it’s possible, therefore, that more students are doing what they’re required to do. But what can the percent margin of error really be? The conclusion is the same: You have to read more closely.

Maybe you don’t click on a link the first time through. That’s fine. When you load the instructional post again, you have another chance to read more deeply. That’s the requirement: To force yourself to slow down, click on links, connect information, and develop the hooks that Paul Graham talks about here:

To some extent it’s like learning history. When you first read history, it’s just a whirl of names and dates. Nothing seems to stick. But the more you learn, the more hooks you have for new facts to stick onto– which means you accumulate knowledge at what’s colloquially called an exponential rate. Once you remember that Normans conquered England in 1066, it will catch your attention when you hear that other Normans conquered southern Italy at about the same time. Which will make you wonder about Normandy, and take note when a third book mentions that Normans were not, like most of what is now called France, tribes that flowed in as the Roman empire collapsed, but Vikings (norman = north man) who arrived four centuries later in 911. Which makes it easier to remember that Dublin was also established by Vikings in the 840s. Etc, etc squared.

The more you read, the more you make connections between ideas, the more you learn. That’s how the site was built initially, and its the logic that drives every iteration of it.

If you aren’t currently one of the few students pushing into these instructional posts, interacting with the lessons, clicking on links, etc, you need to become one of those students immediately. Let me help you, too. It’s not as much of an adjustment as you’d think, and it’s going to pay off in every class and course and job in the future.

This originally said “tomorrow,” which was wishful thinking on my part. Thursday is possible, but I want to do this the right way; it could be a week before we start this. ↩

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Habits and Habitats

By Mr. Eure All Junior Classes (2017-2018), AP English Language & Composition (2017-2018), English 11 Regents (2017-2018)

To quote Ken Robinson again, we have to start to think differently about human capacity. We have to think differently, as he says, about “the culture of our institutions, the habits of institution, and the habitats that they occupy.”

It’s very likely that you are only doing this kind of work once a day, in one classroom, with one teacher. But the same could be said for physical education, which looks and feels and is nothing like your other classes in classrooms. You have to embrace change and your own capacity to adapt to different environments. You will discover that you have some tardigrade capabilities.

“Indestructible tardigrades will live until the dying Sun boils Earth’s oceans”

Right now, you are studying self-control, because self-control is central to every choice you make in our course. You must monitor those choices and connect them to that reading; when you do, you will be able to be metacognitive about every choice.

If this is different for me, it’s a difference of degrees, not kind. I write to you to teach you how to write. I write to you to teach you how to read. I do it to freeze instruction and give you access to my instruction anytime, anywhere.

And when the feedback is more critical, I write because that criticism never applies to every student. The student who listens most attentively isn’t the student who needs the lecture about listening more attentively. The student who takes notes on this post isn’t the student who needs the reminder to read more carefully¹,

My own metacognition might, therefore, lead me to intervene in the classroom as a whole to help us work together to make better choices. This post, with its sense of who is reading it, exists in part to guard more invested students against worry and the Forer effect — and this is a post that hopes that more invested students will recognize the Forer effect from their careful reading.

While we think differently about habits and habitats, we will make some changes to the class period.

First, some classes will have assigned seats for a little while. We have two triptych panels worth of data suggesting the need for assigned seats. Again, you are studying self-control; while you need the opportunity to practice it, you also need correction when you fail. New seats (and a bit of isolation) will build better habits.

Second, all classes are going to spend some time away from screens. There is now a corner in our classroom with space to store 30 chromebooks, tablets, etc.; next to that is a wall organizer that can hold 30 smartphones. At the start of every class, you must make the deliberate decision about where your tech goes. The screen is no longer your default, and I expect to see more and more of you removing the distraction by placing it in this corner.

If you want some context for this, please read my thoughts on shifting to interstitial teaching, this recent post about the physical classroom, or the note I left parents for Open House. You must sometimes be forced to balance the interstitial stuff with hands-on, creative, face-to-face learning. You have to put the screen down.

As I wrote to your parents, the difference between our interstitial classroom and a flipped classroom is that you still have the option in here to read the instructional posts during class time. It is designed to be an anytime, anywhere system. That does not mean, however, that you should read in class. In fact, that cannot be your default choice.

The most compelling reason to push you away from reading this website in class is that reading is an intensely individual act. It requires focus. Once you’ve finished a text, you can (and should) invite peers and teachers into the conversation, but the initial reading is about you and only you. What you learn is built on your experience with and understanding of that text.

As a result, if you choose in the first few minutes of class to read instructional posts, there must be a significant reason. You might have fallen behind, gotten overwhelmed by work in other classes, or lost the Internet at home. Otherwise, I know that each of you has access to a screen for this kind of interstitial reading, because the district gave you a computer. You can read these instructional posts in bursts, over lunch or in study hall or while waiting for the bus. 90% or more of you also have a smartphone, and these posts are designed for readability on those smaller screens. You do not need to read these posts in class.

Another point about your access to these instructional materials: You can always print copies of anything that is not already photocopied for you. We have our own classroom printer dedicated to that purpose. You can also print to the iLC, if you prefer to do that. You can print at home, if you have a printer there. And whenever I sense that it could be helpful to give you a paper copy of a post, I make a class set of copies. Your syllabus talks about moving toward a paperless classroom, but it’s a movement; we aren’t anywhere close to being paperless, and if we do get there, you will always have the option to print individual copies of anything.

To recap, you can access the interstitial teaching of this course in many ways, at almost any hour, and almost anywhere. Because of that access, your default action in class can no longer be to read these posts. To help you with this choice, there is now a corner of our classroom where you can temporarily store your computer, phone, tablet, etc.

Moving on, you use the first few minutes of each class period to decide clearly and consciously how you will spend the time. If you keep your computer in front of you, it should only be so that you can create. Even leaving comments online gets away from the kinetic act of creation we need to embrace, because that’s a part of interstitial instruction. Think of it this way: You have access to Google and this website anywhere, but you only have access to this physical space once a day for 42 minutes.

I’ll give you an example of how this might work, and then I’ll connect it to the grade abatement profiles used to assess your choices.

P2 is a class of 30 students. It’s big enough to feel crowded, even in a large classroom, so students tend begin the period loudly, sitting where they always sit, computers open in front of them.

Every P2 starts with morning announcements. That lasts a few minutes, and it gives us an external timer of sorts. Starting now, P2 can use the morning announcements as a backdrop for settling down to make deliberate decisions about how to move about the classroom and make better use of its resources. Among many other choices, these P2 students can store their computers and phones in that newly constructed corner. They can move the furniture around to facilitate small- or large-group discussion. A few might approach me to indicate that they really do need the time that day to catch up on interstitial reading; in that case, I might suggest they take a pass to the iLC to read in a quieter environment. Students might roll over the cart of Expo markers and erasers, readying themselves to use the whiteboard to brainstorm.

When those morning announcements end, P2 can launch into their work for the day, and their decisions will be more deliberate than they would otherwise be. Computers would be open only for students collaborating on writing or working individually on a response. Phones would be out to look up information or check directions or confirm something in a post. There would be movement and creative chaos, and pretty much every day would look and feel different.

That’s a makerspace, and you can’t opt out of its requirements. The fourth tier of profiles starts, in fact, with the idea that you complete every required assignment, which now includes the scenario I’ve just described. You cannot opt out of making better choices, and you cannot opt out of this focus on using screens less often in class and more often interstitially. The language of an 8 explicitly references the classroom environment; if you make more deliberate decisions about technology, you will improve that environment immediately.

On the other end of the assessment spectrum, the language of Tier 1 and Tier 2 explicitly references an inability or unwillingness to invest in the classroom environment. You can motivate yourself that way, at first, as necessary; if you force yourself to adapt to avoid punishment, you’ll sto;; experience some of the benefits of the change. Eventually, you’ll be making decisions for the right reasons. That, too, is the design of the course.

Ask questions about this below, and recognize that these comment sections exist to promote discussion interstitially. You can do something similar through Google+, the comment section of a Google Doc, a group text, etc.; all that matters is that it happens interstitially. In class, you need to push yourself away from the screen to engage your peers in person.

In my more cynical and self-deprecating moments, I wonder why I preach to the choir if I hear only the same voices in a call and response. ↩

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AP Adjustments: 10/12/17

By Mr. Eure AP English Language & Composition (2017-2018)

Please adjust your ongoing expectations and plans according to this post.

Today, Monday, and Tuesday

Today, Monday, and Tuesday, you are strongly encouraged to use class time to work on the reading and writing and data collection in this post:

Gestalt Suite: Getting to Know You

When you get to the two spider-graph sections, use this handout to help you self-assess. We will go over that in class¹.

You are also strongly encouraged to split your class time as necessary between that Gestalt Suite and the work described in this post:

Concrete and Abstract

By Monday, you should be moving around the room, using new areas, sitting in new seats, experimenting with different resources, etc. You can also start bringing in your concrete and abstract contributions to the space.

Friday

Tomorrow, you are most strongly encouraged to split your class time between your Q1B GAP report and your Pareto Projects. The GAP report will be available tomorrow morning, alongside a Google Classroom post that can be used to submit evidence. Review the posters in our classroom for the most salient aspects of the scoring process:

https://goo.gl/7EEuT9

Interstitially

As students in an advanced curriculum, you always have the choice of how to use the resources available to you, which includes class time. The expectation is that you will monitor, analyze, and refine those choices as you move forward. Over the next week or so, I want you to direct that metacognition toward the idea of self-control.

One marker of the highest grade abatement profiles is a “desire to do more than just what is required.” This is one of those opportunities. Read this post carefully — and if you’ve done that already, read it again:

The Fatal Flying Guillotine

You are invited² to use that post to shape a writing response that does something for you. You might shape it through

(1) your close reading of the post;
(2) metacognitive analysis of how you read this kind of complicated instruction;
(3) your self-awareness with regard to your self-control; and
(4) the assiduousness and self-efficacy you believe it will take to master self-control.

There are other options. A post like this exists to force you to organize, use resources, work with peers, etc; and in the case of this particular post, the goal is to force a discussion of self-control that isn’t a lecture or judgment.

Ask questions and continue your in-class discussions below. Make this optional work on self-control a requirement you set, and then test your interstitial focus. Above all, let the space help you.

We’ll probably draw these spider graphs next week, too, as a kinesthetic and aesthetic exercise. ↩
The language of invitation is different from the language of suggestion. I’m strongly suggesting, with “strongly” in italics, that you use your class time in one of a few ways for the next four days. This self-control work is part of an invitation to think critically, read closely, and write responsively. You choose whether or not to accept that invitation. ↩

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The Fatal Flying Guillotine

By Mr. Eure All Junior Classes (2017-2018), AP English Language & Composition (2017-2018), English 11 Regents (2017-2018)

The opening to a seminal movie on education and learning environments.

Three Ways of Saying the Same Thing

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#1: The Erudite Way

The following article is about akrasia:

The Akrasia Effect: Why We Don’t Follow Through on What We Set Out to Do and What to Do About It

It’s lengthy, entertaining, well researched — and probably, when it is assigned like this, a good example of itself. In all likelihood, you won’t read this, even as I encourage you to read Clear’s essay and to think about how it tackles an idea so entrenched in human nature that it has a Greek term all to itself. In fact, it also has a Latin phrase describing it: Video meliora proboque deteriora sequor, which appears in Ovid’s Metamorphoses.

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#2: The Multimedia Way

Here, from David McRaney’s You Are Not So Smart, is an article on procrastination:

Procrastination

Procrastination might the most common example of akrasia, but you don’t need any Greek or Latin to understand what McRaney writes. He also gives us the image of “capable psychonauts,” or people who think about thinking, which is a helpful way to look at improving your learning.

You can also watch the book trailer for You Are Not So Smart, which animates the idea of fighting procrastination:

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#3: The Straightforward Way

And then there’s a much more accessible, straightforward, and funny version of this idea, which nevertheless comes with all the NSFW warnings you might expect if you are given an article published at Cracked:

From birth until the day you move out on your own, pretty much every facet of your life is controlled by someone else. Parents, teachers, babysitters, the secretive nameless guardian who taught you to kill from the quiet embrace of the shadows. There’s always someone looking over your shoulder to prevent you from [messing] up. “Don’t run in the house, you’ll get hurt.” “Don’t stab that guy, you’ll go to jail again.”

So from the time we’re old enough to rationalize, we’re trained that nothing is truly under our own control, and if we do happen to [mess] up, the most we have to fear is getting grounded, spanked, or yelled at. When you enter adulthood, that all changes literally overnight…

For the first time, you’ll be put into situations in which the only person you have to answer to is yourself. How will you react? Take away the teacher, and do you start slacking off? Take away mom and dad’s rules on junk food, and do you start eating at McDonald’s every day? Take away the police patrols, and do you strip naked and set houses on fire, cackling like a crazed hyena?

This is what we’re dealing with when we talk about things like addiction, teen pregnancy, and obesity (the type that’s not tied to a physical cause, of course). It’s an area in which the only person who is going to give you hell is your future self. Are you prepared for that? I wasn’t. Hell, I’m not sure I know anyone who was. Because keeping yourself in check when the temptation is there to just take the easy way out is excruciating. “Man, I don’t feel like cooking tonight. Maybe I’ll just order a pizza again.” Yes, others may voice their concerns about your choices (“Dude, you’re pushing 300 pounds, and you’ve eaten pizza every day for two months”), but nobody is going to step in and force you to get your [life] under control, unless it’s flat-out breaking the law.

That might be edited down for decorum in an instructional post¹, but it remains the most straightforward version of this lesson: Self-control is difficult to learn, but the sooner you learn it, the more successful you will be.

As for the Flying Guillotines…

The title of this post and the pictures in the header are another example, like Dürer’s Rhinoceros, of using a unique metaphor or image to clarify an idea. There are enough clichés about self-control to fill a thousand posts, and you’re likely to hear most of them before you figure it out. We need something more motivating.

In this course, the failure to develop self-control has an exponential impact on your success. Unlocking the “second course” explained in this post is important, but right now, many of you need to think only in terms of avoiding penalties. There are guillotines flying through the air, and if you stand there, you will end up like this:

It’s the part right after this in the video that ought to concern us, metaphorically speaking.

You must work during the class period, and you must develop a feedback loop. That’s how you are evaluated, which you’ve seen in handouts and posters and a half-dozen other forms. It takes self-control to do this. If you don’t develop that self-control, you are going to lose your head.

Iterative note: There are a couple of interesting Medium essays from about two years ago that explore this same idea with some of the same metaphorical language. They are embedded below.

View at Medium.com

Cracked is replete, by the way, with this kind of NSFW-but-insightful writing. Tread carefully, if you explore, but realize that The Onion is often just as profane, and The Onion was featured on an AP Language exam. This is the way rhetoric and argument look in the real world. ↩

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Gestalt Suite: Getting to Know Yourself

By Mr. Eure Organization: Getting Things Done, Triage, Units

From the profile of an INTP, or “Logician.” Links to the test are in the post below.

Form and Function First

Here is the Google Form you have been formally assigned:

Gestalt Suite – Google Forms

This isn’t meant to be an exhaustive self-assessment. I’m sure there are interesting data and questions left out. This is the start of mapping as much of your academic self as we can after the first month of the year. First, review the key concepts below, familiarize yourself with the Google Form above, and then read the complete instructions for each section. You’ll need to take a bunch of tests before starting to fill out the form, so I’d strongly suggests creating a folder for your saved results.

Key Concept: Data Tell a Story | All data tell us something, if we’re willing to look hard at our own assumptions and heuristics. Treat every number, whether it is generated for you or by you, as a starting point. Treat every description as a part of an ongoing and much larger story.

Key Concept: the Forer Effect | Read about this concept here, or look for the embedded article later in this post. Always remember that no online test — and not too many off-line tests — should be treated as absolutely accurate. Your role is to become, as David McRaney says, “capable psychonauts who think about thinking, about states of mind, about set and setting.”

You Are Not So Smart – Book Trailer – Procrastination

Key Skill: Critical Thinking and Metacognition in Writing | For each set of data you create this week, write a paragraph of analysis that tries to find some insight. You must do this. The written word is how we freeze our thinking and refine our beliefs.

Key Skill: Organization + Autodidacticism | You can’t rush through these, and you’ll need to plan out ahead of time what needs attention. This is not your only assignment for the next week. It will be easier to focus when the work is about you, so the real danger is forgetting what else you need to prioritize.

You are recording these data in the Google Form at the top of this post, which is also available here or attached to the assignment on Google Classroom. Each of the sections below explains what you will enter on the form, with context or instructions as necessary. Read carefully.

Again, the bolded and all-caps words in each section are what appear on the Google Form. You must be organized here to keep it straight, which is the point: You learn what you do.

Form Data #1: ACADEMIC RESOURCES

COUNSELOR | This is one of the most important resources you have — the person who can help you with courses, college, and a lot of the existential and emotional havoc that comes from spending half of your day in a high school. For some of you, this is known; for others, it will be the first time you’ve looked up who this is. Select the appropriate last name.

LAST YEAR’S ENGLISH TEACHER | There are a number of reasons for us to reach out to the teacher you had last year, especially as we look at your growth as a writer over time. This person spent a long time with you. Select the appropriate last name.

Form Data #2: GPA DATA

OVERALL | Seems odd to ask for this in a grade-abated course, right? The reason, as the top of this post also argues, is that all data reveal something, and GPA is no different. At the very least, it will open up a discussion of Alfie Kohn’s “Case Against Grades” (available here) or Jerry Jesness’ “Floating Standard” (online here), which are seminal texts for any group trying to change how we learn¹. Select the approximate number. If you have your weighted average, use that.

LAST YEAR’S ELA | This tells us something about your work in the Humanities. The score probably correlates to your ability, but it also reflects your interest level, maturity, personal life, etc. — although it does not tell the whole story, as you know. Putting the number in context is critical.

Form Data #3: MYERS-BRIGGS

This is the first test you’ll take, and we should talk about what that means. A personality test, especially one as steeped in good research as this one, might be useful, but the Forer effect is a real and powerful phenomenon:

The idea is not that a personality test is inaccurate or useless. It’s that you must be metacognitively vigilant about anything a test like this tells you, especially when your goal is self-improvement². Approach this Myers-Briggs diagnostic, the IPIP-NEO diagnostic below, and any other test you happen upon with the same understanding: It’s always more important to use the ideas to organize your self-analysis. Read everything the site presents to you as context, keep that Forer effect in mind, and do a lot of reflective writing.

The test:

TYPE | Once you have it, select the profile shorthand (from this list) in the Google Form.

Form Data #3: MULTIPLE-INTELLIGENCE SELF-ASSESSMENT (SPIDER GRAPH)

Now we move into a pair of self-assessments. You won’t take a test to generate these numbers; instead, you’ll have to look at yourself as honestly and accurately as you can.

First, though: This is a direct test of your ability to be autodidactic, specifically your ability to research concepts enough to be able to work with them. The concepts are below. There are no hyperlinks this time, because you need to practice your own Google skills.

Spider graphs, also known as radar graphs or wheel graphs | You need to create your own spider graphs with these data. Visualizing this sort of self-assessment has serious efficacy in analysis.
The theory of multiple intelligences, as devised by Howard Gardner | These are the categories listed below. You need a working understanding of them to self-assess.

For these categories, use the 0-9 scale as indicated by the options on the Google Form. This is a self-assessment, which means you are acting, once again, as a “capable psychonaut.” Only honesty helps.

Note: The categories are not official, and there are other lists out there. Our list respects Howard Gardner’s version³.

THE ARTS | I’ve grouped these together, because they are most often associated with the arts. You’ll learn more through your own research. Fill out the form by ranking yourself from 0-9.

MUSICAL
SPATIAL

TRADITIONAL | These two are most often associated with traditional schooling, and with our traditional definition of intelligence. Again, you’ll learn more through your own research. Fill out the form by ranking yourself from 0-9.

VERBAL
LOGICAL

SOCIAL/EMOTIONAL | Again, the grouping is mine, because it helps to chunk information as we self-assess. These two intelligences contribute most to your social and emotional learning. Fill out the form by ranking yourself from 0-9.

INTERPERSONAL
INTRAPERSONAL

OTHER | And here you have the “other” category, which will make sense when you research what each one means. Fill out the form by ranking yourself from 0-9.

BODILY
NATURAL
SPIRITUAL
TEACHING

Form Data #4: UNIVERSAL SKILLS & TRAITS (SPIDER GRAPH)

This section is a direct test of your ability to internalize important information — in this case, the set of universal skills and traits that are trained and assessed in this course. Like the above section, there are no hyperlinks in the main text. You have dozens of ways to refresh your understanding of:

the eight pairs of universal skills/traits and how they interact; and
how those skills/traits lead to a grade abatement profile.

Note: There are sixteen distinct skills or traits, but they form discrete pairs because of how they interact with each other. Focus on the instructional materials you’ve been given all year.

Collegiality ⇆ Empathy
Integrity + Character
Close Reading ⟹ Internalization
Critical Thinking ⟹ Metacognition
Effective Communication ⟹ Writing
Amenability ⇆ Self-Awareness
Assiduousness ⇆ Self-Efficacy
Organization ⟹ Autodidacticism

Ask questions about any of these particular elements below. Treat the comment section of this post as another resource for organization, researching, and understanding what you must do to make sense of all these data.

That’s us, by the way. We are trying to change how we learn. It’s as someone said about dreaming big: “Shoot for the moon. Even if you miss, you’ll land among the stars [where your skin will inflate and your lungs will explode].” ↩
I have long thought of myself as an INTJ, for instance, but I see more and more of myself in the description of an INTP these days. Without taking the test again, I can read through the differences and apply that knowledge to myself. I believe those differences are crucial to my development as a teacher, which gives me a starting point for meaningful metacognitive discussion and writing. ↩
See his interview here for more. You can get to this interview, by the way, through a careful reading of the Wikipedia page on multiple intelligences. It also quotes a useful definition of intelligence, according to Gardner: “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” Unpacking that sentence is an excellent exercise in close reading, and it would help you make sense of this self-assessment. Note, too, that this footnote is helping you with the research component. As always, these posts are meant to help. ↩

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Concrete and Abstract

By Mr. Eure All Junior Classes (2017-2018), AP English Language & Composition (2017-2018), English 11 Regents (2017-2018)

This post has instructions on how we’ll begin our work on Tuesday. As an example of what we’ll be calling “abstract stuff,” here is a newly revised version of the profiles, skills, and traits we use every day:

[pdfjs-viewer url=”http%3A%2F%2Fsisypheanhigh.com%2Fmalachite%2Fwp-content%2Fuploads%2F2017%2F10%2FUpdate-GAP-Single-Sheet-BW-Printing.pdf” viewer_width=100% viewer_height=600px fullscreen=true download=true print=true]

Copies will be made for you, although the changes are mostly cosmetic. Pay attention to the category headings for the skills and traits. There is a colorized version of this, too, but the embedded PDF above will behave better with the printers in our building.

Creative Clutter, Continued

Before we get to Tuesday’s plans, the expectation, as always, is that you’ve read every recent instructional posts. If you haven’t, do that immediately:

I promise that most of your confusion or frustration will disappear as soon you read those instructional texts. You have to read them, though — not just load them in a browser window or print a copy that sits in your backpack. As always, these are the instructions you need, and they are written so that engaging with them forces you to slow down, practice close reading and critical thinking, and develop the organization skills you need to make sense of complicated ideas.

One of those posts introduces a focus on the physical classroom, which we will begin to clutter creatively on Tuesday. We want to think differently about how we populate our space, starting with a shift away from “decorate” as the verb. That word comes from the same root that gives us decor and decorum, which is mostly about how we expect to find things. Our room is about breaking expectations in an innovative way.

This is prompted on my end by how you are using technology. Educational tech, including the device you’re using right now, can’t compromise our embrace of face-to-face discussion and more kinetic or kinesthetic ¹ work.

To put it more directly: Yes, you need to put down the screens and talk to each other more. That’s true out in the real world, and it’s true in here. The computer or smartphone is an essential bit of technology — even curmudgeons have to accept that — but there must be a balance. That’s one of our two focuses this week².

That brings us to a teacher-led, asynchronous, offline activity for Tuesday:

Those are the two rolling whiteboards in Room 210. You are going to work together across class periods to fill those boards with ideas, which will be photographed and flipped back to you at the end of the day on Wednesday. Any other notes you keep are up to you. Below is a quick overview of what to expect.

Concrete Stuff

These categories aren’t really about what you can touch versus what you can’t, although that’s pretty close. Instead, you should think of it as tools and technology versus semiotics and inspiration. On the concrete side, you are thinking first about how to populate our bookshelves with transformative literature, collections of poetry that teach us about being a human being, autodidactic texts, etymological dictionaries, and so on. You’re going to take over these bookshelves, build new ones, and then organize it all to encourage us to read more often and more closely — without the usual Skinner-box threats of a classroom. The other concrete considerations are manipulable materials like Legos and fidget toys.

Furniture | Checked off because we already have what we need. As tempting as it is to talk about comfy chairs and rugs, that stuff isn’t a priority. We have modular furniture, whiteboards, rolling carts, etc.

Technology | Similarly, we’re set here. It would be nice to have a dedicated desktop for Pareto Projects — one for musical composition, video editing, and so on — but that’s not a priority, either. You have your Chromebooks, your smartphones, a classroom printer, and a Chromebit-enabled TV screen.

Books | There are now multiple empty bookcases in our classroom. Again, your job is to fill them with books of all kinds, but especially with books that help us create meaning for ourselves. That means poetry, literature, essay collections, graphic novels, and so on. Look at what we already have, and remember the point of reading in a Humanities makerspace. My examples are an epic poem and some underground hip-hop.

Destressors | This category is what it sounds like: the stuff that will help you mitigate your stress while you work in this space. My example is Legos, which are used by many companies to promote creativity and fight stress. You’ll also see board games like Scrabble in the room already. In high school, we’re focused on fighting stress as much as promoting creativity, so think about both sides of the equation.

You can ask questions below about these categories whenever you like. It’s up to you to figure out how best to talk to each other over the course of the next few days, just like it’s up to you to figure out how to work together to start bringing this stuff into the room.

Abstract Stuff

The abstract stuff is where most of our work is going to take place. We need actionable inspiration on the walls. We need symbols surrounding us. We need the space to encourage the sort of introspection and collaboration and innovation that lives at the heart of our system.

One way to think about these abstract concepts is to see each option in terms of how it improves the learning environment. Use the language in the grade abatement profiles to motivate you: This is a chance to contribute to the learning environment so that your peers are galvanized, encouraged, supported, etc. It’s easy to explain why you think a book of William Blake’s poetry might help us experience the Humanities; it’s harder to explain how a mechanical Sisyphus improves our learning.

Protocols + Procedures | Taken care of already through the posters and handouts we have. There will be more of this stuff on the walls as we move forward, and any new iterations of course materials — for instance, of our writing process, which we will delve into in Q2 — will be posted, too. The Pinterest boards posted here have plenty of non-course examples.

Inspirations | These will primarily be posters or decals on the walls, but I would include certain kinds of artwork, too. It’s about drawing creative inspiration for your work. My example is a prominently displayed decal of a Latin expression: Verba volant, scripta manent. That is the philosophy of the course, so its inspirational efficacy is different from, e.g., a poster like this.

Symbols | Clutter in our classroom needs to have purpose behind it. We’re using metaphors and symbols to push back against traditional learning, which is why my examples are a statue of our favorite rhinoceros and this Lego Sisyphus. You need to think critically about the semiotics of our space.

Again, you can ask questions below about these categories whenever you like. It’s up to you to figure out how best to collaborate, and we’ll need that collaboration to procure or print or otherwise produce what we need.

Kinetic refers to motion itself, while kinesthetic refers to your perception of that motion. It’s another example of the meta- level to our work. ↩
The other is a gestalt suite of self-assessments that will be posted later. That’s one reason we need this focus on the kinetic/kinesthetic stuff: You’re going to be doing a lot of reading and answering questions online this week, and you need to balance that. ↩

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Dürer’s Rhinoceros

By Mr. Eure All Junior Classes (2017-2018), AP English Language & Composition (2017-2018), English 11 Regents (2017-2018)

The Rhinoceros Test

When I was developing grade abatement as a new kind of assessment, I used Albrecht Dürer’s rhinoceros as a metaphor¹. It serves the same function as saying, “Don’t miss the forest for the trees,” and it echoes the elephant test. It’s also related to Occam’s razor, or the law of parsimony.

If none of those hyperlinks interest you enough to do some ramiform reading, the basic idea (in here) is this: Often the simplest or most straightforward GAP evidence is more important than everything else.

The need for in-class focus has been covered ad nauseam this year, in everything from posts to posters, so there’s no need to repeat that. The other simplest element of the course is completing assignments, but you’ve known to do your work since you were in kindergarten². Lapses in either category might significantly lower your GAP score at the end of three weeks. You know that, too.

Here’s the new stuff: Starting now, if you are significantly off-task during class, or if you are missing significant work, I’ll update your GAP score before the end of the three-week assessment period. Keep an eye on Infinite Campus. If your score updates suddenly, that’s feedback. It’s a sign that you need to adjust immediately.

The logic here ought to be clear, but to make it clearer: A student earning a fourth-tier profile needs until the end of a cycle to produce evidence. It takes consistent reflection and metacognition, for instance, to fit just that single criterion for a 9. But a student who isn’t meeting the basic requirements of the course has already provided enough evidence for a much lower score. That’s Dürer’s rhinoceros: We’ve seen enough to know what profile fits.

Let’s see if this sort of immediate-ish feedback helps. If you trigger the threshold mechanic that knocks you down to a 70, for instance, you probably still have time to show growth and drag yourself out of the second tier. If missing work puts you in the 5+/5- range, you probably still have time to improve the ratio.

You can ask questions about this below. Meanwhile, I will hold onto the quixotic hope that this will all eventually be rendered moot³.

One more note: The use of metaphors and images like Dürer’s rhinoceros helps us avoid clichés, especially thought-terminating ones. When we study George Orwell’s writing, he’ll call them dying metaphors. Some clichés have power — a rose on Valentine’s Day is still nice — but you should try to find new images, analogies, metaphors, etc, whenever possible. Clichés don’t bring any vividness or clarity to ideas, however easily they come to us.

This and the lead image come from Little Einsteins, one of the shows our children keep on repeat.

The first guide is here, alongside every Sisyphean High iteration up to this year. Dürer’s rhinoceros appears frequently, so it’s the mascot of grade abatement in the same way that the tardigrade is the mascot of interstitial teaching. Which means that we need mascot costumes of both, right? ↩
Remember, though, that we’re about the process more than the product. Most of your formal assignments in Google Classroom are a reflection of that belief. You won’t often be penalized for struggling to finish an essay, for instance, but you must always try to finish. ↩
Two words worth knowing: quixotic and moot. The former leads us to another metaphor for teaching and learning, since we sometimes tilt at windmills; the latter is one of those words with two accepted but contradictory meanings. ↩

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The Half-Percent Problem

By Mr. Eure Opening Salvo, Space Explainers

0.56%, to Be Precise

You meet in Room 210 for English once a day for 42 minutes. Over 180 days of school, that adds up to right around 7560 minutes. Each class period is, therefore, only 0.56% of your total learning — and that gives us the half-percent problem.

We already work in a system that promotes a factory-line mindset. The system chops learning into periods, rings bells to force a kind of Pavlovian shift in us¹, etc, which all compartmentalizes learning and truncates development. It somehow manages to be rigid and arbitrary at the same time.

This is all part of the “gene pool of education,” as Ken Robinson put it. Another part: the belief that each lesson is a discrete, repeatable artifact, with “Do Now” openings and scripted transitions. Traditional lessons are performative, even at their most authentic, and that’s true for students as well as teachers. Units are just larger versions of lessons.

I think this is why so much prescribed instruction is content-driven, and why grades are the transactional currency of it all. It’s also why not every 0.56% chunk is meaningful. Some periods are worth devoting more time and energy to — the period that has a test, the one with a presentation, the one with an essay due. The formative build-up doesn’t invite the same focus. The Skinner box does its job.

In here, you can’t have a half-percent mindset. Your learning is embedded in everything you do. You can’t use the same regurgitation skill you might rely on elsewhere, for instance, and missing or missed work requires your attention. In the past, I was guilty of converting missing work into a zero — at the beginning of this essay is a screenshot of my old gradebook — which does a strange thing: It tells you, the student, that the work isn’t necessary. You don’t need to do it; you can take a zero and move on, which is very much like saying that the assignment was non-essential.

This goes for poetry, novels, and other experiences we have to together, but the best example from the first month of the year is the complete set of grade abatement profiles. If you haven’t studied that yet, you must study it now. Again, most of you are used to a transaction: You don’t complete work, you get a bad grade, and you move on. The course can’t wait for you, so it doesn’t.

But you aren’t a bystander in here, swept along by a content-driven curriculum. You are the course itself.

In other words:

Filling the Time

Terra Incognita

The bell rings, and whether you were ready to move on or not, you’re moving on. Your mind lurches to the next thing. ↩

Johnson on Collaboration

Aside

By Mr. Eure Asides

Our main advantage as human beings lies in our ability to think together. Our main threat has become our failure to think and act together on larger scales and to act on the understanding that the sheer existence of our species depends on how we think together — how we experience and treat each other. We can think of this as an autoimmune disorder. In recent years in the United States the number of people experiencing physiological autoimmune disorders has grown quite rapidly, and there is reason to believe that this growth is associated with increasing stress. Prolonged stress can confuse the immune system’s ability to distinguish between foreign invaders and parts of the body, so the immune system ends up attacking the body. Stress in learning communities produces a similar response…

[U]nder stress, we often take up fixed theories about people and ideas. We stereotype and begin to view difference as a threat. We shut down any ideas unlike our own and turn against the source of those ideas. Without difference, creativity drops, and the community’s ability to deal with novel threats becomes restricted. As the emotional and relational fabric of the community is undermined, the ability of the community to learn, adapt, nurture, and grow further deteriorates.

― Peter Johnston, Opening Minds

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Scripta Manent

By Mr. Eure All Junior Classes (2017-2018), AP English Language & Composition (2017-2018), English 11 Regents (2017-2018)

Interstitial Options

In one of the instructional posts you have been asked to read¹, you’ll find this Latin phrase: Verba volant, scripta manent. It is the idea that “spoken words fly away, [while] written words remain.” It’s important enough to the philosophy in here that we probably want it posted on the wall as part our burgeoning creative clutter.

Why? Well, we live in a hypertextual world, which means that we can communicate through the Internet in ways that were unimaginable even 20 years ago. The written word is more permanent, more accessible, and more immediate.

Face-to-face discussion, of course, remains as powerful as ever in a classroom environment. What we want to do is to expand that environment to include interstitial options, like this website and Google Classroom. I’ve tried to explain the evolution of it in this essay, which you are encouraged to read. Here’s what Neil Postman had to say about it, in what is probably another lock for the classroom wall:

Writing makes it possible and convenient to subject thought to a continuous and concentrated scrutiny. Writing freezes speech and in so doing gives birth to the grammarian, the logician, the rhetorician, the historian, the scientist — all those who must hold language before them so that they can see what it means, where it errs, and where it is leading.

I’m repeating a lot of what you’ve already been told, but that’s the point: The more often we write down our ideas, the more we are able to revisit and refine them. The more we think in writing, the clearer those thoughts become. It’s an act of iteration, and we need to experiment with tools that let us iterate and collaborate better.

Some of you are already using the comment section of this website to ask questions and engage with the material. That’s great. You’re also sharing documents through Google Drive and leaving comments on each other’s writing in Docs. That’s great, too. Your next stop is Google+ Communities, which were fairly successful last year:

Look at those online communities, make note of how students are interacting, and consider how we can adapt Google+ for this year. You can build your own Google+ Community that is as focused (e.g., on a single table in a single period) or as expansive (e.g., the entire junior class) as you want. I want you to find time over the next two or three weeks to experiment. Those of you who have already built a Community need to share your findings with others.

One way to share our thinking and bolster a community is to use this subreddit:

It hasn’t been utilized in more than a year, but I think it could be rebooted to be tremendously helpful in here. It exists outside the technical boundaries of the school, yet runs under the auspices of the course. It isn’t just an extension of Room 210. It’s a subreddit about carving meaning out of difficult circumstances and using language to transform ourselves and our surroundings. It’s about becoming better people by hacking our current habits and mindsets. It’s part of a makerspace, and that kind of work continues long after you graduate and see your BHS Google account deleted.

At least, it could exist in that capacity. You’ll see that some of the erstwhile moderators are graduates, and I’ll reach out to them to see about their interest in remaining part of the community. I’ll also invite you to think about becoming a mod yourself, if this idea takes off.

The first thing I’d like you to try to do with one or more of these interstitial options is to share your Pareto Project ideas with each other. These projects are a great example of makerspace work that doesn’t require a classroom to be successful. Note carefully that this is not a formal assignment; it’s directed mostly at the students who fit (or are hoping to fit) the highest profiles. This is another example of doing more than just what is required, and it’s absolutely the best kind of galvanizing, infrastructural work you should be doing.

Ask questions below about how to get started with Reddit, Google+, etc, and offer suggestions about what else might help us work together interstitially. One of you has suggested Discord, for instance, so I’m looking into that. What else might fit our makerspace?

There’s no hyperlink, because you need to start making those connections on your own, at least eventually. Everything connects, and most things are reiterated again and again. If you can’t see the bigger picture, let me know, and I’ll help fill it in. ↩