Magic of Discussion

For the last three days we listened to the Brene Brown podcast Unlocking Us on which she interviews Angus Fletcher. The podcast was so powerful that we decided to listen to it as a class. We stopped it occasionally and let kids discuss what they heard. The discussions were deep and rich, with almost every student participating throughout the three days. The students stated that they want to have more discussions about what literature makes them feel and where it will lead them, do less organizing  the book into little boxes through analysis. They want to have deep conversations about people and human nature and their thoughts. They want to understand what other people think about an event or situation. They especially relish the opportunity to hear from people with whom they disagree on almost everything. The result was magical. Kids listened to each other and responded appropriately. They asked clarifying questions and summarized what they heard. They added their own thinking based on their experiences while taking others’ experiences into account. It was magical. I can’t think of three better consecutive days of school. It was so good, it seems that assigning a grade to it might cheapen it.

Predictions

 The ability to create a "story," to project what will happen in the future rather than merely reacting to what is currently happening, or acting purely on instinct is what makes us human (Johnson 81). That is how stock brokers, professional sports general managers, and even people filling out NCAA basketball brackets and other prognosticators make their living. They take information at hand and make educated guesses about what will happen, often for financial gain. After studying 28,000 predictions by people in the media regarding economic and geopolitical events, political science professor Phillip Tetlock, concluded that often those people, when their predictions are examined after the event, are entirely wrong (Johnson 83). These events projected by “experts” are actually no better than a guess. It is almost like a lottery, most people don't win, but when they do, someone makes sure everyone knows it.

Tetlock did not leave it at that. He examined what separated (more) successful prognosticators from the others and he found that being able to identify unknowns (what Jimmy the Greek from the 1970’s NFL Today termed “intangibles”) and feel like they may be important led to more success. Having the flexibility to take in as much information as possible, while keeping crazy ideas in play was the most vital aspect of prediction.

Johnson, Steven. Farsighted; How We Make the Decisions That Matter the Most. Riverhead Books, 2018.

Who is the Arete Academy?

 In Arete, we prepare students for a future that does not yet exist; a future that is continually changing.  Twenty-first Century life calls for us to expect the unexpected and in Arete, we prepare students with skills to succeed in a future that cries out for leaders who can think critically, creatively and analytically, solve complex problems, persevere through challenges, and strive for excellence as they design their way forward through life.

In Arete, we bring classes to life when we build and overthrow empires, create a class government, grow plants, plan events, take trips, and build structures. We take learning to the next level by giving students meaningful opportunities to apply their learning to their passions, to help others and to solve local problems. Students create lasting memories through multisensory active learning in English, math, science and social studies classes and through public exhibitions of work. 

In Arete, students learn about themselves: their skills, passions, interests and roadblocks. We help students expand horizons and develop grit as they learn to be more comfortable when outside of their comfort zone. Developing grit enables students to climb higher, dig deeper and finish stronger. It is by learning strategies to push through discomfort and the encouragement of fellow classmates which allows students to find their success trajectory. 

In Arete, our focus is on depth of knowledge by combining learning from multiple classes in new and interesting ways.  Deep learning is “sticky” learning and leads to application in a real world setting. Opportunities in life don’t always come packaged in single subject boxes, and neither should education.

In Arete, students learn the value of teamwork through active contribution, reflection and discussion. We live in a world of connection where communication, listening and thinking are valued more than rote memorization.  Being remarkable is far more important than being a mindless follower filling in a test bubble. Making our lives matter is of utmost importance.  That is where the gap lies: between what students know and are capable of and what they are doing right now.  We designed the Arete Academy to help talented students close the gap. The Arete Academy is built to give each student an opportunity to stand out, seek change and leap.

Declaration of Educational Independence

After completing a unit where students decided when they had reached a satisfactory proficiency in selected targets, it is time to raise the bar. While exploring changes in education that should be made following the unfortunate "time out" that has occurred in school for the last nine months, early childhood teacher Erika Christakis, in her article "School Wasn't So Great Before Covid Either," in the December 2020 edition of The Atlantic, discusses the gains in learning that have been made by students who were able to work more independently, while having more time outdoors. That those are important factors for elementary students also portends their effectiveness for older students as well. My thinking is to finally create a more personalized way of conducting class. After years of talking then forgetting about doing it, I am going to undertake a transformation of Arete English 10, which includes literature, composition and speech. I will require a project, paper and/or presentation at regular intervals with all targets open for each task. Students can look at which targets they need to shore up and attempt them in a format of their choosing on future concepts. There will continue to be lessons for specific targets, but students won't have to attend them unless they haven't yet shown proficiency. 

The projects will be constructed by students who will examine the targets, the concept and the formats available to them to create a rationale for the project  in which they lay out all aspects of the project, including schedule, targets, and product, for approval by the teacher(s), parents and hopefully a non teacher/family member who is there to ask questions, check on the student and hopefully, create a solid relationship with another adult. 

I can start with English, and hopefully, social studies can work in easily as well. The eventual goal would be to include math and science into the project too, but that will remain to be seen. The class structure would give students as much structure as they need. Obviously, there will be students who can work at a high level of independence, but there are those who need encouragement and to be led one small step at a time. We will have to set up short, regular meetings with all students to answer questions and encourage progress. 

Foundation of PBL

Sonke Ahrens, author of How to Take Smart Notes, describes the importance of having ideas from various facets interact which makes it "easier to make sense of new information. That makes it easier not only to learn and remember, but also to retrieve the information later in the amount and context it is needed" (Ahrens 55). Ahrens supports the very foundation that the Arete Academy and PBL in general is built upon. Nothing in life exists in a vacuum. Everything is connected in some form or other. It is sometimes difficult to find those connections, but with practice, it becomes easier and easier. The beautiful thing about finding connections along with explaining them to and sharing them with other people is the large number of ways people find to connect concepts. The discussion which follows the initial individual finding of the connection builds the network of concepts which makes it easier to connect future ideas. It is using the schema like a velcro ball upon which further ideas can stick and connect with each other.