I’m a computer science teacher. I’m an engineering teacher and a math teacher. Of course I am. My job is to help students become literate, empowered, and creative with mathematics and technology. Right?
Except now I’m not so sure. I’m changing jobs next year and teaching at Compass Community Collaborative School, a new project-based public charter school in town. We’re making progress on the hard work of designing what our school days, weeks, quarters, and years look like. It’s humbling. It’s really humbling, because my base assumption that my job is to help students develop skills and content knowledge isn’t very helpful. I think it’s totally wrong, actually, and it’s sending me into a spiral of doubt about who I am and what I’ve been doing with my life for the past 10 years. I’ve been proud to be an advocate for engineering and computer science education, and I still believe firmly that all kids need exposure, practice and the ability to create with these skills. And yet that is not my job and it never has been. I need to put it all on a shelf and sit in the notion that my job is to develop human beings.
Compass will use a human-centered design process to create learning experiences for the kids. The process is laid out here, and it doesn’t start with skills or standards but rather broad concepts. Concepts are umbrellas under which questions, directions of inquiry, and actual projects live and grow. For example, our first set of projects will live under the umbrella concept of “Identity”.
Identity is a concept that crosses disciplines, that is universal to the human experience, that can be addressed with an infinite number of inquiry questions. When we first start doing projects with students, we’ll create the inquiry questions mostly for them. As they grow, they will create the inquiry questions themselves. These may not be the inquiry questions we will use for this project, but some examples we pondered early on include:
- How do labels impact our identity?
- How can art help us better understand individuals?
- To what extent are labels harmful? To what extent are labels helpful?
From there, we start brainstorming products students can create to address these questions. We think about how the questions might branch, and explore the scope from individual to global implications – bring the kids’ empathy along. Students might, for example, create an art piece that explores hidden layers of labels.
THEN, we can begin the work of pulling in content. What skills can we purposefully develop in literacy, numeracy, social studies, science, art, computer science, physical education and more? What are the power standards and what are optional? This is where I come in as a content-area teacher, but the role is minor compared to the bigger role of guiding kids through exploring this idea of identity deeply, empathetically, rigorously.
Maybe you see why I’m unsure of my place in all this! I love teaching technology and math and programming… and while I love my students and have enjoyed getting to know them as the individuals they are… I have very little pedagogical knowledge or experience in developing community, empathy, identity, critical thinking, and kindness. I’m going to need to study hard. I’m going to foul some things up from time to time. I am unprepared for the experience of going through what I did in my first year of teaching when everything was new and I never felt like I did anything right. I am, however, excited to fly my nerd flag high while we are learning things that are relevant and deeply personal and authentic.