I read a post recently that said re-opening is going to be like playing three dimensional chess in a hurricane on one leg.
Ok, maybe in New York public schools.
Besides that, it’s really not that dramatic.
Use common sense. Social distance. Wash your hands. Wear a mask. It’s not rocket science.
We didn’t have IB exams this year. Did the world stop spinning? Maybe for schools that overpredicted, yes. Otherwise, did we learn that maybe summative exams don’t determine the course of our lives?
This is a real opportunity for school leaders to make a difference and to stop making excuses 21 years, yes 21 years into 21st century learning. What is truly amazing about this pandemic is that it has literally created classrooms without walls. Now let’s step into the void and create something special.
If you are opening full virtual, then you have a huge opportunity (sorry primary) to get students out into the field to do things they’ve never done before, to have an impact on their communites and environment, to interact with nature and their surroundings rather than the four walls of a classroom and to do something. (With masks, social distancing and handwashing of course).
If you’re opening hybrid then you can do similar things now that the learning spectrum has expanded, bringing back their experiences, redesigning timetables to accomodate this work, and developing interdisciplinary teams across subjects to
Tom Kelley, CEO of IDEO said, “Creative confidence is the ability to come up with great ideas and the courage to try them out.” Pundits have called Covid-19 ‘the great accelerator.’ In other words, innovations that would have taken 10 years in normal times, such as in healthcare, online shopping, food service, travel, and yes, education, are happening now.
Re-opening cannot simply mean putting all of our energy into temperature checks and cafeteria grids. It has to mean so much more. The line ‘never let a crisis go to waste’ has been bouncing around and it’s incumbent upon leaders to understand what this means for schools beyond returning to status quo.
Yes, it’s unsettling to introduce new things when everyone just wants to revert back to September 2019. Yes, it’s tempting just to make everyone feel stable again by lining children up in 2 meter separate rows. But, what does this disruption tell us about the fundamental role of schools? Why do we gather in a space to learn? Do we really care anymore about the assassination of Archduke Ferdinand for crying out loud?
I have too often enabled the comfortable boundaries of investigating uncertainty through the academic lens. All of that important stuff, whether it be socioeconomic injustice, environmental collapse, racial divide all through the relative ease of a formative assessment.
But now we cannot even go to school because of something that has called everything into question.
What an opportunity.
It is our responsibility to realign the WHY of what we do (thanks Simon Sinek) and connect it to the HOW. It’s no longer good enough to proclaim exceptional IB scores on LinkedIn or brag about university admittance. If we value things like learners having the “mental agility to solve problems we’ve never seen before,” or to “see the big picture, zero in on minute details, and move things around to make a difference,” (Vivien Luu, HR Vision, 2016) then we have to do a much better job of connecting the world to our schooling than a CAS project that hardly scratches the surface.
We continue to train kids to do school. Now that this has blown up, it has exposed a lot of shortcomings (well beyond access to WiFi). We act like we are teaching resiliency and adaptability, but this crisis has really shone a spotlight on the fact that we can do a LOT better (this goes for teachers and admin too). We act like we are building capacity for problem solvers and creative thinkers, but we panic when a student falls short on a conditional offer in HL Math. I don’t get it.
Don’t waste this crisis when you go back. Take care of the hand sanitizing and the temperature checks and the socio-emotional learning, but most of all, resist the temptation to restore order. This is your crisis to move forward on the type of learners we are going to need to save the planet.
Don’t waste it.