Which Model of Project-Based Learning Is Needed in 21st Century Schools?

“PBL has been practiced in various ways in education and has become increasingly common with the advent of of digital technologies in recent years.” Yong Zhao, World Class Learners: Educating Creative and Entrepreneurial Students

Project-Based Learning (PBL)  is being touted as the 21st century answer to how we should be educating students and the perfect delivery-system for the Common Core State Standards. While those reasons for implementing PBL are legitimate, there are other reasons for implementing PBL as well. First of all, it has the potential to be a more engaging learning and teaching strategy. Secondly, it may more accurately mirror the world of work by engaging students in problem-solving. Thirdly, it can engage students in using technology to create and innovate. While these are additional reasons to implement PBL, we also need to be clearer regarding what we mean by PBL. There are multiple versions of PBL and those versions are not all equally effective in addressing these same reasons.

In his book World Class Learners: Educating Creative and Entrepreneurial Students, Yong Zhao describes three different iterations of PBL, each with its own features and desired outcomes. He specifically advocates for the third model, Entrepreneurial Model of PBL, in order to educate students to effectively tackle the problems we face in the 21st century, but his PBL model framework is an interesting way to help us think about what we mean by PBL and what we want to accomplish with its implementation. Here’s Zhao’s three models:

Academic Model of PBL	Goal or intention is to teach prescribed content and skills. This prescribed content and these skills drive the project. The resulting products are byproducts of learning and not considered as important as the content/skills learned. Products are not really meant for authentic consumption. Effectiveness of this model of PBL is assessed by how well students master the content and prescribed skills as identified on achievement tests. Teacher controls the content, what is taught, how projects are created and how projects are evaluated.
Mixed Model of PBL	This model values the artifacts---the products students create, but also values prescribed content. End products created by students are expected to be of high quality, and are sometimes created for consumers outside the school. Mandated content and standards aren't ignored, but they are not the starting points for projects.Content and skills are not allowed to define, constrain, or guide the projects. To ensure content and skills are taught, teachers are in control of the process: teachers may ask for input but they decide how the project is carried out. Students have varying degrees of freedom within the prescribed project. Students may engage in peer review or evaluation of projects, but evaluation is largely at teacher activity. Focus is less on transmitting knowledge and more about learning real-world skills.
Entrepreneurial Model of PBL	Aim is cultivate entrepreneurial spirit and skills. Places more emphasis on artifacts, the products, than either of the other two models. Products must be of high-quality and must appeal to external consumers. Products must meet an authentic need of a customer. Students are in more control of their products. They propose and initiate the product proposal process. They must sell the product to the teacher and get the teacher to approve the product. Students develop a business plan: documentation and analysis of target audience, feasibility studies, and marketing plan. Teacher takes on the role of “venture capitalist,” consultant, motivator, and facilitator. Projects can be individual or collaborative. Time for students to work is divided into large chunks. Traditional schedule and calendar may not suffice. Focus is on the product, not the process or skills necessarily. Product-oriented learning.

It's clear by looking at Zhao’s three models of PBL, that the first two models are about teaching the prescribed curriculum, but only using PBL as the conduit for that teaching. The last model, the Entrepreneurial Model, is designed to foster an entrepreneurial mindset and skill set which is what Zhao’s book advocates and states is needed in the 21st century.

Whether you see Zhao’s “Entrepreneurial Model of PBL” or product-oriented learning as being feasible or not, it does offer some interesting ideas to ponder. As Zhao points out, “Entrepreneurship is about inventing a solution to an existing problem or creating a product or service to meet a need.” And if what we really need are creative and inventive solutions to the problems staring us in the face as 21st century citizens, then there’s certainly a great deal merit in this Entrepreneurial model of PBL.

5 Abilities of Successful School Leaders in a Sea of Change...Mindful Leadership

“The new reality requires all leaders to have unprecedented  presence of mind as a starting point from which to lead.” Maria Gonzalez, Mindful Leadership: The 9 Ways to Self-Awareness, Transforming Yourself, and Inspiring Others

Having presence of mind in the midst of crisis and trouble is vital to leaders whether inside or outside education. To understand how vital, we only need look backward to great leaders who demonstrated great presence of mind in the midst of calamity and trial. From George Washington to Winston Churchill to Mahatma Gandhi,  we have countless examples of individuals who demonstrated this powerful presence of mind necessary for successful leadership.

Maria Gonzales, author of Mindful Leadership: The 9 Ways of Self-Awareness, Transforming Yourself, and Inspiring Others, offers leaders A List of "Abilities of Mind" important for successful leadership development. Taking her list and applying specifically to educational leadership, can bring both authenticity and presence to our school and district leadership positions and with it the success we desire for ourselves and our organizations. These abilities include the following.
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1. The ability to calm yourself in the face of stress or difficult decisions. If you have been in educational  leadership very long, you know difficult decisions are common-place. The situations requiring these kinds of decisions come at multiple times of day, and being able to project presence of mind to those around us is vital to success. We must have the ability to self-calm in the face of adversity and often emotionally charged situations.  If we project anger in a tense situation with a parent or student, escalation of conflict will naturally result. If we act from panic, those around us panic. Effective school leadership demands that we are able to calm ourselves and then act with deliberateness and decisiveness. Acting from intense emotion or stress is interpreted by others as weakness, and educational leaders with the ability to calm themselves are seen as strong and worthy of followership.

2. The ability to understand what’s going on within yourself and how you perceive reality and the business reality. Being in touch with our "inner selves" is not some gimmicky, faddish suggestion only found in books on the self-help aisle at your local bookstore. It is truly an ability needed for successful leadership. Leaders who know what's going on inside themselves also understand that what's inside affects what is outside. They know it is impossible to entirely separate oneself inside from actions taken outside. Also, with this understanding educational leaders know that compartmentalization of our lives into within and without is impossible.  In addition to understanding themselves inside, it is equally important for school leaders to be aware of their own perceptions of reality. Not only that, they understand that their perception of reality may be skewed and inaccurate. In addition, understanding that others have their perceptions too means being able to consider other perspectives for better decision-making. Skillful leadership begins by understanding yourself fully on the inside and understanding others too.

3. The ability to be present in the moment and clearly understand what you’re hearing or reading instead of being caught up in regretting or reliving the past of fearing and catastrophizing the future. School leadership requires being present in the moment because that is where everything is happening. While that sounds simplistic and most would consider it a given, in practice, many times school leaders are caught up in living in a past of regrets and glories rather than being in the moment. To be in the moment means reading and seeing what's happening now without judgment. It means letting go of the past. Being present means we are dealing with issues now, not fighting ghosts of the past. It also means engaging in leadership that focuses on now, not daydreaming of the future or dwelling on mistakes of the past. Leaders who demonstrate the ability to be fully present communicate to others that they are on the job and taking care of things.

4. The ability to imagine a life that is positive and fulfilling and to set in motion positive outcomes  in your life and business. The ability to imagine life that is positive and fulfilling means being able to develop a vision for both our personal future and the future of our school or district. This ability means being able to imagine a successful personal life, and also imagine a school where all kids learn and all staff are compassionate and perform at a high level. It is from the perspective of vision and imagination that we set in motion action that makes positive outcomes happen. Imagining the positive future is a vital school leadership ability in an age where constant negativity about schools surrounds us. 

5. The ability to know that all things pass and nothing is forever, whether it’s good or bad. The ability to know that all things are impermanent is a vital school leadership skill too. Impermanence means lots of things to leaders. It means our mistakes are OK. It means we don't have to keep replaying in our minds the bad decisions we've made in the past. It means we can take risks which is the currency of innovation. Knowing that all things pass means we can be assertive school leaders who can act creatively and innovatively in our positions.

Our new reality in our schools and school districts requires a presence of mind more than any other in the history of public education. Forces surround us, some benevolent, who want to see public education blossom and grow, some malevolent, who want to see public education dismantled and cast aside. In the midst of these forces, along with the rapid changes in society, policy and global connectivity, school leaders need “presence of mind” more than ever. Gonzalez’s List of Abilities of Mind can bring that presence and make us successful school leaders in a sea of change.

7 Principles to Guide Amazingly Simple School Improvement Plans and Planning

“The simple way isn’t always the easiest. Often it requires more time, more money, and more energy. It might require you to step on a few toes. But more times than not, it will lead to measurably better results.” Ken Segall, Insanely Simple: The Obsession That Drives Apple’s Success

Tis the season, or almost the season, for schools to begin that process of “examining data, pondering goals, and discussing improvement” all in the service of our now established ritual of “School Improvement Planning.” It has become a religious ritual, with school leaders serving as the high priest, or priestess of improvement, hammering out details of plans on how to improve their school or district.

But in all this improvement planning, we sometimes forget important things we know are inherent about planning in general and school improvement planning specifically. In our efforts to be thorough and “good little administrators” we make school improvement planning much more complex than it should be, and we lose sight of what is important. Now, I am certainly not advocating the idea of proverbially flying by the seats of our pants when it comes to leading schools or districts. We know plans are important. But as we move into this Season of SIP, let’s keep some important principles of school improvement and common sense in mind.

1. Keep it simple. Sometimes in our zeal to plan for improvement, we make the school improvement planning process too complicated. For example, if it takes a masters degree to figure out how to complete your school improvement template, then that’s a problem. We should take a lesson from Apple with our school improvement plans. According to Ken Segall, “Everyone of Apple’s revolutions was born of the company’s devotion to Simplicity. Each new device created a new category or turned an existing category on its head---all because, as an old iMac ad put it, the technology was “simply amazing, and amazingly simple.” We can have school improvement plans and planning processes that are simple too. When anyone, educator or non-educator, looks at our plans, they should be “simply amazing, and amazingly simple” not some document no one reads because it is too complicated and needs interpretation.

2. You don’t have to wait to include it in your school improvement plan to improve it. I have actually been in schools and districts that refused to take on new initiatives simply because “it was not in their plan.” How’s that for being majorly short-sighted? Sometimes the best improvement ideas and improvements are those that come to us in the middle of the night, and if we wait until we can get it “into the school improvement plan” opportunities disappear. School improvement must be nimble and responsive, but when our school improvement processes become ponderous and rigid, how can we expect to be able to engage in any lasting and significant improvement? We need to be willing to sometimes “Make it so” to use the words of one of my Star Trek heroes.

3. Improvement can begin with the smallest things first. Schools become dysfunctional often due to a large number of small things that build up over time. Cultures get sick because of the small things that get neglected. If you really want to engage in school or district improvement, look to the small things first. While it might seem insignificant to you, I can bet the coffee you buy means something to someone. The lack of a pleasant greeting impacts someone when they walk into the building. We are sometimes blinded in our thinking by seeing improvement as the “big things,” when very often, changing all the little things make the big things better.

4. Focus on making things better for kids, not raising test scores, attendance rates, graduation rates or lowering drop out rates, suspensions etc. When you focus on numbers you can lose sight that everyone of those data-points represents kids. Data is important of course, but we should not be data-centric. We should be kid-centric. This means when planning improvement, there might be things that would improve test scores or lower drop out rates, but still not be good for kids. When your leadership focuses on numbers instead of kids, well, you get people who play games with numbers. Hence, you get Georgia testing scandals, DC testing scandals. Behind every non-proficient score you have a kid, not an object that we can “add-value” to.

5. Improvement should be continuous, and it is not always relegated to what you have on paper. Those who have an “improvement mindset” know that improvement is not something done every two or four years. It is something engaged in every single moment of every day. If you want to improve your school, you can begin in your classroom, office, or hallway, and keep improving things everyday.

6. Improvement is much easier if your school community strongly believes in what you are doing. This is a no-brainer. All that talk and effort about “stakeholder buy-in” is unnecessary if your school community culture is powered by common belief and support for what you are trying to do. You get your school community to believe in what you are doing by attending to their desires, needs, etc. When that is not possible, you work extra hard to get them to understand why, and while they may not agree, they can accept what you’re doing.

7. If you have to work too hard to convince your school community to buy into your plans, then maybe there’s something wrong with your plans. One of the grandest obstacles to school improvement are egos. School leaders with enormous egos sometimes come into school communities with grandiose plans that are more about them than the people they serve. Perhaps if that plan you have requires an extensive PR campaign, it isn't what your school or district needs. Just maybe it's what you need more than your schools need. Knowing when to back off with your plans, especially when its more about your ego than school improvement, is a key leadership trait.

As you and your school district move into this season of school improvement planning, taking Ken Segall’s advice when it comes to simplicity is important for those plans. He reminds us:

“By embracing the values of Simplicity, you will be the one to promote change, keep colleagues on course, and prove your value to the company (school, district) day by day.”

If your school improvement planning and plans are made ponderous and difficult  they do not have to be. These seven principles can guide your school or district to simplify and make your school improvement "simply amazing and amazingly simple."

5 Steps for Dealing with the Emotionally Charged Situation in Your Classrooms, Schools or Offices

Name one person who always “triggers” strong emotion and anger in your life. If you are a district level leader, that person might be a board member or local politician. Or if you are a principal, it might be a parent, student, or even a teacher. If you’re a teacher, it might be one particular student or a colleague. In each of these cases, this individual usually knows and is highly skilled in knowing how to push your buttons and make you lose your cool. If relationships are truly important to us, we must learn how to effectively cope in these situations. Learning how to deal with these triggers is a powerful exercise in emotional intelligence, a test of character, and in being an effective educator.

Google engineer, Chade-Meng Tan, offers a simple technique, based Buddhist mindfulness meditation principles, that provides a way to effectively respond to these “triggers” rather than react to them. In his book, Search Inside Yourself: The Unexpected Path to Achieving Success, Happiness (And World Peace), Meng offers a practice he calls the “Siberian North Railroad.” This practice, according to Meng, “is useful for dealing with triggers, but also for other situations in which we need to deal with negative or distressing emotions.” The practice has five steps:

1. Stop
2. Breathe
3. Notice
4. Reflect
5. Respond

Notice that the title “Siberian North Railroad” is a mnemonic device to remember the first letter of the words in each of the five steps (SBNRR). Here's how each of these 5 steps work:

Stop: According to Meng, when you “feel triggered” you just stop. You pause without doing anything. This is the most important step because it allows you to engage in the other steps. As Meng points out, in Buddhism, this is called the “sacred pause."

Breathe: In this step, focus the mind on the breath for a few minutes. Take several deep, conscious breaths, calming yourself. When your mind tries to slip back to the anger or strong emotion,  redirect it back toward your breath.

Notice: After focusing on the breath, then “notice” by closely examining the emotion. Look at what it feels like in your whole body. Notice how the emotion is affecting all parts of your body. The goal is to experience the emotion physiologically and not as something separate from your body. For example, as Meng suggests, your observation is not “I am angry” but “I experience anger in my body.” This is where you try to experience what the emotion is doing to you inside and out.

Reflect: In this step, Meng says to ask the question, “Where is this emotion coming from?”  Is it due something in my personal history? Is it due to some perceived personal inadequacy? This step is all about gaining a perspective of the emotion objectively from the outside. You put yourself in the other person’s shoes. You also remind yourself that all people just want to be happy and that this person is only acting this way because they perceive it will make them happy. This is important: bring perspective to your emotion without judging it right or wrong.

Respond: In this step, you finally respond. As Meng points out, you first bring to mind ways in which you could respond that bring about a positive outcome in the situation. Imagine what a positive response would look like. You may or may not actually have to carry out that response. Just remember, the goal here is to defuse the trigger before you make a bad situation worse.

SBNRR is a strategy, if practiced over time, breaks down our learned pattern of reacting to those strong emotional triggers, and installs a new, more effective way of responding. As we repeat this practice even with those strong emotional events that have occurred in the past, we begin to see that we can relearn how we respond to others in the most trying situations.

What I personally like about the Siberian North Railroad Strategy is that it actually provides a specific way to respond in those situations when someone has triggered strong emotions. It is a powerful exercise in emotional intelligence that can give schools leaders, teachers, and even students a tool to use in the sometimes highly-charged emotional environment we call school. Leadership is very much about being able to deal with our own emotional triggers effectively, and this strategy gives us the means to do just that.



Note: Chade-Meng Tan's book Search Inside Yourself: The Unexpected Path to Achieving Success, Happiness (And World Peace) is based on a course in emotional intelligence taught at Google. You will find countless other strategies in this book for dealing with interpersonal and intrapersonal issues. Meng's straightforward, humorous style makes the book a pleasant read too.

School Leadership and 3 Acts of Integrity to Practice Today

“Integrity is acting for what is right. When we do this, we feel whole and uniquely powerful.” Gus Lee & Diane Elliott-Lee, Courage: The Backbone of Leadership

How many of you have had the rare opportunity to work with a leader that you would follow no matter where they led? I’m not referring to blind-followership. I am referring to following out of devotion because of who that leader is and what they are made of. Though I am sure many of us have had that pleasure, I can't help but ask myself now that I am in a leadership position, “What did that leader/manager possess that fostered this willingness to follow, not due to their super-ordinate position, but due to who they were?” I suspect one answer to that question is "Integrity."

What is integrity? According to Lee and Lee, integrity is "acting for what is right." It is adhering to inner principles. It is simply "doing the right thing because it's the right thing to do." It is leading from the "moral center within."

Lee and Lee, in their book Courage: The Backbone of Leadership, offer three acts of integrity.

1. Discerning right from wrong. Discerning right from wrong involves doing many things.

• It involves consulting others for advice or counsel, especially those who have demonstrated a level of wisdom greater than our own. These individuals can be experienced mentors; other experienced teachers, principals, superintendents, all offer us an opportunity to reflect with us about what is right and what is wrong. We all must have individuals to whom we can look for wise counsel. 
• In our discerning right from wrong, we must also honor our conscience. Taking actions that conflict with our internal compasses are a clear sign that those actions are the wrong actions. By honoring our conscience, we also stay true to ourselves as well. Being able to look at yourself in the mirror each morning is important for us as school leaders.
• In addition to honoring our conscience, we also need to be mindful so that our own personal needs and biases are not the sole basis for our actions and decisions. Lee and Lee call this “putting ourselves on the stand.” We must scrutinize our own motives because acting out of pure selfishness can lead us to wrong actions. Those motives might be in congruence with the right decision, but should not be our basis for action. Being mindful of our own "agenda" means not choosing it over what's in the best interest of others.

2. Acting for what is right regardless of risk to self. This is especially difficult in a politically charged environment like school districts and school systems. How many times have we witnessed decisions made in schools that were clearly not in the best interest of kids, but more in the interest of the adults in the school or district? Like the business environment, personal agendas become the drivers of decisions made, often at the expense of “rightness” and standing up for what is right is not the most advantageous, politically correct thing to do.

• If we are truly leaders of integrity, we are going to let others know what we think the right decision should be. Even more so, we as leaders are never going to demand others make decisions that conflict with their sense of right and wrong. Leaders of integrity foster integrity in others. They allow those they lead to express their reservations and problems with decisions being made. They are also open to being convinced that they can make wrong decisions too.
• We are also going to do what is right, not what will get us the next promotion. True leaders expect nothing less of those they lead as well. If we want an environment that prizes integrity, then we must admire that in those that follow us.

3. Teaching others from that act of integrity. By our demonstrations of integrity, we communicate to those who follow us that integrity is important. Doing the right thing is the right thing to do and we expect it out of all those we lead.

Lessons of integrity-failure abound in recent history. Enron, the financial meltdown that led to the Great Recession, and recent decisions made by our political leaders today are all examples of leadership decisions made without deference to integrity. In the end, to be a school leader of integrity means to courageously stand for what you believe to be right, and having the humility and courage to admit when you have been wrong, and expect no less from those we lead.

Computer-to-Student Ratio Stats Are Not Measures of School Effectiveness

 The field of education “focuses on initiatives targeting computer-to-student ratios and administration process automation, not learning processes or outcomes,” according to Alan Bain and Mark Weston, authors of The Learning Edge: What Technology Can Do to Educate All Children.

Though we claim to focus on student achievement with our technology initiatives, that focus is more often on the “stuff” rather than on what we have students and teachers do or achieve with that “stuff.” It’s clear that one of the most useless statistics we keep is computer-to-student ratio. It’s deceptive to ourselves and the public and we know it. We know that just because every student has access to a computer does not mean students are accessing them to engage in meaningful learning, and we also know having 1:1 access does not necessarily mean the teacher is using the technology to engage in meaningful teaching. And, as far as administration automation software, just because our state’s fancily automated student data systems provides the slickest and most numerous data reports does not mean our students are learning any more than they normally would nor can we say teaching is better, or will get better.

If we don’t focus on the quantity of computer our schools have and the elaborate software systems, what do we do need to focus on in order to capitalize on the true potential of technology for teaching and learning?

• Instead of focusing on computer-to-student ratios, let’s revolutionize teaching and learning. We should not be purchasing technology to help us do what we've always done in our schools and classrooms. Let’s employ technology to completely reinvent instruction. We know what we are currently doing in our classrooms does not work for all students, and to try to use technology to simply automate and facilitate current educational practice is inadequate. Technology’s true potential lies in how it can create new ways of teaching and learning. We need to capitalize on that potential.
• Instead of focusing on fancy administrative data systems, let’s keep them simple. When states try to create elaborate data systems, they often keep adding feature after feature. Underlying many of these systems is the whole idea that “You can’t have too much data” as an educator.  But the opposite is actually true: it is possible to have too much data. Keeping these administrative data systems simple should be a priority. It’s a real problem when a teacher or administrator can’t run a simple student tardy report because the program is too complex. To keep this from happening, I would suggest that systems designers consult with practicing principals and teachers. Practicing educators can tell them what data they need, and what they need these systems to do.
• Repeat the mantra: “The quality of a school is never measured by the number of computers in the building.” It is not a badge of honor for a school to have 10 computers per student, especially if those computers sit in carts untouched or on desktops gathering dust.  In the end, a boast that our schools have 1:1 means very little if business is as usual in the classrooms.

The time has come for school leaders to stop talking about computer-to-student ratios and focus instead on what is much more important: teaching and learning.

Transforming Our Schools by Changing Mindsets Not by Buying More Technology

“Teacher mind frames are the most important enhancer and barrier to students’ learning.” Alan Bain and Mark Weston, The Learning Edge: What Technology Can Do to Educate All Children

Our relentless pursuit for some magical formula that will suddenly transform our schools is a fruitless quest. There are no magical formulas or tools, and there are no heroes who will ride into our schools and school districts and suddenly save the day and turn our schools into magical places of learning and engagement. If transformation is to happen, we need to stop pursuing 1:1 initiatives, new standards, new tests, next generation tests, longer school days, and the other latest and greatest educational gimmicks and get down to the real reasons why we can’t change our schools. Authors Bain and Weston offer some good advice: look to the mindsets of the educators in our schools and districts. That's where the real obstacles lie.

According to Bain and Weston, “Technology will not force its way into classrooms; for decades, teachers and schools have shown remarkable kickback,” and if you walk into any district that has spent thousands or millions on technological toys,  you will see what they are talking about. We look at all out technological toys and we ask ourselves:

• “Why are our teachers not using these interactive boards?” 
• “Why are those iPads sitting idle in the corner of the room?” 
• “Why is it when I visit the classrooms in our school district I see little engagement with technology by the students, and mostly the kinds of teaching and learning that has been going on for the last 100 years or so?” 

I think the answers to these questions are rather simple: we put all this technology in our classrooms and schools, but we forget that many of our teachers simply look for ways to use the technology to help them teach as they always have, rather than look for new ways of teaching with the technology. Their mindset is the obstacle. (Administrators have that mindset too.)

If you really want to know why all that technology sits idle, it's probably because it does not fit the way your teachers teach and the way they have been teaching for the past 100 years or so. Too much of that teaching is still teachers talking, students sitting and listening. In these classrooms, some teachers determine that if the technology won't help them do school like they have been doing it, then they don’t need it. They don’t see the need to change how they are teaching, even though half their class stares up at them in glazed-eye stupor.

If we really want to transform teaching and learning in our schools and classrooms, perhaps we need to pause from all the technology buying, installing, and training and focus on the “mindsets” that our teachers and administrators have. We need to stop “automating the 20th century ways of teaching and learning” and pursue whole new ways of teaching and learning.