10/8/2017 0 Comments Critique of Learning Transformed: 8 keys to designing tomorrow's schools, todayTom Murray and Eric Sheninger’s new book Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today published by ASCD on June 6, 2017 is a must-read not only for school administrators, but teachers too. Murray and Sheninger recognize the flaws in current practices of public schools today. They aim to help school leaders shift their thinking to be more mindful of the times in order to innovate schools and move away from the “cells and bells” mindset. The authors successfully identify weak areas in public schooling, provide research to confirm their assumptions, supply case studies to demonstrate successful changes, and offer ideas for future improvements. Among the many areas of education highlighted throughout the text is the detriment of a one size fits all approach in education for both the students and the teachers. Teachers constantly encourage their students to “show, not tell” when writing descriptive stories. Murray and Sheninger apply this strategy to their own writing. Readers are not merely told what is flawed in public schools and how to fix it. They are shown specific examples and strategies that have worked for other districts in various parts of the United States from Massachusetts to Washington. The case studies throughout the book not only provide qualitative and quantitative data to support their strategies, they are also engaging and encouraging to read. Sheninger and Murray recognize that teachers should have a voice and a choice when it comes to their professional learning opportunities, their classroom structure, and their daily schedules; and throughout this text, they offer ways to implement that idealism into schools. The book is strategically divided into eight chapters, one for each of the eight keys. Each chapter includes strategies for success as well as vignettes from various districts to illustrate the strategies in action. The case studies examined in the text are uplifting and empowering, but still demonstrate the need for growth in some schools. This realistic view makes it easy to relate to the districts who are trying new approaches, and makes it seem possible to make a change. Chapter one, Creating a Culture of Innovation, explains that many teachers teach the way they were taught. This chapter emphasizes that teaching should be about making a difference in the life of each child in the building to prepare them for their futures. Chapter two, Redesigning the Learning Experience, offers a thought provoking quote from Weston Kieschnick which reads “There are two types of schools: Those that prepare kids for the future, and those that allow adults to live comfortably in the past.” This chapter provides ways to create more student centered learning which would create more engaged students who have more ownership of their learning, ultimately resulting in more learning. The case study in chapter two is important because while it highlights the amazing benefit of redesigning the learning it experience, it recognizes that change is a process. Chapter three, Ensuring a Return on Instruction, discusses how to get our students to “enjoy learning for the sake of learning.” The case study in this chapter illuminates the potential benefit of a 1:1 environment, when implemented correctly. Sheninger and Murray reiterate the fact that it is not just technology that is improving learning; it is the intentionally designed pedagogy with purposeful use of technology which increases return on instruction. Chapter three also details innovative practices such as portfolios, teacher evaluations, and collaborative leadership. Chapter four, Designing Learner-Centered Spaces, correlates research on flexible seating and other innovative learner centered strategies such as movement breaks with student achievement rates. Chapter five, Making Professional Learning Personal, differentiates between professional development and professional learning. The authors provide research to highlight the correlation between the amount of professional learning for teachers with the increase of student learning. This chapter also describes the importance of involving teachers in the learning process. Chapter six, Leveraging Technology, begins with a quote from Seymour Papert which reads, “Nothing could be more absurd than an experiment in which computers are placed in a classroom where nothing else is changed.” From selecting the appropriate devices to ensuring the cyber safety of all students, Murray and Sheninger use this chapter to guide school leaders in effective ways to properly introduce technology into schools. Chapter seven, Collaborating and Engaging with the Community, includes reasons to and strategies for collaborating with the families of students as well as members of the community. This chapter reminds readers of one of the initial purposes for schools--a center for the local community to come together. Chapter eight, Leading the Charge, informs leaders how to take the research and strategies throughout the book and apply them to their districts. Readers are reassured that the authors understand change is an uncomfortable process. Readers are also assured that the authors don’t expect, nor encourage, leaders to take all of the strategies from the book at once. In fact, they assert that leaders must “be careful not to immerse themselves, their teams, and their students in an alphabet soup of initiatives.” Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today makes for an excellent PLC book study read. Whether reading independently or as part of a group, readers of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today are encouraged to utilize the free study guide to facilitate their reading and to use the hashtag #LT8Keys to continue the conversation on Twitter. Changes to public schooling can, and should, be made. And as Murray and Sheninger repeatedly remind readers throughout the book: “You are part of the solution.” To see a summary of other critiques, click here. To see where I think the authors will take their ideas next, click here.
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