Tuesday, September 01, 2015

Unschooled violinist, Madeleine Kay plays Chelsea Hotel

Madeleine Kay (17) was unschooled up until grade 6. Listen to her rendition of Leonard Cohen's Chelsea Hotel, arranged and played by her.

Tuesday, July 14, 2015

Unschooler and author Kate Cayley: How you were born

Years ago,  our Radio Free School program had the honour of not only interviewing author Kate Cayley for our show, but we also created a youtube video based on the interview where Kate describes growing up unschooled. Now she's got the Trillium Prize for her recent book How you were Born.
Read about it in Now Magazine. Check out Kate's video here:

Saturday, June 20, 2015

You want change? Change your questions.

If you have ever tried putting a duvet into its cover, you know how hard it can be if you don’t first set the thing up correctly. What you do is you turn the cover inside out, stick your hands through while holding onto two corners, and grab the duvet corners and pull it through so that the cover now sits the right side up, with the duvet neat inside, then you have to put its opposite corners into the corners of the cover, and finally give it a shake to even it all out (Phew! That was hard to explain).

The point is, it’s the same thing when it comes to approaching problems: if we don’t frame the problem correctly, if we don’t set it up right, we end up frustrated, much like we feel with the duvet all bunched up in one corner of the cover.

I was helping my kid with a research project. The assignment was to explore if teens that view violent media and play dehumanizing video games are more prone to violent behaviour and likely to become desensitized to violence in real life.
My daughter had to formulate five guiding questions. As she researched questions, it became obvious to us that there were no right answers to the questions she was asking.  The true lesson that she learned from this exercise is that maybe her questions weren’t good ones: she needed to ask better questions.

She needed to look at how the conversation is being framed, who is asking the questions, how the problem has been tackled historically, whose voice is missing from the discussion, who has the most stake in the answer, who benefits etc.

For questions to be of any use they have to challenge assumptions.

Of course there was very little time to delve into new questions—which is the problem with the way we do things. We don’t give ourselves enough time to get to the questions that might inspire real change.

Einstein said, “If I had an hour to solve a problem and my life depended on the solution, I would spend the first fifty-five minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.”

We want solutions but we keep asking the questions we already know the answers to.  And the answers bring no revelation; they cannot surprise us, they are predictable.
But what if we asked this question instead of that one?  For instance, instead of asking how many windowpanes were broken, or how many counters were upturned in the recent Baltimore upheaval, the right question to ask is “why are young black men in the US being systematically murdered by police?”

The trouble is, we learn to ask questions that reflect our personal convictions and believes. We believe what we see and our interpretation of it, taking this as reality. But there are many realities: we have exhausted nothing.

We want change? Then we need to take it outside of our comfort zone.
In her book, ‘The Art of the Question,’ Marilee Goldberg said: “A paradigm shift occurs when a question is asked inside the current paradigm that can only be answered from outside it.”

Small children and scientists are good and doing this.
“If you meet a scientist, don't ask her what she knows, ask her what she wants to know. It's a much better conversation for both of you.” That's the concluding sentence to Stuart Firestein's Forum piece, in Scientific American (April 2012).

In 'What Science Wants to Know,' Firestein agrees that you have to know a lot to be a scientist. But that's not enough. "Knowing a lot is not what makes a scientist. What makes a scientist is ignorance," he writes. For scientists, the facts are just a starting place.
Every new scientific discovery raise new questions, so ignorance will always grow faster than knowledge. Firestein observes that one crucial outcome of scientific knowledge is to generate new and better ways of being ignorant: "not the kind of ignorance that is associated with a lack of curiosity or education but rather a cultivated, high-quality ignorance."
It’s the questions we are asking that we need to talk about if we are hoping to make the changes we want; trite, lazy thinking produces quick shallow responses—and that’s not going to get us very far.

Published in the spec.com  (The art of asking).

Sunday, May 17, 2015

How talking to your child can improve development

A mother sits folding laundry, her baby in the high chair beside her. “Here are mummy’s striped pajamas. They're red and blue and warm and fuzzy,” she says in a singsong voice. The baby gurgles at his mother, responds enthusiastically by waving his arms and kicking his little legs. Look at me, the mother thinks. I'm so silly. She carries on anyway, describing the frilly pillowcase she’s about to fold next. But she need not feel silly.

Parents, What You Say Matters

What many of us need to appreciate is the extent to which words impact children’s learning – not only in developing their vocabulary but especially, the spatial world and their later ability to problem solve. University of Chicago psychologist Dr. Susan Levine and her colleagues found children’s spatial abilities are in large part driven by what their parents say. In her study published in the journal Developmental Science, she says that the amount of talking parents do with very young children that describe features and properties of objects (i.e. heavy, big, little, round) predicts children’s problem solving success as they near kindergarten age.

Oriane Landry, psychology professor at McMaster University in Hamilton, works with preschoolers and children with autism. He says “There’s a strong link between emergent language skills and how that leads into their abilities in other areas.”

Oriane expands on the work of the early 20th century Russian psychologist, Lev Vygotsky, known best in education circles for his theory on scaffolding children (younger children learning skills from slightly older children). Vygotsky’s work supports the idea that language fosters all of our other thinking skills, and that for the most part, when we are problem solving, we are doing so with language. “The language of thought is in fact language,” Oriane says. “We tend to draw heavily on our language skills in order to complete other thought processes (using inner dialogue) even well into adulthood.”

There is some controversy about how the relationship between thought and language emerges and what comes first – the language in order to have the concept versus the concept, then applying the language – but especially in the preschool period, as children are gaining more and more complex conceptual ideas, they are also gaining the language to go with it.

“If you've got a word then you can build a concept around it,” Oriane says. “If you don't have a word, a concept can be flighty – like a dream you can't hold onto – you can't describe it to someone. If you talk about that dream, you can hold onto it. If parents are encouraging language growth by being highly verbal themselves and describing the things around them, then the child is going to have a more complex vocabulary earlier on and also the tools to think with more sophistication and in greater complexity about the world around them.”

Sunday, April 12, 2015

The kids are all right:

Disengaged? Hardly. Today’s youth just might be the saviours of us all

Thank you for feeding us years of lies.
Thank you for the wars you left us to fight.
Thank you for the world you ruined overnight.
But we'll be fine; yeah we'll be fine.
MKTO Lyrics

Babies are brighter these days, am I right? Two month olds are staring intently into my face and cooing. Four month olds are rolling over and crawling.

Then there are these pint-sized three and four year olds on YouTube, being sassy and precocious and saying all kinds of startling things. Eight year olds are articulate and funny and teens are "calling us out," exposing our hypocrisy so that we squirm under the glaring scrutiny of fairness. By the time they are young adults … watch out. They are snappier, faster and cognizant of the issues — their issues.

I've heard quite a bit about the sense of entitlement that is used to describe young people today: Generation Y (people born after 1980) is "selfish" and perpetually dissatisfied. Generation Z (people born after 1995) is disengaged.

But this outlook is being challenged; it doesn't seem to be reflective of what is going on around the planet.

The world is vibrating with the voices of the young who will not tolerate its destruction, and who are confronting injustices and the indifference of the wealthy and privileged.

I was surprised at the sudden swell of emotion that overcame me, reading words in a 2014 Maclean's article from Toronto business executive Don Tapscott saying that Gen Z doesn't have a choice: "My generation is leaving them with a mess. These kids are going to have to save the world literally."

I think the young know this. Yes, there is the "live fast, die young" message that prevails in popular culture, but youth grow up hearing about the global issues and I imagine it is part of their consciousness.

And while the growing concern for extremism among certain disenfranchised youth populations is legitimate, I can't help feeling a sense of optimism: young people are shaking things up, seeking to create a more equitable, safer — just better society for everyone.

For example, everywhere, youth are saying "don't funk with my future" and getting down and dirty on the streets, calling on universities, colleges, faith communities, businesses and local governments to divest from fossil fuels (even the UN recently came out in support of divesting from fossil fuel companies).

In India, young people are relentlessly protesting rape culture. In Africa, LGBTQ rights are a major focus. All over North American youth of colour are demonstrating that black lives matter. Here in Canada, First Nations young adults are taking the lead and confronting neo-colonialism with the campaigns such as Idle no More.

Thursday, April 09, 2015

Anti-Racism Education

Poo face.” “Dirty skin.” “Black chicken.”
It begins early. When her daughter was in Junior Kindergarten, Stoney Creek, Ont., mom Christabel Pinto says she would come home from school every day in tears. The kids were calling her names; they wouldn't play with her because, “brown people get diseases.”
I’d go into the basement and cry,” says Christabel, an accompanist and music director. The teacher’s response was almost worse. “She told the other kids ‘she’s just different from them,’” says Christabel, who withdrew her daughter from the school.
At this point you might be asking, what year was this – 1968? 1975? No. This was five years ago. Christabel’s other children Kambria, 10, and Krispin, 8, still regularly sit alone at lunch.

Kiera Silverglen, 14, of Hamilton, says she’s grown used to racist comments such as “How was the slave ship?” “How was it when you were a maid?” She copes by writing poetry and short stories (she received first place for poetry in this year’s Hamilton Public Library’s Power of the Pen – a prestigious writing contest).

Name-calling is bad enough. Far more insidious and harmful are the negative perceptions and derogatory stereotypes too often associated with people of colour.

“I was almost arrested in Walmart for looking at a DVD,” Kiera says. A salesperson came up to her and asked, “Were you going to steal that?” She had to call for her mom (who is white) to get the manager.

Kiera’s adoptive mom, Catherine Silverglen, is a teacher and anti-racism educator. Catherine shares an example of the sort of attitude her family frequently gets from teachers: “We met with the teacher because Kiera was having some challenges in a particular subject,” she says. “The teacher made a joke that went (with accent), ‘She is just a little bit slow. I don’t want to use the word lazy but I was in Jamaica once mon, and they are all so laid back, maybe it’s cultural.’” (Kiera was adopted from Chicago).

To combat negative perceptions in her classroom, Catherine introduces positive images of non-white cultural groups. “I’ll talk about the incredible histories and contributions of the African continent; Egypt, Benin, ‘the city of Gold.’ Why don’t kids learn any of this?” Too often, we only hear about these cultures in a piteous light – which is an unfair and biased view.

“I think as white people, we really need to challenge ourselves to get to know non-white people,” says Catherine. She suggests also reading a few books by authors from different cultures about their own experiences. Books like The Help and To Kill a Mockingbird are about racism in the U.S. south, for example, but they are about how a white person stood up for a black person. They shouldn’t be the only books on our reading list.

Tuesday, March 17, 2015

Closing digital gap empowers students

Technology can transform learning into real life, relevant experiences.

Not too long ago, it was absurd to say that every Tom, Rashid and Baba should have access to the Internet. For what? Now, since 2011, the United Nations considers it a human right, "underscoring its unique and transformative nature not only to enable individuals to exercise their right to freedom of opinion and expression, but also a range of other human rights, and to promote the progress of society as a whole."

And while access to technology is not "the great equalizer," that Ontario Education Minister Liz Sandals proclaims will level the playing field for all students, it does close the digital gap and empowers students from low-income families in learning.

Take, for example, educator Sugata Mitra's experiment in an Indian village. In 2000, this professor of education technology at Newcastle University installed a computer in a wall and documented illiterate, slum children (with zero English) figuring out how to use it, and then actually using it to learn and share knowledge.

Mitra has since designed a learning lab in India, where children can explore and learn from each other — no teachers present — using resources and mentoring from the cloud.

Access to the Internet offers children from all backgrounds opportunities to work together and communicate and do research in areas that interest them. It's a platform for developing personalized education and even individual networks that go beyond a classroom setting, offering possibilities only dreamed of before.

Still, "Back in my day, we used paper and pencil!" is a common reaction to the idea of iPads, tablets or other technologies in the classroom.

Reality is, "back in your day" has vanished into the swirling mists of time.

It's a new era, baby. The times require that students be drivers of their own learning.

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