Why do we ask kids to make presentations, on topics they don’t care about, to an audience that doesn’t exist? ~ Gary Stager
At last month’s ISTE conference, I had the pleasure of hearing both Gary Stager (@garystager) and Chris Lehmann (@chrislehmann) speak during two separate sessions. Both were very powerful, and thought-provoking presentations that, among other things, addressed the issues of authenticity and personalization in education. These terms are common buzzwords in academic circles, but unfortunately, truly personalized, and authentic learning experiences are largely elusive concepts in our schools.
During his presentation, Chris correctly addressed a common misconception by stating that “personalization should not mean that we all do the same thing, but at our own pace.” Other than the rate at which a task is accomplished, there is nothing personal about this approach. Instead, Chris suggested that “personalization is when we get to do stuff we care about — it involves choice.” He went on to describe the powerful learning experiences of students at the Science Leadership Academy, who participate in Capstone Projects. These projects are chosen by the students and they allow them to address academic endeavors through the pursuit of their personal passions…true personalization.
Gary’s quote about student presentations (above) drew a smattering of uncomfortable chuckles from the audience – recognition of the truth in the statement. Not only is it unusual for students to experience true personalization, but we rarely allow them to prepare, or present, their work for an authentic audience. I believe that most of us (kids and adults) want to be difference makers…we want to make our mark on the world. This is powerful motivation for learning, but one that is lost in the absence of an authentic audience. Gary ended his presentation with a simple, but powerful statement: “less us, more them.”
What ideas, or examples, do you have for personalizing student learning and ensuring authentic opportunities for difference making? How do we make learning experiences “less us” and “more them?”