Tuesday, September 6, 2016

What Should We Do with Our Classrooms? Make Them Mobile and Plastic.

The brain is plastic, free, [yet] we are still always and everywhere in chains.   -C. Malabou



In What Should We Do With Our Brain? (a pdf version can be found here), Catherine Malabou examines certain metaphors and models that are commonly used for making sense of the organization and function of one of the human body's most perplexing organs. Midway through the book she makes the claim that "Any vision of the brain is necessarily political" (52) because "[how we make sense of] neuronal functioning and [how we make sense of] social functioning inter-determine each other and mutually give each other form, to the point where it is no longer possible to distinguish them" (9). More specifically, she posits that "There is today an exact correlation between descriptions of brain functioning and the political understanding of commanding" (32). Basically, how we talk about political power and social organization directly mirrors how we talk about brain organization, and vice versa. What we've discovered, however, is that we don't really understand brain organization, but we still rely on "so many unsettling metaphors in the register of command and government: a controller that sends orders down from on high [like] a central telephone exchange..." (4). Current research into neuroplasticity, however, demonstrates that the brain is not nearly so rigid and hierarchical (or could one say arbolic?) as the centralized command models suggest, which means we need a new language for talking about the brain, a reassessment that also could give way to more suitable metaphors or models for rethinking the politics of power socially and historically speaking. When rethinking language about both the brain and politics, perhaps the key is taking seriously their inter-determinable quality and exploring that relationship as a new model for both, a quality Malabou refers to as plasticity.

Plasticity is the ability to both receive and give form, meaning the brain gives form (much like the command center idea) but the organ is constantly modifying, repairing, and making new connections as well. Much of these modifications are shaped and impacted by environmental conditions, meaning the brain can receive form from factors outside its neuronal network (and how we organize power in our societal institutions, for instance, could serve as one of the many environmental factors which give the brain, as well as our conception of it, form as well). There is an inter-determinable relationship, in other words, between brain and world, and command center models miss this truth completely. What's most interesting is plasticity as a concept resists or subverts all models (if we are to assume that a 'model' is a rigid, unchanging form): "The word plasticity thus unfolds its meaning between sculptural molding and deflagration, which is to say explosion. From this perspective, to talk about the plasticity of the brain means to see in it not only the creator and receiver of form but also an agency of disobedience to every constituted form, a refusal to submit to a model" (6). A "centralized command center" not only fails to grasp the functionality of the brain: it presents a picture that is totally opposite of how our brains essentially and actually operate. And perhaps the command model also gives us a contrary picture of how political and social power could be rethought and redistributed: "It is thus not just a matter of uncovering, in the name of brain plasticity, a certain freedom of the brain but rather... to free this freedom, to disengage it from a certain number of ideological presuppositions that implicitly governs the entire neuroscientific field and, by mirror effect, the entire field of politics" (11). This got me reflecting upon the following question: How can we rearrange or reorganize power relations in our classrooms, for instance, to emancipate the student brain, to free it up such that it not only receives form but gives it as well, in our classroom environments and beyond?

He who bends others best is he who bends best himself.   -J. Ranciere

To see how our metaphors and models for political power permeate all levels of human existence (from brains to schools) take a look at the following image of a classroom from Nick Sousanis's Unflattening:

Nick Sousanis, Unflattening, Harvard University Press, 2015
The teacher, of course, serves as "the brain," commanding and giving form through his one-directional, neural networks which transfer data to the various receivers of information (namely, the students). The organization of the classroom mirrors the command center model of both politics and the brain, and it's obvious who's empowered and who's not in the above image. But what if we took the concept of plasticity more seriously? What can plasticity tell us about rethinking classroom politics & power relations?

One of my mantras for the year is the following quote from Jacques Ranciere's The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation: "He who bends others best is he who bends best himself" (85). (a pdf version can be found here). In the above picture, the only things that are demanded to bend are the students. It reminds me of Felix Guattari's distinction of Subject Groups and Subjugated Groups: the Subject Group (Teacher) has manifest power because they can demand to be heard, whereas the Subjugated Group (Student) doesn't necessarily have to be heard (however, the subjugated group does have latent power, if they were to act collectively for instance...). Classroom designs announce loudly for our students what models we're employing when it comes to distribution of power, and the design illustrated above messages clearly that students are to be told what to do, think, and learn. The teacher is the explicator of truth, and the students are to trace the teacher's path towards that truth: however, "It is the explicator who needs the incapable," writes Ranciere, "and not the other way around," (6). The explicator monopolizes power at the risk of disempowering and anesthetizing the students, meaning what we need instead is a pedagogy of student empowerment, which is another way of saying a "Pedagogy of Plasticity."

Each one of us describes our parabola around the truth - no two orbits are alike. And this is why the explicators endanger our revolution.   -J. Ranciere

Last spring, I had the fortunate opportunity to order new furniture for my classroom, a privilege I realize most teachers don't get, and I only had one serious request: I wanted everything to be mobile, which led us to select Learn2 desks made by KI:


Everything in the classroom, except the bookshelf, has wheels, including my desk, the students' desks, as well as the podium. As a result, everyday the relations among participants in the classroom shift and morph, depending on the activity; everyone is bending, giving form, and receiving it, including me. The design model is one of plasticity, and this change in the classroom arrangement helps give form to a new kind of pedagogy, an approach to teaching and learning that one might describe as andragogical. Already in the first 2 weeks of school, learning has taken some of the following forms:


There's no singular teaching style for all occasions, just as there's no singular learning style that proves better than all other methods. Just as plasticity as a model for the brain resists or even subverts all permanent forms so must our teaching methods. Mobile furniture is only one strategy for moving towards this realization, and it's been exciting to see it happen in my classroom this year. It's not the furniture that matters so much as the message we're sending in terms of who has the power over the learning process in our classrooms. To put it in Felix Guattari's terms, I hope the redesign of my classroom contributes in some way to removing the blinders from both the teacher's and students' perception such that the latent power of learning, that is autonomously in all of us, becomes manifest. The student doesn't trace the teacher's path to truth; everyone maps their individual journey together as a community.

They say classrooms are still always and everywhere in chains, but we know they can be plastic & free!

Works Cited:

Guattari, Felix. "Transversality." Psychoanalysis and Transversality: Texts and Interviews, 1955-1971. Trans. Ames Hodges. Semiotext(e), 2015.

Malabou, Catherine. What Should We Do With Our Brain? Trans. Sebastian Rand. Fordham University Press, 2008.

Ranciere, Jacques. The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Trans. Kristin Ross. Stanford University Press, 2007.

Sousanis, Nick. Unflattening. Harvard University Press, 2015.

Friday, August 19, 2016

Planning The Oakridge School's 2017 Inter-Institutional Colloquium on Mary Shelley's Frankenstein - Entry 2, August 18, 2016

On January 30, 2017, The Oakridge School will be hosting a colloquium on Mary Shelley's Frankenstein, giving high school students the chance to present papers, works of art,  films, and more on one of British literature's most thrilling and horrifying novels. 

After much discussion with teachers in the DFW community, the consensus was clear: Mary Shelley's Frankenstein should be the focus for the 2017 Metroplex Colloquium, to be hosted by The Oakridge School on January 30, 2017. I can't think of a better choice considering the fact that we're approaching the novel's bicentennial! Mary Shelley began writing Frankenstein in 1816, and it was published for the first time in 1818. We look forward to welcoming students and faculty from various schools to join us in a celebratory conversation about one of literature's most influential novels.

We'll be reading the significantly revised version of the novel that was published many years later in 1831. At Oakridge, we're using the Penguin Classics Deluxe Ed., which looks like this:

After deciding upon a specific text, I invited faculty members from different schools in the surrounding area to join me on a google doc to plan and write collaboratively a call for papers for the 2017 Frankenstein Colloquium. I want to thank the following people for contributing to that endeavor: Jennifer Bonner at The Oakridge School, Joel Garza at Greenhill School, Christopher Schmidt at Parish Episcopal School, Chris Renshaw at The Oakridge School, and Jenny Fast at Founders Classical Academy.

As a result of everyone's creative input and suggestions, this year's colloquium will offer some excellent options for paper prompts as well as opportunities for 2D Art, Film, and MakerSpace submissions. The theme for January's colloquium is "Frankenstein 200 Years Later" and the prompts invite students to write about topics that range from literary and historical concerns to ones of a more scientific and philosophical nature. All the prompts are relevant to our experiences 200 years later in the 21st century, so go here to read more about the 2017 Frankenstein Colloquium's Call for Student Papers.

This year, we're excited to expand the invitation for student work by offering 2 new additions for the upcoming colloquium: (1) a Call for Student 2D Art & Film and (2) a Call for Student MakerSpace Designs & Products. To find out more about opportunities to showcase art or film inspired by Shelley's novel go here. And go here to learn more about the call for student MakerSpace creations (that are inspired by one of literature's greatest and most terrifying creations, namely Frankenstein's "monster").

The submission form for all student work can be found here, and all submissions must be turned in by Nov. 22, 2016.

So What Happens Next As We Wait For The Arrival of January 30, 2017?

Once the Call for Student Work was completed, I put together a blogspot as well as an official twitter account for the colloquium:

#Frankenstein200
The idea behind the blog is to provide a space where students and faculty from various campuses can come together to collaborate, share ideas, and respond to each other's work online while reading and studying Shelley's text this fall well before we meet in January 2017. In previous years, Joel Garza of Greenhill School and Deborah Moreland formerly of Hockaday School have joined me and my classes on other blogs (go here and here) to study collaboratively the texts we've chosen for previous colloquia. I think Joel and Deborah would agree that the collaborations on the blogs added so much to the overall experiences, so I encourage readers (both remote and local) to think about joining us this year online. It's worth the risk and adventure; just go here to see what I mean.

At Oakridge, we'll be reading the novel during the month of September, so most of our activity on the blog will happen then. However, other schools will be reading the text later, so activity will continue on the blog as we move into the fall and winter seasons. We'd love for you to get on the site this semester to join our conversations or to just leave a comment.

A Call for Faculty Readers and Evaluators to Help Select Submissions for the 2017 Frankenstein Colloquium

Again, submissions are due Nov. 22, 2016, meaning I need to start putting together the committee of readers and evaluators who will determine which submissions should be accepted to be showcased at the colloquium on Monday, January 30, 2017. I plan to enlist readers and evaluators from various campuses, which we've done in the previous years as well. The other task at hand is to determine what other kind of special programming do we want to include for the colloquium in January: Keynote speaker? Special panel sessions? Creative writing workshops? Theatre workshop with 1 of the many play renditions? There's so many ideas to consider, which makes the task of putting the schedule together an exciting and rewarding challenge. Please stay in tune to learn more about plans for the schedule and program! 

If you have ideas for programs or special workshops, OR if you want to be a reader or an evaluator of submissions, OR if you want to join our collaboration on the blog in a deeper way, please contact Jared Colley, English Chair, The Oakridge School, at jcolley@theoakridgeschool.org or @jcolley8.

2017 Frankenstein Colloquium's calls for student work:
1. A Call for Papers
2. A Call for 2D Art & Film
3. A Call for MakerSpace Designs & Products
4. Submisstion Form for all student work (Due Nov. 22, 2016)

Contact Info.:
Jared Colley
Chair, English Department
The Oakridge School
jcolley@theoakridgeschool.org
@jcolley8
frankenstein200.blogspot.com


Tuesday, July 19, 2016

Resources from Lausanne Learning Institute - July 10-12, 2016 - Memphis, TN

Lausanne Learning Institute, July 10-12, 2016, #LLI16

Last week I had the opportunity to attend one of my favorite summer conferences: the Lausanne Learning Institute in Memphis.  If you've never had the chance to go, I highly recommend LLI for the educator interested in current conversations about educational technology and student-centered learning. There's no better place to have such discussions than in a city like Memphis with its fascinating history, rich musical culture, and savory southern cuisine. For 3 years now, I've had a blast attending Lausanne, and it's exciting to hear that they'll be growing their brand as well as their reach as a professional development institute as soon as next year.
Beale Street, Saturday evening
The Oakridge School is the 2016 Spotlight School

Attending this year included the added privilege of representing the 2016 Spotlight School of the Year. The Oakridge School was recognized as "the most innovative independent school, from technology integration to student-centered curriculum" by the Lausanne Learning Institute based on its extensive review of schools across the nation. I was proud to be a part of such an impressive team of collaborative, student-centered educators: all in all, we hosted around 20 sessions at the conference on topics ranging from maker spaces to authentic learning to writing across the curricula. Below you can watch the acceptance video that was shown at the opening banquet when Jon Kellam, Headmaster of The Oakridge School, accepted the award on behalf of the school. (The video was made by Oakridge upper school students...)



Resources for the 4 Sessions I Hosted:

Over two busy days, I hosted four sessions, two with Claire Reddig, Writing Specialist at The Oakridge School, and two on my own. Day one, I facilitated a conversation titled, "Rhizomatic Learning & Disrupting School Silos." Most of what was explored in this session stems from my interactions with the #Rhizo16 community as well as my work with Joel Garza and Seth Burgess (including our "Ignite" Keynote from OESIS LA 2016). Go here to read more about my thoughts on how "Rhizomatic" thinking could provoke a radical shift in mindsets in terms of how we rethink school organization. Below, I've provided an embedded version of the Google slides (contact me if there's any questions):


Unfortunately, my first session on "Rhizomatic Learning" was not very well attended, but those of us in the room, perhaps due to the smaller size, had a great conversation. One of my administrators joked that I've got to quit putting obscure words in my session titles if I want more people to attend. That's fair advice, but esoteric word choices didn't stop people from attending my second workshop: "Pwning the Humanities: Gamification in the Classroom" (for a definition of "pwning" go here...).  One of the best parts of the session was the fact that students attended, and they weren't afraid to join the conversation and give feedback.
Although I don't have a "slide show" for the session on gamification, go here to find resources, related content, and links based on what was discussed, and again, contact me if there's questions.
"Pwning the Humanities..." | Mon., July 11th, 2016
Day two, Claire Reddig and I hosted two sessions related to writing. Our first workshop was titled "Connecting Writing with Authentic Audiences," where we facilitated a conversation on what it means to connect student writing to an authentic audience as well as what strategies we could employ to make it happen in our classrooms tomorrow. I've embedded the slide show for this session as well; feel free to take a look:


After lunch, we hosted another workshop on a similar topic, called "Writing Across the Curricula at The Oakridge School," and we were blown away by the turnout for the final session. It was standing room only, which made clear to me that this is a timelessly valuable topic: how do we integrate one of the most important, transdisciplinary skills across the departments in way that is intentional, clear, and collaborative? Much of what we shared was based on the hard work done by the Oakridge English department (and beyond) in recent years to improve the execution of writing instruction across the campus, K through 12. Below, I've supplied the slides to this one as well, and I urge anyone to take a look and give feedback:


For more resources related to the sessions I hosted at #LLI16, go to my google site, which can be found here. There's many more links and useful content to be found there.

On February 23-24, 2017, The Oakridge School is hosting the first LLI Southwest Conference!

Jon Kellam accepting Spotlight Award
Another exciting development related to last week's conference was the announcement that The Oakridge School, LLI's 2016 Spotlight School, will be hosting the first southwest regional gathering for LLI in February 2017. One of the main themes we keep returning to as we begin to plan February's conference is the idea of "Making Good Teaching Visible." With this in mind, we plan to schedule two kinds of session formats: (1) the traditional 1hr. block workshop for presentation & conversation and (2) what we're calling "fishbowl" sessions, such that the first 45mins will include a lesson with students in the room, followed by a 45min presenter-led debrief without the students in the room. We're excited about the 2nd format because it allows teachers to see each other's craft in action: it makes good teaching visible for everyone to see! We hope to have educators submit proposals for both kinds of formats, and we hope attendees and presenters come from all over the nation. Make sure you go here to submit a proposal for next February, and hopefully we'll see you in Arlington!


Submit proposals here for the 2017 LLI Southwest Conference at The Oakridge School!



Saturday, April 9, 2016

Planning The Oakridge School's 2017 Inter-Institutional Colloquium on Mary Shelley's Frankenstein - Entry 1, April 9, 2016

The Oakridge School is excited to announce that we will be hosting the 2017 Colloquium on Mary Shelley's Frankenstein, first published in 1818 nearly 200 years ago!

This is going to be the first entry in a series of posts about the steps we'll be taking as a community to plan the 5th inter-institutional paper colloquium for high school students in the surrounding metroplex area of North Texas. Since one of my goals this year is to expand the reach of this collaboration both geographically and digitally, I almost hesitate to specify our regional location, but the schools of Dallas, Arlington, Fort Worth, and the surrounding area are the reason this practice is now in its 5th iteration. It's a privilege to be a part of a community where there's so much trust and collegiality.

What do we mean by a student-centered, inter-institutional colloquium?

Before the 2012-2013 school year, I began having conversations with Joel Garza of Greenhill School and Deborah Moreland formerly of The Hockaday School about the idea of hosting a colloquium at the The Oakridge School's campus where students from multiple schools would read the same text, submit papers by a certain deadline, and attend a paper conference with workshops for students to present their ideas and have conversations together (much like we do at the collegiate and professional level). We all recognized the many benefits of pursuing such a project: (1) students could practice public speaking; (2) there would be an authentic audience for students' writing, making the learning experience more meaningful and relevant to them; (3) we would be modeling what higher level scholarship looks like; (4) this would break schools out of their silos (such as campuses, departments, and classrooms) and facilitate purposeful collaboration.

After sharing and stretching ideas with Joel Garza and Deborah Moreland (as well as other teachers from various schools), a call for papers came together which focused on the collection of short stories, Dubliners, by James Joyce. Here's a trailer of the culminating event:


Of course, so much went on (in terms of work and collaboration) prior to the filming of this video that made the event you just witnessed as successful as it was. We set up a blog, for instance, to instigate collaboration and interaction between campuses months before the gathering ever took place. Go here to get a much more detailed version of the story (especially if you want to learn more about how we used tech tools to collaborate across campuses a-synchronistically in anticipation of the future colloquium...)

For the 2013-2014 school year, The Oakridge School hosted another event, this time to investigate William Shakespeare's play, Richard III.  Once the call for papers was distributed, several schools, including Hockaday and Greenhill, returned to participate again, and we added new elements to the program by inviting Drama/Theatre departments to participate as well as historical and archeological inquiry in honor of the recent successful dig to rediscover the Yorkist ruler's remains.


Since then, the tradition has continued to grow. Last year, Gary Nied of Cistercian Preparatory School organized a colloquium on Flannery O'Connor's short stories hosted by his campus in the fall of 2014, and most recently Joel Garza of Greenhill School hosted a "Midwinter" colloquium on Shakespeare's A Midsummer Night's Dream, an event that just took place last February bringing together theatre, dance, literary discourse, and many other interdisciplinary activities. The tradition continues to evolve as more campuses are getting involved and more disciplines are being brought into the fold. Again, my hope is to welcome even more students and faculty from other areas who can join the fun this year (or in the future), even if that means being a remote participant using digital platforms and tools.

What have we done so far for next year's gathering?

Last February, I decided it was time to start reaching out to faculty, campuses, and various departments about planning the next student-centered paper colloquium for the spring semester of 2017. The first question, of course, was what text, theme, or topic did we want to focus on? Considering how the conferences had grown, what other elements would we want to include (in the past there's been acting workshops, archeological presentations, slam poetry sessions, creative writing workshops, and so on...)? What other departments did we want to invite (considering that most of us involved are English teachers or department heads)? Also, how could we get more schools and students to participate? Instead of answering such queries in isolation, I set up a google doc, data-mined emails, and blasted a message to the surrounding community with a link to the document which was created to facilitate a collaborative approach to planning. (Please go here to see the doc; it shows how amazing a conversation can be when everyone adopts a collegial spirit of wanting to work together to do something bigger than what can be done by one person, school, or classroom...)

Once the google doc had lived for about a month, I consolidated everyone's comments into 4 options for the topic of next year's colloquium:

1. Mary Shelley's Frankenstein (200 year anniversary is 2018; nice intersection of issues such as tech, otherness, gender)
2. a selection of science fiction texts (a handful of short stories and/or novellas)
3. a selection of texts about totalitarianism & politics (perhaps 1984, Brave New World, Lord of the Flies, Handmaid's Tale)
4. Chicago Then, Chicago Now (an examination of Hansberry's Raisin in the Sun & Wright's Native Son)

I set up a google form (which can be found here), and around 25 respondents from 12 different campuses voted on what they thought would be the best selection. Here's the breakdown of the results:


I'm excited to announce that next year's colloquium will be revisiting Mary Shelley's Frankenstein nearly 200 years after its first date of publication, and the outcome of the survey was based on the insights and opinions of faculty and administrators from the following schools: All Saints' Episcopal School of Fort Worth, Cistercian Preparatory School, Dallas International School, The Episcopal School of Dallas, Fort Worth Country Day School, Greenhill School, The Oakridge School, Parish Episcopal School, St. Mark's School, Southwest Christian School, Trinity Valley School, and Ursuline Academy of Dallas. How many out there already read this canonical classic in your curricula? Why not join our collaborative conversation??

What do we plan to do next?

1. The next thing we plan to do is establish a date for the colloquium (most likely late January or early to mid February 2017) as well as a due date for student submissions to present papers.
2. We also need to craft a call for papers, and judging from the 2nd pie graph above, there are many participants who are eager to contribute ideas for prompts. Most importantly, I want to make the call for papers as inclusive as possible in terms of disciplines and student interests.
3. We need to reach out to more schools to expand the community of collaborators. (Let us know if you're interested! Geography is not an obstacle considering our access to technological tools.)
4. Speaking of technology, I want this collaborative, communal investigation to begin sooner than later, so we plan to set up a blog or wiki site such that students and faculty from various campuses and classrooms can begin to collaborate, share ideas, and post demonstrations of learning in various mediums well before we meet for the colloquium.

I will continue to post entries as we journey through this adventure together. If there's interest to join our investigation (even if it means only collaborating digitally on the forthcoming webpage or having a student skype in his or her presentation at the event), please contact me so we can connect. I'm already looking forward the 2017 spring semester!

Jared Colley
jcolley@theoakridgeschool.org
@jcolley8