Searching Beyond Google

What you know is becoming less important than what you can do. Is this true?  Has it always been true?

Some who believe the statement to be true suggest ubiquitous access to the internet means that it is not as important to have as much knowledge of facts and details as it used to be.search

Few suggest there isn’t some level of general knowledge required in order to make sense of new information but some argue online information storage relieves people of the ‘burden’ of carrying facts and details.  Is it important to know of every provincial capital city in Canada if one has access and skills to search for that information online?  I think that question is a conversation worth having particularly in reference to BC’s new draft curriculum and how education efforts are best spent.  No doubt knowing and understanding are important, as is being able to do something with that knowledge and understanding.  The question is what deserves greater emphasis:  Less time spent memorizing capitals, more time learning about where to find that information?

What I hope plays a more central role in the conversation is how so much knowledge and wisdom is not accessible online.  Of course, digital literacy is essential for all learners and citizens, but as we encourage the development of skills to search for and make sense of information, it is important that students have the people skills – confidence, modesty, curiousity, respect – to ask others who have knowledge, skills, or wisdom in an area of study.  I see these skills reflected in the Communication Competency of the draft curriculum but as skills related to accessing information digitally are newer skills than acquiring information by connecting with people, there is a risk the latter and older “people skills” may receive less emphasis in education.

The importance of searching for understanding from people has been highlighted for me recently at BICS by three events.  Recently, as part of the Grandfriends Program organized by BICS Community School Coordinator Sarah Haxby and teacher Tammy Sanhedrai, grandparents came to the school in an effort to foster inter-generational learning.  In part, the purpose is for students to learn from the first-hand experience of people older than themselves who may have lived through historical events that students are learning about (More information on Grandfriends can be found here).  BICS has also welcomed elders from the Skwxwú7mesh (Squamish) Nation who share stories, music, dancing and artefacts, to teach about culture and history.  The concept of elder is important in the Squamish and other nations.  A person is an elder if they have

Delmar Williams teaching students how to make fire.

Delmar Williams teaching students how to make fire.

knowledge they are willing to share in a particular area and great respect is afforded to the passing on of knowledge and wisdom by elders.  Lastly, Delmar Williams has worked with students in outside45 teaching earth-based survival skills such as carving and fire-making.  There are online tutorials as to how to make fire with a bow drill but the wisdom of the best materials to use for a particular area and the history of the skills in various cultures is local knowledge shared by people in person more often than online.

At TEDxWestVancouverEd in September 2014, Shannon Ozirny captivated the audience with a wonderful talk on “What is smart?” arguing “the ability to effectively search for, and filter information, take what you need from it, that’s what smart is.”  Hearing this statement and listening to her talk, it is hard not to assume search refers to search online though her talk does not suggest where to search.

As we encourage and develop students’ abilities to search for information and make sense of it, I think we will need to be increasingly mindful when working with generations who have always known of the power of the internet, that students have opportunities to search from a plethora of sources including people, places, and print.

A Different Kind of Inquiry

In schools we speak of inquiry often, meaning to study an important question, issue, or concept.  Typically, inquiry involves students working individually or in small groups making use of books, digital access and speaking with knowledgeable people to learn about a topic and make meaning for themselves and possibly others.  Inquiry is intended to develop skills or competencies (thinking competencies or communication competencies for example) and acquire knowledge and develop understandings of concepts.

This week at BICS, I propose a different kind of inquiry, where each person who enters the school – students, staff, parents, and community members – ask and look for an answer to this question:  Will the school feel more welcoming and be a happier place to learn and work if each of us commits to performing at least one random acts of kindness each day?

This different kind of inquiry will not employ books, search engines or interviews; instead, participants will be encouraged to examine the relationship between cause and effect and see what effect their actions, and the actions of hundreds of others, of being more deliberate in performing random acts of kindness, will have on how they and others feel about and at school.

This February 25 is Pink Shirt Day, a day when people are encouraged to wear pink to demonstrate their commitment to eliminating bullying in schools, communities and online.  With the leadership of teachers and students, our efforts around Pink Shirt Day will focus on the virtues of tolerance and kindness.  Both in the prevention and elimination of bullying, kindness is key.

Aesop has shared, “No act of kindness, no matter how small, is ever wasted.”  Let us together find out how true that is.

Reminders, Reflections, Purpose

Several years ago, I was inspired by a talk by Jennifer James who implored each audience member to remind themselves of their purpose often (I wrote a reflection on Dr. James’ talk here).  Even the most goal-driven and passionate people need to do this because goal-driven and passionate people are usually busy and busyness can sometimes obscure purpose.

Over the years, I have been accumulating questions to ask myself (and other learners); questions that I think remind me of my purpose as an educator and learner.

  • What do you know now that you didn’t at the start of the day? Why does it matter?
  • What can you do better now than at the start of the day? How is this helpful?
  • What do you want to do with your learning?
  • (How) Did you connect with the natural world today?  How does this affect how you understand the world?

The questions go on, and after reading the results of the the Middle Years Development Instrument (MDI) from the Human Early Learning Partnership at UBC (the MDI being a survey of grade four students across BC that assesses “critical components to development”), I have come across another question that reminds me of purpose.

In a recent post on the MDI, I suggested there is as much to learn from the statements in the survey that students are to respond to as there is from the responses students give.  Below, I share some of the statements from the MDI that act as a reminder of the role of educators and community  members that promote well-being and set students up for success as adults and a question for which I will need to remind myself.

From the MDI:

• At my school there is an adult who really cares about me.
• At my school there is an adult who believes I will be a success.
• At my school there is an adult who listens to me when I have something to say.

So, a new question to ask at the end of the day:  What am I doing to be that adult?