Earlier this year, Quentin Hardy wrote about the “Monuments of Tech” in the NY Times (http://www.nytimes.com/2014/03/02/technology/the-monuments-of-tech.html?hpw&rref=business&_r=0). He inspired my thinking about his scenarios in schools.
At the Facebook (FB) offices in Menlo Park, California, no one has an office. Space is mentally and emotionally reconfigured to encourage experimentation, risk, trial and error and personal and group analysis. The unofficial motto is ‘hack’…we’ve learned the downside of malicious hacking activities – but at FB they’ve adopted this in the engineering definition meaning to remake something with a novice’s “passionate disregard for the usual rules”. The ecosystem supports this hacking mentality by providing support for the engineering mission even when the lights go off, batteries die or devices are faulty. Everything is designed to change thinking….to keep people coming up with new ideas, new solutions.
At FB, furniture is often replaced without notice, just as the FB home page design and functionalities frequently change. People are initially annoyed – but then quickly adapt and move forward. The culture created is one of expectation of change and one’s ability to adapt and be flexible within that kind of ecosystem.
At Twitter, informal meetings are encouraged via a low stress environment and open-plan work areas. Files and furniture are on wheels so workers can take up the location of their choice and have their work tools readily available. There is a pervasive sense that ‘nothing is permanent’. They have the belief that ‘we must all change, all the time and yet architecture demands that we must also represent something lasting’. To my thinking that means the Twitter folk know that change is of the essence and that within that knowledge and experience is the stability of understanding that this is the permanent structure of what they do.
Google’s offices are really a gigantic testing/data center. Every move they make around employees (and customers) is driven by extensive data gathering and analysis; everything they do requires affected employees to evaluate the friendliness, efficiencies and overall experience for what just happened. At Google, it’s not just about writing code, creating or how fast you work, it’s about what you ‘experienced’ in what you did – emotionally, and how much energy you had when you got home to spend quality family time.
Disclaimer here – I’m not comparing education to business, operationally or otherwise. What I’m doing, what I always do, is fiercely find lessons learned, expert practices that can serve as jumping off points for how to well transform schools to best serve students. Schools are grandly known for their traditions, lockstep schedules, rules, predictable expectations and the like. We’ve been at the school reform business for so long with so few lasting results that I love to examine how other organizations transformed and determine if any of those strategies can be applied in schools.
There are examples of schools doing uniquely flexible things with schedules, flipping, blending, etc. There are 1:1 and BYOD programs and a never-ending stream of technologies injected into the traditional school environments. The ‘key’ word here is ‘traditional’. For these ‘different’ approaches to be real game changers, they need to leapfrog authentic systemic shifts. Unfortunately, in most of these settings, it’s really same-old, same-old but with new, shiny stuff. BUT what if, within those environments – teachers had a major disregard for the usual rules? What might happen? No doubt the school would be turned upside down with turmoil that would distract from day to day activities….and what would happen when that dust settled? What lessons would be learned? What take-aways would there be? Scary? No – intriguing and adventurous…just what’s needed to break down barriers, walls and self-imposed road blocks to real transformation.
When I was a high school principal, some teachers wanted to hold classes in the school’s courtyard from time to time. They did. What chaos ensued! Teacher peers complained that it was a distraction and disruptive for everyone. It resulted in a whole school dialogue about how to ‘solve’ the problem. Long story short, we created so many student-focused disruptive practices that they became the ‘norm’. Teachers had the freedom to activate learning experiences for students that they themselves initiated using many different spaces in and around the school. Heck, we had many faculty meetings on the lawn in front of the place. It became an organic learning world for all of us. Teachers and students brought ideas forward for improving all manner of student experiences. Each was presented, researched, collaborated upon and decided go or no-go based on the benefits for learning outcomes. We changed ‘time’ and personalized learning through new scheduling, student advisor time and a whole school ‘care team’ for critical conversations about students’ success.
What if education administrators sought waivers for the state, federal and local mandates, teacher contracts, seat time, etc., in order to institute an anytime and anywhere learning environment that was student-driven? I’ve been in schools where the bricks and mortar are extinct. Students work beyond classrooms in spaces that are conducive for small group collaboration. The coming together of the whole group happens as needed. Students lead their learning through the power of 1:1 technologies and how teachers have activated the learning experiences in advance. The whole school and beyond is a learning sandbox.
A high school principal in a suburban Detroit high school instituted a daily schedule that was different every day! On Monday’s students attended periods 1, 2, 3, 4, 5, 6. On Tuesdays they followed 3, 1, 2, 6, 4, 5..and that schedule changed up every day through Friday. To know where one must ‘be’ next, students and teachers had to ‘think’ about what day it is and ‘recall’ what schedule for that day to follow. Imagine the advance planning students and teachers had to do to be ready right day, time and place! Yes, teachers were annoyed with what seemed to be a useless ploy. But the school culture was vibrant, smart and became a cultural phenomenon. Students excelled academically, the parent community was highly involved and celebrated their school. Of course the schedule had little to do with those outcomes. It was the personal and interpersonal dynamics that were created and the culture of things changing every day that drove individuals to be in tune and aware to be together.
There is so much that can be accomplished with ‘thinking’ about how to create the learning environment most conducive to the expected outcomes of student achievement, readiness for engagement in a profoundly changing information age, personalizing and maximizing every students’ school experience. That ‘thinking’ can become strategy and then a tactical plan for shifting the entire system. Many of us have been on this road less traveled a long time. Join us!!
CEO – One-to-One Institute
Co-author – Project RED