Student-Centered Learning in Spotlight at World’s Largest Ed-Tech Show

Associate Editor


What will today’s kindergartners need in order to succeed in the world as the Class of 2030?

“Student-centricity,” according to research conducted by McKinsey & Company on behalf of Microsoft Education, and showcased on the opening day at Bett, the world’s largest educational technology show here.

“That’s a theme we heard loud and clear: focusing on the learner,” said Barbara Holzapfel, the general manager of education marketing for Microsoft, during a presentation about the findings that attracted hundreds of people at a “standing room only” session of the conference.

They want to be supported by teachers who understand their needs, and want to be able to explore for themselves what interests them, she said.

Exhibiting that very trait were three 10-year-olds from Hong Kong, who came to the massive ed-tech show with their teacher Ms. Wong, to show off some of the inventions they built and programmed, including a paper airplane launcher and a tea-making machine that allows their teacher to choose how strong she wants her tea.

Here, the 5th-grade students from a government school explain what their invention does:

The automatic tea maker was a gift for their teacher, who explains their invention:

And the girls explain their favorite part about collaborating on the month-long project to create an automatic tea maker:

But what will all this student-centricity mean for teachers? “Teaching is one of the professions at the least risk of being automated,” said Holzapfel, who said the field is expected to grow exponentially.

The teacher “will morph into a guide and coach for students,” she said. “This is a generation that expects to have voice/choice in their own learning journey…and how they navigate it.”

Jobs of the Future

Lower-skill jobs are likely to continue to be replaced by automation. By 2030, “the fastest-growing occupations will require higher-level cognitive skills in areas such as collaboration, problem-solving, critical thinking, and creativity,” the researchers found, according to an announcement about the study. “To help all students build these crucial cognitive and social and emotional skills, educators will need training, technologies, and time.” (See the special report Education Week produced recently on this topic: Schools and the Future of Work.)

McKinsey’s research was based on input from 70 “thought leaders,” an analysis of 150 pieces of relevant research, and surveys of 2,000 teachers and 2,000 students across the U.S., the U.K., Canada, and Singapore.

The future of learning, work and life “is going to be profoundly social,” said Holzapfel, so students will need to develop and apply social and emotional skills. In fact, researchers found these “soft skills” to be twice as predictive of academic achievement as home environment and demographics.

Among the students surveyed, 50 percent indicated social-emotional skills were among their top priorities, compared with 30 percent of teachers. But perceptions differ. While only 30 to 40 percent of students feel they are receiving feedback on these skills, between 50 and 60 percent of teachers feel they are providing it.

Personalized Learning: Part of the Solution

Personalized learning is one of the most promising ways to develop social-emotional skills, according to the study. (See the special report Education Week produced recently on this topic: Personalized Learning: Vision vs. Reality.)

“Research in the past has shown that personalized learning improves cognition and skill development,” said Holzapfel.

“Seventy percent of students believe they can achieve higher growth and more content mastery when they are supported by teachers who really understand them as individuals,” and their individual learning needs, she said.

But personalized learning “is in very high demand, but very short supply,” she explained, noting that 70 percent of teachers say time is a barrier to the approach. Teachers and students in the study disagreed on the pace of learning, with educators identifying time constraints and the ability to individualize to so many students as central to the problem.

Microsoft sees technology as key to the solution. “Artificial intelligence, mixed reality, collaborative platforms, and technologies that go way beyond that—all of these technologies can be really powerful tools” to help teachers save time and gain insights into the learning and progress of each individual student, Holzapfel said.


The Future of Coding in Schools


Mitch Resnick, one of the creators of Scratch, on why he thinks coding should be taught in all schools—it’s not the reason you’d expect.

For more than three decades, Mitch Resnick has immersed himself in educational technology and innovative learning models. Now a professor at the MIT Media Lab, and a co-creator of the popular Scratch programming language, Resnick remains a tireless advocate for student-centered education, collaborative learning environments, and the idea that coding is a form of literacy.

His new book, Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play, is a look at our current educational moment. “Roughly two-thirds of grade school students will end up doing work that hasn’t been invented yet,” Resnick contends, hinting at the emerging worlds of artificial intelligence, self-driving cars, and “smart” houses. How do we prepare today’s students to meet that challenge?

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We talked with Resnick about the importance of coding in our school system, his thoughts on the changing roles of teachers, and new ways to engage students—and assess their work.

EDUTOPIA: You moved from journalism—writing about computers and business—to the field of educational technology and learning in the 1980s. What inspired that move?

MITCH RESNICK: The most important shift for me in thinking about computers and learning was actually the spring of 1982, the West Coast Computer Faire—which is like an early form of Maker Faire—and Seymour Papert was giving a keynote address. When I heard Seymour talk, it gave me new vision of what role computers might play in people’s lives: They weren’t just machines to get a job done—they could enable people to express themselves in new ways, and change the way people thought about themselves and thought about the world. That was very exciting to me.

EDUTOPIA: Are we still struggling with Papert’s early insight—almost astonishing at the time—that the computer isn’t just a processor of information but a platform for constructing human knowledge?

RESNICK: Yes I think so, and it mirrors a struggle in the education system that has nothing to do with technology. Many people think of learning and education as a process of delivering information or delivering instruction. Other people see learning and education as student-centered—learning is about exploring, experimenting, creating. Those are very different visions that predate the computer, but of course the computer can fit into either of those two models. It’s a wonderful device for delivering information, but it can also be a wonderful device for creating, exploring, and experimenting.

EDUTOPIA: There are influential people, like Apple CEO Tim Cook, saying, “What we need to do is get coding into every single public school. It needs to be a requirement in public schools across the board.” Is that right?

RESNICK: If it were up to me, I would introduce it. But I want to be careful because I don’t want to embrace it for the same reason that some people might. The first question I would ask is: “Why should we learn coding at all?” Many people embrace coding in schools as a pathway to jobs as computer programmers and computer scientists, and of course they’re right that those opportunities are expanding rapidly. But that’s not a great reason for everyone to learn how to code.

Very few people grow up to be professional writers, but we teach everyone to write because it’s a way of communicating with others—of organizing your thoughts and expressing your ideas. I think the reasons for learning to code are the same as the reasons for learning to write. When we learn to write, we are learning how to organize, express, and share ideas. And when we learn to code, we are learning how to organize, express, and share ideas in new ways, in a new medium.

EDUTOPIA: What does that look like in the school system? Does coding sit alongside math and reading? Is it integrated in some way?

RESNICK: These days I talk about our approach in terms of these four words that begin with the letter p: projects, passion, peers, and play. So that’s the approach I would take with coding, but also with any other learning: getting students to work on projects, based on their passion, in collaboration with peers, in a playful spirit. And each of those p’s is important. I think work on projects gives you an understanding of the creative process, how to start with just the inkling of an idea and then to build a prototype, share it with people, experiment with it, and continue to modify and improve it.

We know that kids are going to work longer and make deeper connections to the content when they are passionate about the ideas—when they care—and when they’re learning with and being inspired by peers. And I’d want to have kids experience coding in the same way.

EDUTOPIA: You’re describing a high-choice learning environment rooted in student passion and project work. Where’s the teacher in that mix?

RESNICK: The teacher still plays an incredibly important role, but in this approach it’s not so much about delivering instruction. One role the teacher is playing is the role of connector—connecting peers with one another to work together on solving problems. Teachers also act as catalysts by asking provocative questions: “What do you think will happen if…?” or “That surprised me, why do you think that happened?”

They’re consultants, too, and it’s not just about consulting on technical skills, but also about things like how you continue to work on something even when you are frustrated, or suggesting strategies for working with diverse groups of people. Finally, the teacher can be a collaborator, working together with kids on projects—because kids should see teachers as learners too.

EDUTOPIA: It sounds like a more democratic, open system, which seems to imply breaking down a lot of barriers?

RESNICK: I think breaking down barriers is a good way to think about it. When I think about the type of things that I might change in schools—and I know none of it is easy—a lot of it is about breaking down barriers. Break down the barriers between class periods, because 50-minute chunks are too constraining if you want to work on projects. Break down the barriers between disciplines, because meaningful projects almost always cut across disciplines. Break down the barriers between ages and have older kids work with younger kids—both groups benefit. And break down the barriers between inside of school and outside of school—have kids work on projects that are meaningful to their communities and bring people from the communities into the schools to support the teachers.

That’s one way of dealing with the challenge of a single teacher committed to 30 or more kids. It doesn’t have to be that way. Older kids can be helping younger kids, people from the community can be helping.

EDUTOPIA: A fair question—and a common criticism—is: How do you figure out whether kids are learning anything? How do you assess it?

RESNICK: I would take a portfolio-like approach, looking at what kids create. That’s what we do in our Scratch online community. You can see that a kid has created several dozen digital projects, and you can look through their projects and see their progression. For example, you might see the gradual adoption of new strategies—new types of artwork, but also new and improved programming structures.

I acknowledge that it’s difficult to arrive at quantitative measures, but I also think we each don’t necessarily need to. I sometimes make the analogy to the way I’ve been evaluated here at MIT. There are actually no quantitative measures in the process. Basically, they look at my portfolio: They see what I’ve created, they look at the trajectory and the progress over time, and they ask other people’s opinions about it. You’ll sometimes hear, “Well that’s not serious, we need quantitative measures to be serious.” Are they making the claim that MIT is not serious? I understand the criticism that it’s inefficient, but I think those are things we are going to need to deal with.

Again, it’s a big change and I’m not saying it’s easy, but I do think we need to move in that direction.

Teenage Inventor Alexis Lewis Thinks That Kids Have the Solutions to the World’s Problems

Watch This Great Video on Alexis

With a patent to her name and more likely on the way, the 15-year-old has made it her mission to inspire young innovators



Benjamin Franklin invented swim flippers when he was 12 years old. Frank Epperson, age 11, conceived of the popsicle, and 16-year-old George Nissen thought up a trampoline.

Just last year, Kiowa Kavovit, then 6, became the youngest to pitch her invention—a liquid bandage called Boo Boo Goo—on ABC’s “Shark Tank.”

In the United States, there is no age requirement for filing a patent.

Alexis Lewis, a 15-year-old inventor in Chapel Hill, North Carolina, wants children across the country to know that an inventor isn’t something you have to be when you grow up; they can be one now. Lewis holds a patent for a wheeled travois—a triangular load-carrying device with a bamboo frame and a bed of netting that she designed to serve Somali refugees, who need to transport their children many miles to camps and hospitals. Her patent-pending emergency mask pod is a football-shaped canister with protective gear that firefighters and first responders can throw through a window of a smoke-filled building to those trapped inside.

The two-time winner of the ePals-Smithsonian Spark!Lab Invent It Challenge, a competition for young inventors age 5 to 18, is a vocal advocate for “Inventing 101” courses to be a part of middle school curriculums.

Why should more people invent?

I think not only is it important to tell people that they can invent but it’s important also to tell them that they should be [inventing] because they have their own unique perspective on the world. Everybody has lived a different life, everybody has seen it [the world] slightly differently and I think everybody has a slightly different take on each problem. And I think if we all work together we can solve a tremendous number of problems.

What motivates you to invent?

My inventions are motivated by one of two things usually. One, it’s a humanitarian issue, basically people who aren’t getting the help they need, people who are dying unnecessarily when they could be saved. Another reason that I often invent is that I’ll get myself absolutely buried in a piece of physics, just learning about it obsessively. Then, I start to realize that there are little things that can be done to make technologies revolving around it a little bit more efficient here, a little bit more effective there.


Can you tell us a little bit about the environment you grew up in and how that’s impacted you as an inventor?

My mom would always read to the family about various world issues. When Hurricane Katrina hit [Alexis was 5 years old], we learned all about that—what a hurricane was, how it worked, the effects of Hurricane Katrina itself, what they were doing to help clear out floodwaters, all sorts of fascinating stuff. Being homeschooled, I had a lot of free time in which I was encouraged to basically go and do and build almost anything I wanted. I had access to videos on any subject, so I got to learn about the science of everything, and I read voraciously. I think having those channels of knowledge open to me was completely invaluable.

Do you think you have some advantages as an inventor given the fact that you’ve started young?

I don’t mean to put adults down, but when you’ve grown up and you’ve seen the world for a long time, you think its one way. I’d say that starting young has had an advantage in that I have the ability to look at something and not think, “oh this is a problem that can’t be solved,” but instead think maybe we’ve been looking at it just a little bit wrong. Kids, since they haven’t been told this is something that would never work over and over, have the have the ability to do that.

What is Inventing 101? Where did the idea come from, and why is it important to you?

It’s a class I hope to have administered to middle school students across the country that would basically tell them that they are capable of inventing. It would show them kids who have already invented. If people aren’t told when they’re young that they can invent, it’s going to be much harder to convince them that they can.

I had this idea when I was looking back at the stuff I had done, at my inventions and realizing that these are some simple [designs.] It’s not going to necessarily be the collapsible travois with custom made specially fabricated joints, it’s going to be the simple bamboo one that anybody can make. It’s not necessarily going to be the $700 grenade launcher, it’s going to be a little football-shaped pod that costs all of $4. People are stunned when they hear what I’ve done. But these are things that I know for a fact a lot of people can do. So I thought there’s got to be some way to awaken that self-confidence in people to enable them to do that.

How does your Emergency Mask Pod (EMP) work?

The emergency mask pod is basically a two-part football canister that holds a smoke mask made by Xcaper Industries, a pair of goggles and a little light-emitting device, most likely a LED light strip in the final version. The goggles allow people to concentrate more fully on getting out without having to worry about their eyes burning. The mask gives people the ability to breathe without dealing with the toxic effects of the smoke, and the light strip allows people to more easily locate the pod when it flies into a dark smoky room.

Designing the EMP pod was a process of trial and error. I’m a kid. I like things that go boom and shoot, and so my first thought was let’s just launch it up there. I did a whole bunch of research, and I was looking at a couple of different launcher mechanisms. I had the mascot of a local sports team fire a pneumatic cannon, basically a t-shirt cannon, into an open window from a very close distance, and accuracy was pretty abysmal. I went from a pneumatic cannon, which didn’t work at all, to a couple of so-so throwable devices, and ended up finally with a throwable canister with an accuracy of over 75 percent.

People think that the inventors of the world are the crazy mad scientists and white lab coats working long hours developing crazy new technologies. But that’s not the case. It’s not something reserved for Edison, Graham Bell, all the greats. Inventors are basically anybody and everybody who’s ever tried to solve a problem.

The surprising thing Google learned about its employees — and what it means for today’s students

 December 20, 2017

(Marcio Jose Sanchez/AP)

The conventional wisdom about 21st century skills holds that students need to master the STEM subjects — science, technology, engineering and math — and learn to code as well because that’s where the jobs are. It turns out that is a gross simplification of what students need to know and be able to do, and some proof for that comes from a surprising source: Google.

This post explains what Google learned about its employees, and what that means for students across the country.  It was written by Cathy N. Davidson, founding director of the Futures Initiative and a professor in the doctoral program in English at the Graduate Center, CUNY, and author of the new book, “The New Education: How to Revolutionize the University to Prepare Students for a World in Flux.” She also serves on the Mozilla Foundation board of directors,  and was appointed by President Barack Obama to the National Council on the Humanities.

By Cathy N. Davidson

All across America, students are anxiously finishing their “What I Want To Be …” college application essays, advised to focus on STEM (Science, Technology, Engineering, and Mathematics) by pundits and parents who insist that’s the only way to become workforce ready.  But two recent studies of workplace success contradict the conventional wisdom about “hard skills.” Surprisingly, this research comes from the company most identified with the STEM-only approach: Google.

Sergey Brin and Larry Page, both brilliant computer scientists, founded their company on the conviction that only technologists can understand technology. Google originally set its hiring algorithms to sort for computer science students with top grades from elite science universities.

In 2013, Google decided to test its hiring hypothesis by crunching every bit and byte of hiring, firing, and promotion data accumulated since the company’s incorporation in 1998. Project Oxygen shocked everyone by concluding that, among the eight most important qualities of Google’s top employees, STEM expertise comes in dead last. The seven top characteristics of success at Google are all soft skills: being a good coach; communicating and listening well; possessing insights into others (including others different values and points of view); having empathy toward and being supportive of one’s colleagues; being a good critical thinker and problem solver; and being able to make connections across complex ideas.

Those traits sound more like what one gains as an English or theater major than as a programmer. Could it be that top Google employees were succeeding despite their technical training, not because of it?  After bringing in anthropologists and ethnographers to dive even deeper into the data, the company enlarged its previous hiring practices to include humanities majors, artists, and even the MBAs that, initially, Brin and Page viewed with disdain.

Project Aristotle, a study released by Google this past spring, further supports the importance of soft skills even in high-tech environments. Project Aristotle analyzes data on inventive and productive teams. Google takes pride in its A-teams, assembled with top scientists, each with the most specialized knowledge and able to throw down one cutting-edge idea after another. Its data analysis revealed, however, that the company’s most important and productive new ideas come from B-teams comprised of employees who don’t always have to be the smartest people in the room.

Project Aristotle shows that the best teams at Google exhibit a range of soft skills: equality, generosity, curiosity toward the ideas of your teammates, empathy, and emotional intelligence. And topping the list: emotional safety. No bullying. To succeed, each and every team member must feel confident speaking up and making mistakes. They must know they are being heard.

Google’s studies concur with others trying to understand the secret of a great future employee. A recent survey of 260 employers by the nonprofit National Association of Colleges and Employers, which includes both small firms and behemoths like Chevron and IBM, also ranks communication skills in the top three most-sought after qualities by job recruiters. They prize both an ability to communicate with one’s workers and an aptitude for conveying the company’s product and mission outside the organization. Or take billionaire venture capitalist and “Shark Tank” TV personality Mark Cuban: He looks for philosophy majors when he’s investing in sharks most likely to succeed.

STEM skills are vital to the world we live in today, but technology alone, as Steve Jobs famously insisted, is not enough. We desperately need the expertise of those who are educated to the human, cultural, and social as well as the computational.

No student should be prevented from majoring in an area they love based on a false idea of what they need to succeed. Broad learning skills are the key to long-term, satisfying, productive careers. What helps you thrive in a changing world isn’t rocket science. It may just well be social science, and, yes, even the humanities and the arts that contribute to making you not just workforce ready but world ready.

Birmingham Covington: Building a Student-Centered School


Here are some fantastic examples of student-centered learning.  Be sure to watch the videos.


Educators take on the role of guides and motivate students to direct their own learning.

A group of middle school students in full beekeeping gear examines one of the hives their school keeps in the woods nearby. “Ooh, there’s honey!” says one excitedly. “I see nectar!” says another.

These eager fifth and sixth graders from Birmingham Covington, a public magnet school in suburban Michigan focused on science and technology, are empowered to become self-directed learners through hands-on experiences in and outside their classroom.

Birmingham Covington’s student-centered philosophy is embedded throughout the curriculum, from third- and fourth-grade classes focused on teaching individual resourcefulness to an almost wholly independent capstone class in seventh and eighth grade called Thinkering Studio. Teachers at the school often say they’re “teaching kids to teach themselves” and rarely answer questions directly; instead they ask students to consider other sources of information first. Even the classrooms, with their spacious communal tables and movable walls, emphasize fluid group and peer-to-peer dynamics over teacher-led instruction.

By relentlessly focusing the classwork on student interest and independence, the educators at Birmingham Covington hope to transform students into active learners who will be successful throughout their lifetimes.

“When you get kids collaborating together, they become more resourceful and they see themselves as experts,” said Mark Morawski, who’s been the principal since 2013. “All of a sudden you’ve opened the ceiling to what kids are able to do, and they surprise you sometimes.”

Solving Real-World Problems: The Bee Project

Birmingham Covington’s unique bee project, like much of the coursework prioritized at the school, was driven by student interest. After reading an article about the extinction of honeybees in their science literacy class, fifth- and sixth-grade students said they wanted to do something to help.

In the class, which combines inquiry-based science and English language arts (ELA), students build their research, literacy, and collaboration skills through small group projects aimed at effecting lasting change around real-world problems. Working on a range of activities—from building a website to managing a real beehive—students become more active and engaged learners, teachers say.

“Science literacy is teaching our kids to be curious about the world around them, with the problems they identify,” said ELA teacher Pauline Roberts, who co-teaches the class. “Even as students, they are learning how to become effective agents of change. It’s bigger than the science content—it’s about helping to develop the citizens that we hope our children become.”

Teaching Resourcefulness

Throughout Birmingham Covington, both coursework and instruction push students to learn lifelong skills like independence and resourcefulness, which teachers encourage early on in the primary grades.

Third- and fourth-grade teacher Jessie Heckman says she empowers her students to become more resourceful by solving common problems with the support of their classmates. Instead of raising their hands when they have a question or encounter a hurdle, for example, Heckman’s students clip clothespins to their computers and fellow students circulate around to troubleshoot—a system she calls the help desk.

“Kids need to learn teamwork-based skills because every other class in any other subject that they have—third through eighth grade—requires them to work in different sized groups accomplishing different tasks,” Heckman explains.

Modeling Collaboration: Teacher Labs

Students aren’t the only ones at Birmingham Covington improving their collaboration skills—teachers also identify as a “community of learners” who use planned, peer-to-peer feedback to help each other raise student outcomes throughout the school.

The school’s voluntary Teacher Labs—facilitated by an instructional coach and organized around a clear, written protocol—enable teachers to reflect on their craft with support from their peers. Through the labs, small groups of teachers observe each other’s classes and then offer constructive feedback around a stated objective.

“We’re really asking teachers to step outside of their comfort zones,” said Roberts, who serves as the lead facilitator in the labs. “We are creatures who live behind closed doors. To experience being in someone else’s classroom is really powerful.”

Increasing Independence for Older Learners

As they near the end of their time at the school, Birmingham Covington seventh- and eighth-grade students are accustomed to self-reliance and problem-solving. They put these skills to use in Thinkering Studio, an elective class where they design their own independent learning projects, and Engage, a class focused on design thinking—a system of solving problems that follows the steps of inquiry, ideation, prototyping, and testing.

In Engage, teachers Roy McCloud and Mathew Brown guide students to work on various self-directed, team-oriented projects like designing a new sport for third graders or building a roller coaster. Their support and feedback direct students toward the right resources while encouraging them to dig deeper: Did students ask the right questions? Did they get the right information? Did they go to other groups for feedback?

In these culminating classes, as in the curriculum more generally, teachers act as guides rather than instructors, directing students toward helpful resources but ultimately insisting they solve their own problems.

This innovative, student-centered approach to learning—the bedrock of the school’s vision—takes the long view, helping students develop skills and interests they can continue to draw on after they leave the school. The school believes that this model better prepares students for real-world challenges, since modern workplaces are increasingly collaborative and involve complex, interdisciplinary problem solving.

“The ultimate questions we’re going to be asked by future employers is ‘Can this person work well in a team? Does this person have the ability to problem solve and critically think?’” said Morawski. “Because our students are more resourceful, they have more intrinsic motivation in the learning process and ultimately, are learning to be learners.”

Why School Sucks (hint: it’s not because it’s “boring”)


Isabella Bruyere

(Google Images)

Read the title. Now notice that I said school, NOT education. Yes, there is a difference.

This fall I’m going to be a Sophomore in high school, and although I’ve only had one year of high school so far, I kind of hate it. It’s cliche really; the high school student who hates school, texts all day, goes to parties, etc. Well, really only 1 out of 3 of those things applies to me but let’s rewind for a second to when I didn’t completely hate school: kindergarten-5th grade.

Hate is a strong word, I don’t hate school. I’m only comparing my feelings now for the ecstasy of my elementary days. Back then I loved school. It was my favorite place, simply because I’ve always had a love for learning. I had a great childhood (well I mean, I’m technically still in my childhood, but let’s ignore that); I grew up reading every day, going on Zoo adventures to learn about animals, hiking up to the observatory to star gaze, visiting every museum possible, and etc. A seed of curiosity was planted in my mind at an early age, and continues to grow today. There is something about having a question and finding the answer that satisfies me, but what really excites me to the core is being able to do something with that answer. It’s the difference between knowledge and wisdom.

Now imagine little kindergarten me, sitting in a room (on a rainbow rug that only added to the excitement of it all!) where all (well, most) of my questions could be answered. I was able to learn how to read, write and count. I was able to understand things about different animals, plants, and the world. I was able to learn about my ancestors and the history of everything. Not only that, but everything was fun! Why just read about the different parts of the plant when you could label the construction paper parts and glue them together like a puzzle? Better yet, watch your very own plant grow! To me, school was some sort of paradise.

So how did my love for school change? Simple: school stopped being about learning. As I entered high school, and even middle school, everyone around me, teachers and students alike, had the mindset of “cram cram cram, A’s, A’s A’s”. They’ll shove useless information into your head as fast as possible, “it’s okay if you don’t understand it, just memorize it and get an A on your exam!” The exam? An hour in a room of no talking, just bubbling in multiple choice answers while bubbles of anxiety grew in your stomach. School slowly became a place of memorizing facts just long enough to get the A, doing the bare minimum to get into the best college. Everything was just to get into college, to be better than your peers. Why help your classmate? Why not sabotage them so you have less people to compete with when it comes to applying to Harvard, Stanford, Yale. That is the mentality that I hate, yet it is the mentality of everyone around me, and maybe even myself.

Why can’t school be a place where teachers taught slowly, treating their students as equals and engaging with them in meaningful conversations. I once had an algebra teacher yell at anyone who asked a question because “we are in algebra, we are supposed to be smart enough to know these things”. Why can’t school be a place that welcomes questions of all kinds, and actually allows time to ask them? I’m so tired of cramming for exams only to forget everything the next morning. In real life, we have unlimited resources. The internet, the library, our peers. Instead of sitting in a room for an hour bubbling in a Scantron, why don’t we get together with our classmates and use our resources to work through a complex critical thinking question that relates to the real world as well as the subject. That is how you grow minds fit to solve world hunger, and etc. That is how you engage students, and cause them to be enthusiastic about a certain subject. I’m not saying schools should take away testing and homework, I’m saying they should make it more about the learning experience, and more like real life. Testing should use a combination of critical thinking and prior knowledge; it shouldn’t isolate the part of the brain that memorizes facts, because half of the time students don’t understand them!

I too have fallen prey to this harsh reality. I’ll stay up late to study, knowing that I’m only going to forget everything after I test. I’ll get the A, I’ll push myself, but at what cost? I’ve fallen into a hole, developed anxiety and OCD, and if I don’t stop soon I can add depression to that list. School is encouraging me to continue to push myself, but how long is it until I reach my breaking point? These days the only things I do are homework and studying. I stressed out so much my freshman year, I not only landed in the hospital, but I didn’t read a single outside reading book all year, and to me, that’s even more tragic. I am only in 10th grade, and I feel like I’m barely clinging on.

So yes, school sucks. But that doesn’t mean that learning has to. I’ve made myself a promise that from this day forward, no matter what college I go to, no matter what job I end up doing, I will always love learning, and always strive to know more. And despite all I have said in this article, I still enjoy going to school, and I wouldn’t trade my education for anything. I have always been the type of person to read a book about ‘Ancient Greek Mythology’ or ‘A-Z animal facts’, simply because I want to learn, and I hope to continue being that person.

Little boat built by students in Kennebunk completes Atlantic crossing


‘The Little Boat That Could’ washes ashore in Scotland after traveling thousands of miles since January.

“The Little Boat That Could” has lived up to its name.

After 168 days and 12 hours at sea, a small sailboat built by high school students in Kennebunk washed ashore in Scotland after traveling thousands of miles. The boat had sailed across the Atlantic, then up and down the coasts of Portugal, Spain and Ireland before it was discovered Friday by a pair of Canadian tourists exploring a beach on a remote Scottish island.

“It really was a crazy journey,” said Leia Lowery, the director of education for the Kennebunk Conservation Trust who worked with the students who built the boat and documented its journey on Twitter.

The 5-foot boat washed up on Balivanich Airport Beach on the island of Benbecula, where it was found Friday by John and Angelika Dawson of British Columbia as they were walking their dog. The couple notified local police, who called the Scottish coast guard.

At first, no one quite knew what to make of the boat, which is covered with stickers from Maine groups and businesses. The blue and white sail is a bit tattered and the underside of the boat is covered in mussels, but the solar panel, camera and sensors appear to be undamaged. Even the tiny Lego pirate that had been the students’ mascot while they built the boat survived the journey intact.


“Everyone was really excited to hear it was in pretty good shape,” said Ed Sharood, a teacher who worked with the students to build the boat and who informed them of its discovery via text message and email. Some students who had doubted the boat could make it were a bit surprised, he said.

After determining the boat was not hazardous, the Scottish coast guard moved it to a secure location while officials tried to contact the owner, according to a Facebook post from the HM Coastguard Benbecula. In an update, the HM Coastguard Benbecula said the boat has been handed over to Mari Morrison, a primary school teacher from North Uist. Morrison had previously been involved with the rescue and repair of a similar mini boat that landed in Scotland in 2016.

The boat project is part of an ongoing partnership between the students in the Kennebunk High School Alternative Education program and the Kennebunkport Conservation Trust. The trust bought the kit to make the boat from Belfast-based Educational Passages using an $1,800 grant from San Francisco-based RSF Social Finance.


Even the Lego pirate on the boat launched by high school students in Kennebunk survived the transatlantic journey to Scotland. Photo courtesy of John and Angelika Dawson


Seven students from the high school program teamed up with the trust and The Landing School in Arundel to construct the 5-foot self-steering boat that is powered solely by wind and currents. Inside the boat – named “The Little Boat That Could” by students – is a waterproof pod that includes a chip that should have collected data from the sensors, along with information about the alternative education program, Kennebunkport Conservation Trust and items that tell about life in Maine.

Kristen Cofferen, one of the students working on the project, suggested the boat’s name after a classmate expressed skepticism that it would make it across an ocean.

“We thought it would be a good opportunity to engage ourselves,” Cofferen said in December when the students were finishing up the project.

Students in the alternative education program take classes for the first couple of hours each day, then spend the rest of the school day in the community working on projects and learning about career opportunities. There are seven students in the program, which launched in 2012 to serve kids who weren’t finding success in traditional classrooms.

Students handed the boat over to Educational Passages on Dec. 29 and it was launched near Georges Bank on Jan. 2 by a fishing vessel from the Portland Fish Exchange.

The students and their teacher tracked the boat on the Educational Passages website, following its progress as it initially made a beeline for Spain before veering south toward Morocco. It came within 100 miles of Portugal, then headed back out to sea.

“We laughed and said we’re the only ones who would send out a boat that would boomerang right back home,” Lowery said.


The Maine students had hoped their boat would make it to across the Atlantic and that they’d be able to connect with students in another country via Skype. Now that Sharood and Jacqui Holmes, the other teacher working with the students, are in touch with the Scottish teacher, they’re planning to make that happen.

Sharood said Morrison’s students have been studying the ocean. During an assembly celebrating the last day of school Friday, Morrison plans to bring out “The Little Boat That Could” to show students. Sharood and Holmes plan to coordinate with Morrison to start a conversation between students in Maine and Scotland.

Sharood thinks his students will have lots of questions about Scottish culture and life on Benbecula, an island off the west coast of Scotland with about 1,300 people. He said they’ll work with the Scottish teacher and students to retrieve the data and make repairs so “The Little Boat That Could” can be relaunched. Sharood and Lowery also are dreaming of finding a way to get the Kennebunk students to Scotland for a once-in-a-lifetime trip to learn about the island where their boat made landfall.

“So many of (our students) thought the boat wasn’t going anywhere. They ironically named it ‘The Little Boat That Could,’” Lowery said. “I wish we could get these kids over there to teach those kids how to fix the boat and relaunch it.”

More information about the path the boat traveled is available on the Educational Passages website.