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Making the unconscious, conscious
We all have unconscious assumptions and biases about schools and learning. Sometimes, we’ve been so saturated in a system that it’s hard to recognize our assumptions and biases. Take this short quiz to help make the unconscious conscious.
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When you think of your dominant school experience was it:
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Deficit Focused
Growth Focused
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When you think about your dominant school experience, was learning:
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Something to be consumed
A meaningful interaction with content and skills
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When you think about your dominant school experience, was learning:
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Something to be consumed
A meaningful interaction with content and skills
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When you think about your dominant school experience was the purpose of learning:
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For completion
For the purpose of growth and new questions
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When you think about your dominant school experience was learning focused on:
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Correct Answers
Growth, connections, deep understanding, and new questions
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When you think about your dominant school experience, was learning a:
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Competition, a race with winners and losers
For everyone, equitable regardless of next educational aspirations. Progress focused.
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When you think about your dominant school experience was learning:
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Narrow and shallow, based on a fixed curriculum.
Wide and deep, endlessly fascinating.
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When you think about your dominant school experience was the learning that you did:
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For a future you (learn this now, someday you’ll be glad you did).
Relevant for you today and in the future.
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When you think about your dominant school experience was learning:
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Boring, a slog, not relevant.
Endlessly fascinating, meaningful and relevant.
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When you think about your dominant school experience was learning:
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A sole pursuit.
Relational, a collaborative, connected pursuit.
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When you think about your dominant school experience was your worth as a student:
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Based on accomplishments, achievements, what you produced.
Inherent and evolving.
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When you think about your dominant school experience was learning:
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A grind, obligation.
Something you wanted to lean-in to, flow, expansion.
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When you think about your dominant school experience was learning:
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Fixed, “guess what the teacher is thinking.”
Expansive, “what questions do you have now?”
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When you think about your dominant school experience was learning about:
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Conformity, rigor.
Creativity, problem solving, freedom of expression.
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When you think about your dominant school experience was learning:
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Risk adverse, fear of-failure, anxiety inducing.
Free to embrace risk as a
component of learning, expansive, abundant, mistakes as teachers.
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When you think about your dominant school experience was the message that learning is:
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Scarce
Abundant
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When you think about your dominant school experience was learning:
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Separated into subject areas.
Interconnected, interdisciplinary
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In school, you had proof of your learning as evidenced by:
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A grade, score, award, GPA, diploma.
Deep reflection, conferring with others, introspection.
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When you think about your dominant school experience was learning:
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Preplanned by the teacher or determined by the curriculum.
Co-created with the student as an active participant and owner of the learning.
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%%QUESTIONANSWERS%%
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Where can we email you your results, and some suggestions for next steps now that the unconscious has been made conscious?
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Learning and school was
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In school and the culture at large, the dominant message you picked up on was that learning in school was something to be endured. The animating energy of your school experience was that of scarcity and lack.
For many of us, school was a place where learning happened to us. It was directed by experts (teachers) and was about enduring classwork, busywork, homework, and tests. A bank of knowledge was the most important; that is what got taught in school. We were promised that someday in the future, the learning would have a payoff.
Within this dominant message, we learned compliance at the expense of self. Your worth came from what you achieved/accomplished/produced. Success was measured by the same, often in a zero-sum game of winners and losers. Only some will reach the top; “good” colleges have a few spots available. School is about safety and security in the future. Failure is unacceptable; perfectionism is the aim.
We’ve been marinated in these messages for years. In our own school experience and the culture at large, in school’s portrayal in the media. This dominant message is enmeshed in the systems we’ve created and our decisions about schools and learning.
Some of the unconscious messages you may have about systems of education:
*Assessment – winners/losers, compliance, perfection, based on a bank of fixed knowledge, guess what the teacher is thinking
*Grades/Scores – Competition, scarcity, lack, risk-averse, fear, anxiety, based on averages, worth and success based on accomplishment
*Classwork/homework/subjects – tedious, a slog, one correct answer, conformity, rigor, grind, obligation, narrow/shallow understanding, teacher giving learning importance
*Detention/demerits- compliance, fear-based
For many of us, school was a place where learning happened to us. It was directed by experts (teachers) and was about enduring classwork, busywork, homework, and tests. A bank of knowledge was the most important; that is what got taught in school. We were promised that someday in the future, the learning would have a payoff.
Within this dominant message, we learned compliance at the expense of self. Your worth came from what you achieved/accomplished/produced. Success was measured by the same, often in a zero-sum game of winners and losers. Only some will reach the top; “good” colleges have a few spots available. School is about safety and security in the future. Failure is unacceptable; perfectionism is the aim.
We’ve been marinated in these messages for years. In our own school experience and the culture at large, in school’s portrayal in the media. This dominant message is enmeshed in the systems we’ve created and our decisions about schools and learning.
Some of the unconscious messages you may have about systems of education:
*Assessment – winners/losers, compliance, perfection, based on a bank of fixed knowledge, guess what the teacher is thinking
*Grades/Scores – Competition, scarcity, lack, risk-averse, fear, anxiety, based on averages, worth and success based on accomplishment
*Classwork/homework/subjects – tedious, a slog, one correct answer, conformity, rigor, grind, obligation, narrow/shallow understanding, teacher giving learning importance
*Detention/demerits- compliance, fear-based
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Lucky you! The animating energy of your school experience was largely abundance. An adventure that you got to be on. For you, learning was expansive and ever unfolding. Learning was a journey based on curiosity and discovery.
You likely enjoyed ownership and freedom in your learning journey and had plenty of opportunities for creativity, community, and belonging. Learning was not something you endured for a payout in the future; learning had relevance for you in the present and future.
Rather than being limited to one body of knowledge and one set of answers, you experienced learning with richness and depth. You found the whole experience endlessly fascinating.
Your learning environment was one of freedom and trust. It was relational and connected; you know the beauty of collective intelligence in a discussion. You often find yourself in a state of flow in learning.
School for you was joyful. It let you know that your worth as a human is inherent and evolving, not based on your achievements or success.
Your unconscious messages are rooted in learning as life, something you get to do and love to do, as something ever unfolding. You are rooted in curiosity, creativity, and connection.
You likely find yourself questioning the way most schools approach learning. For you, the traditional school system doesn’t match what you know about learning. You experienced cognitive dissonance between how the mass culture depicted learning and how you experienced learning.
You likely enjoyed ownership and freedom in your learning journey and had plenty of opportunities for creativity, community, and belonging. Learning was not something you endured for a payout in the future; learning had relevance for you in the present and future.
Rather than being limited to one body of knowledge and one set of answers, you experienced learning with richness and depth. You found the whole experience endlessly fascinating.
Your learning environment was one of freedom and trust. It was relational and connected; you know the beauty of collective intelligence in a discussion. You often find yourself in a state of flow in learning.
School for you was joyful. It let you know that your worth as a human is inherent and evolving, not based on your achievements or success.
Your unconscious messages are rooted in learning as life, something you get to do and love to do, as something ever unfolding. You are rooted in curiosity, creativity, and connection.
You likely find yourself questioning the way most schools approach learning. For you, the traditional school system doesn’t match what you know about learning. You experienced cognitive dissonance between how the mass culture depicted learning and how you experienced learning.
For you, learning had
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You received conflicting messages about learning in your school experience. Sometimes the animating energy inside your school experience was scarcity, and other times you experienced abundance.
Consider what parts of your school experience had messages that learning was something to be endured. Perhaps it was embedded in the assessment practices. Maybe it was the way that discipline was handled. Maybe it was messages about what your worth as a student was tied to.
What portions of your experience showed you that learning was an adventure you got to be on? Where did you see abundance, expansion, and freedom? Were you an active participant in your learning? Was it endlessly fascinating?
Think about assessment practices, how discipline was handled, how curriculum and learning were presented, your participation in learning, and what role the teacher played. What mixed messages did you receive in your school experience?
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