PEN
The Quarterly Journal of The Progressive Education Network
Fall/Winter 2018-2019
EDUCATION MUST... amplify students’ voice, agency, conscience, and intellect to create a more equitable, just, and sustainable world.
EDUCATION MUST... encourage the active participation of students in their learning, in their communities, and in the world.
EDUCATION MUST... respond to the developmental needs of students, and focus on their social, emotional, intellectual, cognitive, cultural, and physical development.
EDUCATION MUST... honor and nurture students’ natural curiosity and innate
IN THIS ISSUE Greetings from PEN
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Imaginative Inquiry: Igniting Children’s Imaginations for Deeper Learning
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Save the Date - PEN 2019
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Cultivating Values in Children
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PEN 2019 Student Design Contest Winner 10 NIPEN 6.0
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A Big Thank You to Our 2018 Donors!
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Donate and Support PEN!
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desire to learn, fostering internal
PEN 2019 Minneapolis:
motivation and the discovery of
Call for Workshop Proposals!
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Institute for Imaginative Inquiry
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Submissions for Future Issues of PEN
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passion and purpose.
EDUCATION MUST... emerge from the interests, experiences, goals, and needs of diverse constituents, fostering empathy, communication and collaboration across difference. EDUCATION MUST...
ON OUR COVER: On our cover, images from the Twin Cities, our location for the PEN 2019 National Conference, and scenes from last summer’s Institute for Imaginative Inquiry.
foster respectfully collaborative and critical relationships between students, educators, parents/guardians, and the community.
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Newsletter Design by Julie Winsberg bluegreenrainbowdesigns.com
PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
Education must amplify students’ voice, agency, conscience, and intellect to create a more equitable, just, and sustainable world
GREETINGS FROM THE PROGRESSIVE EDUCATION NETWORK! In In this issue, we have two pieces that focus on children’s learning and which center on placing children’s voices, experiences, and futures at the heart of that learning. Our amazing partners at the Institute for Imaginative Inquiry held their second summer institute for teachers this past July. As you’ll read in their piece, the work was invigorating, immersive, and transformative. Imaginative Inquiry helps students utilize their own “instinct to play and to imagine” to have deeper learning experiences in social studies. Ella Moran, Elaine Chu, Jessie Kirk, and Kelli Dawn Holsopple have created a workshop experience to remember, and we are grateful for their partnership, their passion, and the facilitation of this 3 day, transformative space for educators. We are already thinking about summer 2019-- stay tuned for information as it develops. Chinta Mani Yogi is a PEN subscriber from across the world in Nepal, where he is a principal at HVP (Human Values Philosophy) school in Nepal, Kathmandu. We so enjoy receiving enthusiastic emails from our friend, who always finds a way to encourage us in our work to connect educators! In his piece, Chinta Mani describes and explains his thinking about what children need in order to become more fully realized members of their world. Education should be composed of a blend of “value based, culture based, heart based, nature based and spirituality based” elements so that children can learn how to access knowledge that matters across all educational contexts in their lives-- inside and outside of schools. We hope you will find Chinta Mani Yogi’s perspective thought provoking and inspiring! PEN 2019 Twin Cities is coming together, thanks to a wonderful team of volunteers from a broad range of schools in Minneapolis/St. Paul. We are looking forward to seeing you this fall, whether as an attendee or presenter. Our call for proposals will launch in January, with information about registration, hotels, and things to do in the TC to follow in early spring. As the calendar year comes to a close, I am grateful and thankful to the folks on our board of directors who donate their time, treasure and effort to our organization. Chris Thinnes, Sunny Pai, Ayla Gavins, Sven Carlsson, Heather Schilling, Kavan Yee, Chris Collaros, and Dan Schwartz are all phenomenal educators in their own rights; I feel lucky to have them as work partners on our board, and as friends. We are looking to 2019 that includes the 6th cohort of the National Institute of PEN and our 8th National Conference; we hope to add even more educators and schools to our map-- we know that not every school community can claim the badge “Progressive,” but we do know that there are progressive educators in every school, and our mission is to find ways to help you connect. Please keep in touch, send in a submission to this journal, follow us on social media, and of course donate if you can-- every dollar amount helps! Speaking of which, many thanks to those who supported us this year-- you will find their names at the back of this issue. Finally, thanks to Julie Winsberg, whose design work makes PEN- The Journal look great every time! Sending our best to you for more peace, more justice, and more progressive education— and thank YOU for the work you do in schools! On behalf of the PEN Board, Happy New Year!
Theresa S. Collins
www.ProgressiveEducationNetwork.org Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 3
IMAGINATIVE INQUIRY: Igniting Children’s Imaginations for Deeper Learning — by Kelli Dawn Holsopple, Elaine Chu, Jessie Kirk, and Ella Moran CHILDREN’S INSTINCTS AND POWERS John Dewey, one of the founding thinkers of the progressive education movement, says “the child’s own instincts and powers furnish the material and give the starting point for all education.” What are children’s “own instincts and powers?” One needs to look no farther than the recess yard to see these powers in action. During one recent walk through a bustling, exuberant recess period (ages 5-9), we experienced an entire ice-cream selling operation, a stealthy crew of ninja warriors, video game designers arguing over a detail of a new story platform, a family of cats, boat builders using sticks, leaves, and a puddle, and urban planners creating a bug city in the sand box, complete with a roly poly playground and ant tunnels. Sans screens, and in an emotionally and physically safe environment, children’s most salient instincts are to play and to imagine. In schools, when children are free to play on the recess yard, these powers of imagination soar and expand. However, what frequently happens is that when it is time to step into the classroom, we ask students to drop their imaginative play, leaving it at the door. With the exception of the occasional dressup corner in a Kindergarten classroom, our pedagogies don’t typically include this most central power of childhood. Imaginative Inquiry and Mantle of the Expert lift this childhood instinct of imaginative play from its usual place as a quaint and naive part of childhood that will soon be replaced by more important logical and analytical thinking, and honors it, acknowledging it as a capacity that can be a powerful tool for learning in the classroom. In Imaginative Inquiry, students and teachers create exciting imaginary contexts where they grapple with the essential questions and content of the curriculum. Students empathize, problem solve, create, and collaborate. Mantle of the Expert is one kind of Imaginative Inquiry in which students become a group of experts with a particular commission, mission, or problem to solve. In the role of the expert (they might be archeologists, city planners, deep sea divers), they do all of their curricular work and through the process, become experts in the topic area. USING IMAGINATIVE INQUIRY IN SOCIAL STUDIES As progressive educators, we strive to make social studies come alive, and want our students to learn about people and history within the conditions of dynamic
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PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
social systems. During a social studies lesson using Imaginative Inquiry, our students are actively participating in taking on different perspectives and grappling with compelling problems. In effect, this is the ultimate “hands-on” experience: students step into a context in which they use their skills, knowledge,
emotions,
morals,
and instincts to make decisions, understand their impact on others, and learn about the world. The
drama
framework
within
Imaginative Inquiry allows students to enter a real-world context, whether it be a historical moment, a present day situation, or even an animal’s habitat. At the Institute for Imaginative Inquiry, we seek to teach “a people’s history” that honors and centers a diversity of voices, cultures, and perspectives that make up the American experience, both past, and present. We seek to disrupt the Eurocentric paradigms and biases of teaching social studies that have historically focused on rulers, “progress,” and wars. As such, the goal of placing students in a role is to have them take on diverse perspectives of everyday people, focusing on stories that strengthen their understanding of identity, diversity, justice, and social action. For example, instead of studying the Age of Exploration through memorizing the names of explorers and their routes, Imaginative Inquiry centers the people who struggled through these ages and epochs. Through narrative description, a group of third graders are launched back in time to Amsterdam in the 1600s, where they are a family deciding whether or not to move to the “New World,” enticed by the Dutch West India Company’s promise of jobs and land. Confronted with this problem, they examine the pros and cons through multiple points of view. They do not yet know the outcome (as it happened in history), but, taking on the role of underprivileged people in the Netherlands, they use their knowledge that this was a time of exploration and trade and that European companies were eager to make a profit in North America. Whether students are a family considering this life-altering choice, a Lenape Community discussing how to find enough food for the winter, or a group of Shirtwaist factory workers on the Lower East Side passionately debating whether or not to strike, students experience history, not as a simulation, but as a process. For younger children, who are experts at play and imagination, but who need more concrete experiences, Imaginative Inquiry gives them the opportunity to have direct experiences that are not necessarily historical. Kindergarteners learning about birds in New York City have to figure out how and where to build their homes, using available materials in their habitats. As they are building, they are cognizant of how important the task is to their own survival and that of their young.
more on page 6
Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 5
IMAGINATIVE INQUIRY continued from page 5 In teaching this way, students’ learning is no longer based on the act of culling and reporting back information about a static event or topic. Through Imaginative Inquiry students understand
that decisions and
behaviors happen within a complex system involving multiple interests and perspectives. By stepping into and trying on the mindset of others, students feel that they are experiencing these moments “firsthand.” As a result, they realize that these problems, situations, and decisions are universal to all cultures or communities throughout time. THE INSTITUTE FOR IMAGINATIVE INQUIRY The Institute for Imaginative Inquiry was founded to help educators from around the country develop this method in their classrooms. In our weeklong summer Institute, we explore the big ideas and techniques of Imaginative Inquiry. FROM PARTICIPANTS: “Adults need to play more often. I learned that much more learning takes place with teams, missions, and imaginary inquiry. It communicates on all levels - by yourself, with a group, authentic exploration, real research. You grapple through problems just as our predecessors did.” “Social studies feels like a story now, not just a series of facts.” “[Imaginative Inquiry] gave me a technique that I can use as a foundation for progressive education.” “[The Institute] reinforced my passion for keeping kids “little” and playing. They will truly remember this learning and retain key details.” In a world where climate change, war, and racism make headlines daily, the imagination is not merely a childhood power but must become a tool that humans utilize to envision and then create a more just and sustainable world. Imaginative Inquiry as a pedagogy asks students to step into and take action in the stories of our world, instead of being passive observers or consumers of content. In this context, it becomes a tool for social change, a way for students to exercise the “social imagination that encourages thinking about solidarity, cooperation, group struggle and belonging to a caring group. Without the encouragement of the social imagination, of freedom to imagine the world being other than it is, we are left without hope for society as a whole.”1 1
Dreamseekers, Creative Approaches to the African American Heritage by Anita Manley and Cecily O’Neill
The Institute for Imaginative Inquiry offers teaching residencies, on-site coaching and workshops in our methods. Please contact imaginativeinquiry.us@gmail.com or visit www.Imaginativeinquiry.com for more information.
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PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
SAVE THE DATE
PEN 2019
OCTOBER 3-5 MINNEAPOLIS ST. PAUL
EDUCATING FOR DEMOCRACY: Navigating the Current and Channeling the Future of Progressive Education
CALL FOR PROPOSALS JANUARY 2019 REGISTRATION MARCH 2019
Progressive Education NETWORK
ProgressiveEducationNetwork.org
Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 7
Cultivating Values in Children — by Dr. Chinta Mani Yogi Our dream is children. Dedication of our whole life is for the children. Every parent wants to see their children happy, healthy and prosperous. Children are strength, not only for a family but for a whole society; not a hope for only parents but for our entire humanity. Children are not only our future but our present too. Children are not only a duty but a beauty too. It seems that now the purpose of education is not for a sense of well being but for “high” living only. Gandhi said “Simple living, high thinking” but now children want “High living and high thinking”. Not only that, we have seen now “High living but very simple thinking” also. We are heading towards a narrow path where we will have all prosperity but no heart to feel anything. Therefore, questions must be asked: What do we actually hope actually for our children? • • • • •
Making them Great or Grateful? Making them Successful or Peaceful? Making them to be Smart or Sincere? Making them Competitive or Cooperative? Making them Independent or Inter-dependent?
Well, let me share what we are trying to do here in Nepal. We have not achieved yet anything very special, but we have a dream beyond any borders and we have dedication with purest intention. In spite of many problems and and lack of resources also, we have continued our journey of Selfless Service for last more than 3 decades as it gives us purity of mind and combined us with everyone and every being. We have 3 HVP schools which are based on Human Values and follow the principles of holistic approach of education; these schools provide modern education but with high focus on human values, ethics, culture and spiritual wisdom. We have an organization called Children’s Peace Home’ in Dang, a small village of western part of Nepal; it’s a sort of orphanage to provide holistic education with life skill training and vocational training. We have Children’s Study Club, too, in Kathmandu; it provides education with holistic care to underprivileged children.
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PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
We have an organization called Youth Society for Peace, too; established by the youths which works in different schools/colleges to form ‘’Peace Clubs’’. And we try to empower youths by sharing true spirit of service in their life! Similarly, we have Peace Service Center (Shanti Sewa Ashram) in Kathmandu; it’s our biggest project of integrated service for disadvantaged children, young girls, women, senior citizens and marginalized community. We should tell our children that just becoming a doctor, engineer, IT expert or any high paid job is not enough; it is important for our children to consider these questions as they move through life: • How happy am I? • How positive am I? • How well-behaved am I? • How visionary am I? • How faithful am I? Humanity should be the central point of our every teaching or curriculum of our schools, and in temples, churches, mosques, too. I think spirituality helps us to understand humanity. We have created doctors, engineers, experts and so on but still not a Whole Human! People are following the crowd from but not asking themselves “Who Am I?”. Sometimes I feel that in the name of educating our children we are destroying their life, their future. We try to make them a doctor or an engineer but Why? We decide their choices, their path, their future! Why? I believe that every child can transform her\his life; if — • no negativity is inculcated in their tender mind • no violence is shown to them at very early age • natural freedom is not suppressed • basic needs are not destroyed • they are given heart centered education If we go into depth, we find that the heart is crying everywhere in this modern world. Nepal has some beautiful messages; even a tiny country like ours can play a vital role to make this world a peaceful place because it has ancient ageless wisdom; such as — • Vasudhaiva Kutumbakam—The whole world is our family • Aatma Khalu Viswa-mulam—Consciousness or soul is the root of the world • Sarve Bhavantu Sukhin—May all be happy • Gyanat Shanti Anantaram—Peace through wisdom • Bal Devo Bhav—Children are like God We need a new education system which should be value based, culture based, heart based, nature based and spirituality based.
Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 9
PEN 2019 Student Design Contest Winner Announced! Avniel Green is the winner of the PEN 2019 design contest. Avniel is a 10th grader at Open World Learning School (OWL) in St. Paul, MN. He is known around OWL for his passion for art and Anime. PEN 2019 conference committee member Catherine Squires (right) surprised Avniel (left) with the news (and his prize) during study hall. Principal Dave Gundale (NIPEN 4.0 COHORT & PEN 2019 Local Planning Committee member) captured the moment for PEN’s newsletter. Avniel’s design will be featured on print materials for the 2019 National Conference, which will be held in the Twin Cities this October.
NIPEN 6.0
NIPEN, our National Institute, is the smaller of our anchor professional learning programs for progressive educators. Launched as a brainchild of Maureen Cheever and co facilitated for the first time by Cheever and Dan Schwartz in 2013, NIPEN is a special six- day cohort based immersion in progressive practice, philosophy, and history. Over the course of two three-day segments, educators learn on site in a progressive partner school, observing classes, engaging in conversation about practice, and building small collaborative teams. The workshop culminates in the presentation of a “Call to Action” project by each cohort member. The 6th cohort of the National Institute of PEN gathered last month at the wonderful Wildwood School! We welcomed 22 teachers from across the nation, and one from the Clarion School in Dubai, UAE. Board President Theresa Collins and Secretary Chris Collaros lead the logistics, planning, and facilitation for the workshop, and this year were joined in the effort by Heather Schilling and Chris Thinnes. Educators from public, independent, and parochial schools came to LA for the warmth of the sun and the building of a new community of learners. We are ever grateful to Steve Barrett, director of the Wildwood Outreach Center, for his incredible hosting skills and deep knowledge of our work. The cohort will gather in April to complete the institute at the Mission Hill School
Theresa Collins & Heather Schilling
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in Boston, where board member Ayla Gavins is Principal.
PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
Chris Thinnes & Theresa Collins
Cohort members gather before the final learning share in the wildwood elementary school “commons” room
A cohort member’s call to action (cta) plan. Cohort participants use a consultancy protocol to craft a goal that seeks an answer to a question of practice. Each member creates a visual artifact to bring home as inspiration and reminder of their cta. Colleagues provide feedback and support.
hallmarks of progressive pedagogy gallery walk sheets; during day 1 of the workshop, participants assess their knowledge and understanding of 8 hallmarks of progressive practice. The gallery walk becomes a “silent” conversation among the cohort to share knowledge, pose questions, and inspire thinking.
HEADLINE PROJECT: cohort members, using a protocol from “making thinking visible” create a headline to synthesize understandings about progressive education.
Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 11
Photo of NIPEN 2018-2019 cohort taken at The Wildwood Elementary School campus in Los Angeles, CA From left (first row): Steph Shieh, Natalie Naranjo, Kasey Ann Chertak, Cara Murphy, Gladys Barbieri, Elizabeth Gonzalez, Janie Nocera Second row: Ryan Zaremba, Denise Svenson, Dan Yang, Jane Belton, Janel Frazier, David Fuder, Stacy Pilutti, Nancy Lin, Sonia Gada Back Row: Anne Hansen, Jeff Edmonds, Malcolm Scott, Meizi Chen, Kara Piccirilli, Vonn Wilson
A Big Thank You to Our 2018 Donors! Leslie Brown- Wilson*
Chris Thinnes
Brooke Mower*
Kavan Yee
Tresa Cottington*
Ayla Gavins
Bernard Rocca*
Sunny Pai
Laura Maule*
Heather Schilling
Chris Collaros*
Dan Schwartz
Sunni Kitson
Kathy Ackley*
Kathryn McElvaney*
Jay Chandler
Wayne Jennings
Susan Nybell
Connie Goddard
Max Weinberg*
Jacqueline Griesdorn* Theresa Collins*
Helen Gagel* Anonymous (from a Vanguard Charitable Fund)
*indicates donation to the 2019 Access Fund, to support grant aid for National Conference attendees
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PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
Donate and Support PEN! Support PEN while you do your holiday shopping! Add Progressive Education Network at smile.amazon.com, and a portion of your purchase will be donated! The PEN 2019 Access Fund is on its way toward our goal of raising $25,000 for registration/travel grant aid for conference participants. As of December 2018, we have raised $3407.50. Help us bring more teachers to this great national conference; when you donate, please say “yes” to applying your gift to the Access Fund! Some of the ways your donation supports PEN: •
Planning and executing our next national conference
•
Creating and publishing this journal & other digital communications
•
Keeping our dynamic website up and running
•
Supporting our professional development workshop (NIPEN) & Independent Workshop Series (Institute for Imaginative Inquiry)
+ Support PEN with Winter Swag! Show everyone what a progressive educator looks like with swag featuring our cool new logo! Great for holiday gifts! All purchases go toward the 2019 Fund for Access, helping more educators attend our National Conference and NIPEN. Visit tinyurl.com/y8jm9jt9 and purchase one or two or five!
Thank You! contactus@progressiveeducationnetwork.org
ProgressiveEducationNetwork.org Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 13
Progressive Education NETWORK
PEN 2019 MINNEAPOLIS Educating for Democracy: Navigating the Current and Channeling the Future of Progressive Education
CALL FOR WORKSHOP PROPOSALS! Deadline: March 4, 2019
Join us in the Twin Cities for the 2019 Progressive Education Network Conference, Surrounded by abundant lakes, ponds and wetlands and by the shore of the Mississippi River, we will re-imagine progressive education for the 21st Century. The PEN 2019 planning committee is looking for passionate educators who are ready to engage with colleagues from all around the country to introduce, renew, affirm and create progressive practices - creating a mighty current that will transform education. We invite hands-on, energizing, thought provoking, inspiring workshops, roundtables and placebased experiences for the participants and educators converging in this wonderful natural setting in Minneapolis, Minnesota in October 2019. While we honor the historical sources of progressive philosophy, we want this conference to be a space that coconstructs, elevates and embraces new narratives, reflective of “respectfully collaborative and critical relationships between students, educators, parents/guardians, and the community.� What presentations or learning can you share that will enrich the confluence of respect, learning and growing? Share your thoughts, ideas, practices and questions with other conference attendees as part of your continued growth as an educator, exploring the conference theme of Educating for Democracy: Navigating the Current and Channeling the Future of Progressive Education. 14
PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
Options for Workshop Proposals PROGRAM STREAMS • Rising To the Surface: What are the philosophies, traditions, practices and stories that have not been centered that we must engage with now? Which Progressive Education stories need to be told today and to broader constituencies? We encourage sessions that will amplify past and present voices & experiences in progressive education that take us beyond the traditional canon of progressive education. • Navigating the Current: What is in the waters of progressive practice right now? What historical or contemporary struggles make it difficult to navigate or implement progressive practices in a variety of educational institutions? What promising new streams of thought might buoy progressive education that we have not yet fully explored? These sessions will provide participants with stories, experiences, and practical wisdom for negotiating a variety of challenges and opportunities in progressive education. We encourage sessions that explore areas such as: Wellness; Social & Emotional Learning; Restorative Justice, Equity & Activism; Identity & Allyship. • Channeling the Future: What does the future of progressive education look like? What are the stakes? How do we apply this work to our classrooms and in larger communities? How do we chart new courses in ways that are collaborative, empowering, and inclusive? We encourage sessions that provide participants with: practical, “oars-in” strategies to “do” progressive practice in any school, any classroom, anywhere; visioning strategies for implementing changes; strategies for sustaining the work, even in choppy waters. WORKSHOP TYPES • FOUR-HOUR PLACE BASED WORKSHOPS (THURSDAY, OCTOBER 3rd 8 am-3 pm) Place based workshops use the wonderful settings of the Twin Cities and the surrounding area to illustrate the benefits to getting students out into the community to foster democratic and progressive learning, while focusing in on one of the learning strands of the conference. Your place based workshop should use the environment, local assets, public spaces, buildings or any setting which will enhance the learning for the participants. If you currently use community resources as an element in your classroom or you know how a workshop would benefit from the greater Minneapolis community, this is your workshop! These workshops will take place on Thursday, October 3, 2019 between 8:00 a.m. and 3:00 p.m., including lunch and transportation time. Planning committee members can help you connect locally as you plan. • 90 MINUTE WORKSHOPS (FRIDAY & SATURDAY, OCTOBER 4-5) Note: If you would like your session to be considered for a combined 2-90 minute session (a total of 180 minutes), please indicate on the form. CLASSROOM WORKSHOP These workshops will be held on the University of Minnesota campus in a more traditional classroom setting. The inspiration for your submission should be how you can best inform and educate fellow educators to more on page 16 Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 15
navigate the progressive river of education and inspire them to join the current with your transformative lessons and ideas. INTERACTIVE ROUNDTABLE These sessions will be held on the University of Minnesota campus. Sessions begin with a presentation by a small group, followed by interactive discussion modules or activities that engage participants in meaningful connections with the topic and each other. • “PEN-terest” BOARD GALLERY (SATURDAY, OCTOBER 5th) This poster session will be open for display on Saturday, October 5th on the University of Minnesota campus. Create a “Pinterest” style board to share ideas, inspiration, practice with your education colleagues. PENterest boards might: highlight experiences that can be replicated or modified in any school setting; invite us to (re)imagine what progressive education looks like; visually lead viewers through a lesson; PEN-terest board makers should plan to be on site with their creations for 30 minutes. Please send a draft/sketch of your idea with the proposal form. NOTES & REMINDERS FOR ALL PROPOSALS: • Please try to be inclusive of all school members - including leadership and those not necessarily directing instruction in the classroom. We are expecting educators from a wide variety of schools who serve in a wide variety of roles. Here are groupings to think about as you consider audience: • Pre-K-20 Educators (suitable for anyone who works in schools from Early Elementary to College/ University) • Pre-K-12 (suitable for folks who work in Elementary and Secondary school settings) • Early Childhood (Pre-k-K) • Elementary (Grades 1-5) • Middle School (Grades 6-8) • High School (Grades 9-12) • College/University • School Administrators/School Leaders • Educator teams (workshop for 2-4 teachers & administrators from the same school) • Proposals should indicate how the session reflects one or more of the program streams (Rising to the Surface, Navigating the Current, Channeling the Future). • Please focus your proposal on delivering engaging, and interactive workshops that reflect the best of progressive practice. Hands on, experience-based learning with takeaways that can work anywhere are highly encouraged! Let us know the maximum audience that your session could serve. • You may request a 180-minute session. Please indicate on the Google form. • Handouts or other print materials are the responsibility of presenters. To eliminate the need for printed materials, please try to make all resources available electronically. If you plan to use a computer and projector (e.g. for PowerPoint or short video clip), or other AV equipment, please indicate on the Google form.
To submit an idea for a workshop, please click and complete the Google Form application.
PEN 2019 WORKSHOP PROPOSAL FORM The deadline for completion is Monday, March 4th, 2019. 16
PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019
Igniting Imaginations for Deeper Learning
Register at www.ImaginativeInquiry.com/events
Contact us at ImaginativeInquiry.us@gmail.com
Fall/Winter 2018-2019 The Journal of the Progressive Education Network PEN 17
Education must amplify students’ voice, agency, conscience, and intellect to create a more equitable, just, and sustainable world
SUBMISSIONS FOR FUTURE ISSUES OF PEN: The Journal of the Progressive Education Network We are particularly interested in curating pieces that explore, illustrate, or critically interrogate the mission, vision, and/or educational principles of The Progressive Education Network that inspire our collective work. In the Spring 2019 issue, we will continue to foreground the fifth of our Educational Principles: emerge from the interests, experiences, goals, and needs of diverse constituents, fostering empathy, communication and collaboration across difference. Submission guidelines & topics, we intend to include a regular series of features in the journal including: “PRINCIPLES AND PRACTICE” Featured articles engaging our featured Educational Principle above “REFRAMING THE PROGRESSIVE PANTHEON” Archival material and/or critical essays foregrounding the contributions of progressive educators and theorists of color to progressive education “CONTEMPORARY CONTRIBUTIONS” Featured pieces that foreground the contributions of an influential, contemporary progressive educator and explore her/his contemporary practice “WHAT PROGRESSIVE EDUCATION MEANS TO ME.” Short essays from students and from classroom-based educators articulating personal commitments and/or experiences (~500 words) “PRINCIPLES IN ACTION” High-resolution photos from your work in schools, accompanied by extended captions (~100 words). The deadline for submissions for the Spring issue is FRIDAY, APRIL 12, 2019. Please provide written submissions as word.doc files. Please upload high-resolution images to Google Drive, Dropbox, or Box, and share a link with us. Please direct all submissions to jrnlsubmissions@progressiveeducationnetwork.org
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PEN The Journal of the Progressive Education Network Fall/Winter 2018-2019