Category: Curriculum

How One Man Overcame Ridicule and Changed Rocket Science Forever

Creativity, SciencePublished onUpdated on30 Comments on How One Man Overcame Ridicule and Changed Rocket Science Forever

The New Horizons space probe has been on a decade long mission to reach the dwarf planet Pluto, and the imagery is amazing. It would seem that this is just the first waypoint. Next on the itinerary is a Kuiper Belt object, 1 billion miles away.

[UPDATE] “As of March 2019, New Horizons was about 4.1 billion miles (6.6 billion kilometres) from Earth, operating normally and speeding deeper into the Kuiper Belt at nearly 33,000 miles (53,000 kilometres) per hour.”

Imagine for a moment how complex the New Horizons project has been. Persisting for over a decade with such a specific purpose. But in many ways, the first part of the journey was the hardest. Leaving our Earth’s atmosphere is hard – gravity will do that for you.

Robert Goddard is now considered one of the founding fathers of modern rocket science. He was visionary. It is due to his discoveries and his own form of persistence that we even have interplanetary missions.

One of the reasons I share the story with you is that it wasn’t such a smooth ride for Robert Goddard. The number of doubters speaking out against him at times must have felt like a gravitational force he may never draw away from. The creative conflict in his story is intriguing. We may add his tale to many who were considered ahead of their time, but ostracised for their originality.

Inspiration and Support

Robert was captivated by the allure of space. This came primarily from reading The War of Worlds by HG Wells – he was hooked. Fast forward twenty years and he was making pioneering discoveries in rocket propulsion. His contemporaries did not understand him and he found it almost impossible to gain financial backing to continue his work. In 1915 he even considered abandoning his efforts in the face of such continued challenge and isolation.

The Assistant Secretary of The Smithsonian, Charles Greeley Abbot, did not hold the same opinion. After reviewing an application for support from Goddard he provided a grant of $5,000 in 1917 to accelerate his efforts. This proved pivotal to Robert Goddard, encouraging him to persist when so many around him were full of doubt.

Squashing Ideas

In 1919, the Smithsonian published Goddard’s classic treatise “A Method of Reaching Extreme Altitudes in the Smithsonian Miscellaneous Collections” (Vol. 71, No. 2). This scientific report exacerbated the challenge and doubt from his peers. Goddard had outlined a proposal for a rocket leaving the Earth’s atmosphere. His proposed rocket flight to The Moon drew wider public ridicule from the press. Everyone doubted his theory, and the press made a mockery of his ideas.

This had a profound effect on Goddard’s perspective and disposition. He became more guarded and isolated in his work. The list of those he trusted with his thinking dwindled. At the time a peer at the Californian Institute of Technology highlighted the challenges of not collaborating:

The trouble with secrecy is that one can easily go in the wrong direction and never know it.

Despite this on March 16, 1926, Goddard constructed and successfully tested the first rocket using liquid fuel. A flight as significant to history as that of the Wright brothers at Kitty Hawk.

He never got to see the fruit of his labours and died in 1945 from throat cancer. He was posthumously awarded over 200 patents for his discoveries and pioneering thinking in the field of rocket propulsion. Nowadays he is a celebrated creative scientist who paved the way for human exploration.

Creative Traits

In my opinion one of the most important traits of creative individuals is vision. It is clear that due to Goddard’s unique insight into the field he brought the horizon closer much more quickly than others. It is perhaps his Tenacity and Courage in the face of such widespread doubt that defines his creative spirit.

A further element that is clear within this story is the impact of the people around him. The negative voices were there from the start and they persisted. But it is the people that championed his ideas and said, “Yes!” that had the crucial impact. His wife continued to share and celebrate his work after his death, raising awareness and appreciation for his foresight. The support he received throughout his career from the Smithsonian in finances and belief is likely to be regarded as having the most impact. When others doubted, Charles Abbot believed. Mirroring the foresight that Goddard showed himself. In Goddard’s own words of appreciation to Abbot:

I am particularly grateful for your interest, encouragement, and far-sightedness. I feel that I cannot overestimate the value of your backing, at times when hardly anyone else in the world could see anything of importance in the undertaking.

Your Next Steps

Ideas do not exist in a vacuum and the story of Robert Goddard is as much about those who encouraged him. The open-mindedness to encourage and nurture nascent ideas is a critical dynamic as new thinking develops. Yes, we may need to show Courage and Tenacity when our ideas are out there, but new ideas rely on the courage of others too.

  • Something we can do, with our colleagues and students, when developing new creative ideas is to say “Yes“. It changes everything and signals openness to what might be next. It signals encouragement.
  • When we know that ideas are at an early phase we need to adjust our critique appropriately. In other words, when we hear new thinking we must be more delicate and encouraging as they take their first steps into the wild.
  • “Hold your ideas lightly“, is a good way to explain the mindset we need to have when sharing early ideas too. As the bearer of those new ideas, we have to be willing and open to others helping to make them better.

Just imagine the conversation fifteen, maybe twenty years ago:

“I think we should try and send a probe into the furthest reaches of our solar system. To Pluto.”

“That’s over 4.6 billion miles away.”

“Yes and the technology has not been invented yet and it will take us over a decade to get there.”

“Yes, great. We’ll call it the Decadal Survey. Let’s start.”

Goddard would have cherished the opportunity to see the images of our solar system and those from the New Horizons mission. I am certain he would have quietly approved of the tenacity and conviction of those who held the early theories and ideas. But also he would have recognised the value of those who showed similar “far-sightedness” in their unwavering support and encouragement.

References

“See New Horizons’ Entire Pluto Flyby in 23 Seconds.” 2015.
“Robert H. Goddard: American Rocket Pioneer | Smithsonian …” 2012.
“Robert H. Goddard – Wikipedia, the free encyclopedia.” 2011.
“NASA – Dr. Robert H. Goddard, American Rocketry Pioneer.” 2004.

How Worthwhile Is The Learning You Are Designing?

28 Days of Writing, CurriculumPublished onUpdated onLeave a Comment on How Worthwhile Is The Learning You Are Designing?

We have all seen the likes of these documents before, a system-level framework for effective teaching, a document that states the fundamental principles of what is expected of teachers in a particular region. The Canadian Teacher Association paper titled “What did you do in school today? Teaching Effectiveness: A Framework and Rubric” is no different in that regard. It is a multi-year research piece about the effectiveness of teaching.

However, what is particularly arresting about this piece is the plain-speaking language used. Often the weight of unhelpful language and Edu-jargon causes us the poor reader to get lost in sometimes and the true meaning is lost most of the time. So it was refreshing to read such simply stated principles in the document about teacher effectiveness:

  1. Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.
  2. The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
  3. Assessment practices are clearly focused on improving student learning and guiding teaching decisions and actions.
  4. Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning.
  5. Teachers improve their practice in the company of peers.

For each element they expand on the principle with some clear justification for example in the first principle – Teachers As Designers, the authors refer to crafting opportunities for learning that:

…awakens the human spirit’s desire to know. The result is a deep, personal commitment on the part of learners to explore and investigate ideas, issues, problems or questions for a sustained period of time.

This speaks to my passion for the craft of what we do and emphasises the design skills and dispositions needed to do our work so creatively.

The other principles are just straight forward and make great sense to me – however, there is one stand out phrase for me. Principle number two:

The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.

That one sentence delivers such a challenge and provocation to what we do that it almost leapt off of the page at me when I read it. If you read further into the rationale for this principle you will quickly find a reference to the design of learning that is authentic to those individuals we are with, even providing a useful rubric as a guide, reference and starting point.

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How is the learning we are designing worthy of the time we all put into it? How might we ensure we make every learning moment count with our students and still leave room to take opportunities when they arise?

The worthiness of learning is a measure that may reveal real challenges for some and most certainly will lead to rich conversations for those that care.

“Stuff”, Stuffing and Japanese Craftmanship :: T Minus 7 Days

AustraliaPublished on5 Comments on “Stuff”, Stuffing and Japanese Craftmanship :: T Minus 7 Days

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With seven days to go until we fly out of the UK for the last time, I thought I would spend some time writing about the lead up to our departure. I suspect there will be some adventures when we arrive which might also merit a blog post or two.

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I have been slowly tracking the departure date on my calendar as it looms closer. At first it wasn’t visible, months off. But slowly, week by week it has been approaching and now I see it, right there. Next Wednesday afternoon.

With some friends getting the ball rolling we have been slowly clearing any of our remaining possessions before we leave. You see in mid October we sent just about everything we own to Melbourne on a ship and so are currently living with our second string of “stuff”.

Actually it has been amazingly liberating to live without being surrounded by lots of “stuff”. Everything that we are using or is still in the house will be sold, given away or indeed part of many tip runs to come.

I suppose such a move to send our belongings to another country forces you to look around yourself, to say what does all this “stuff” really mean to us? We are currently living with the rejects. It is an awkward relationship. A temporary one at best. With many of the sad mixture of items who didn’t make the boat, earmarked for the charity shop. When you surround yourself with “stuff” that you no longer have any investment in, no monetary value of note, certainly no sentimentality involved, you see those whom you love with a lucid glow that is different. Not new, just different.

It all started when we sold our house and moved into a rental property back in September. I loved that house and didn’t see myself ever moving, why would I? But when faced with a new day, that brings about new opportunities, things simply change.

Christmas has been lovely as usual and although there has been some muted generosity, due to luggage weight allowances, we have had a lovely time together with family.

Admittedly carving the turkey was not with my usual knives with their “distinctive one piece, molybdenum/vanadium stainless steel design” or their Japanese heritage or indeed the striking balance and craftsmanship you register with every touch. In fact it was with a bread knife from Tesco’s – but you know the turkey still tasted the same. Maybe better.

Pic: Christmas 2012 by Mike_fleming (Attribution-ShareAlike License)

A new chapter down under

AustraliaPublished on11 Comments on A new chapter down under

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There were two distinct moments when my mind was made up. The first was during a languid time spent walking along Manly beach in Sydney, looking down at my feet as the warm water rolled in and sucked out again. Watching my prints scrubbed free from the sand. I knew then.

Although in all truth I didn’t need much more convincing, I also remember being on the beach at Port Willunga just south of Adelaide. The sun seemed to be lingering on the Southern Ocean horizon, as it dipped and I watched the only surfer for miles, I clearly remember thinking that Australia was going to play a part in my future.

I have been lucky enough to travel back to Australia a handful of times over the last few years with Ewan for our NoTosh work. The trips have always been a great deal of fun and filled with laughter. We have worked in Melbourne, Sydney and Brisbane. Great memories.

And yet I still always remember those moments on the beaches of Sydney and Adelaide – all in all it is an easy decision.

On January 3rd we fly out of the UK to start a new chapter in our life in Melbourne. I would not be telling the truth if I didn’t say I was nervous and slightly anxious about it all. But I am also really excited, open minded and completely committed to what comes next for my family and for NoTosh.

No doubt we could have convinced ourselves it was not the right time, or that we will leave it a few years. But sometimes you just have to get on with it and step away from those who just say “wouldn’t it be nice if…”

I am looking forward to feeling the sand between my toes again.

Set Your Compass: Share Your Direction

Curriculum, Design ThinkingPublished onUpdated on3 Comments on Set Your Compass: Share Your Direction

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All too often we don’t co-construct our curriculum with the children in our class. What occurs is a complete lack of clarity about where, as a group of learners, we are heading. In fact the direction we are going in is all too often very much laid out for the learner – the route is set by the teacher and the outcomes are already known.

Curriculum planning in this vein doesn’t cater for the tangent or the divergent thinker- well it might entertain it briefly but will eventually settle back on the steady path to where we were always going.

Curricular of this ilk are not setup for serendipity. If I knew exactly the music that was going to be played on the radio all of the time, well in advance and had no control over it, I would miss out on those beautiful moments when you hear a wonderful track that hasn’t been played for ages and there you are in that completely unexpected moment savouring every note.

Much of this is to do with teacher control and the lack of willingness to let go of the reins and venture from the path a little. But it is also to do with a lack of ambition about what we plan, many models of curriculum, as well as units of work, are legacy systems:

A legacy system is an old method, technology, computer system, or application program that continues to be used, typically because it still functions for the users’ needs, even though newer technology or more efficient methods of performing a task are now available.

If the direction of a unit is already laid out, involving the learner in the direction is fruitless, for the learner at least, for no alteration can be made anyway.

In his book How Children Fail, John Holt reflected in 1958:

It has become clear over the year that these children see school almost entirely in terms of the day-to-day and hour-to-hour tasks that we impose on them. This is not at all the way the teacher thinks of it. The conscientious teacher thinks of himself as taking his students (at least part way) on a journey to some glorious destination, well worth the pains of the trip.

He continues to explain that he recognises a disconnect with what we as teachers perceive as a learning journey and how children truly see this. How many schools do you think could still be described in these terms?

At one of our partner schools in South London the pupils of Rosendale Primary School negotiate their learning. They have a clear direction and input into the course that is going to be set – not only that they have the ability to define how they get there. The pupil’s prior knowledge, skills, interests and passions are the starting point for much of the project learning that takes place.

With a vested interest the pupils at Rosendale have a much clearer understanding of the learning as a journey – they know what needs to be done and have made choices that help to define this and make it real and meaningful to them. It is not simply a set of tasks imposed on them by a legacy system.

Most of the time with these more open models we have to set our course into the unknown a little, we have to be willing to take the path less trodden.

When the teachers and Year 3 and 4 pupils of Thorney Close Primary School took on the challenge of running their own TEDx we didn’t know if we would be successful, there were a great deal of unknowns. At one point we didn’t have a venue because Take That were playing at the Stadium of Light!

With uncertainty often comes failure and we felt that for real and so did the children, but would they learn from it – absolutely!

Here are some reflections on the process by one of the teachers involved:

I learnt to trust the children and to let them go in the direction they want, trust that they’re going to make the right decisions with a little bit of guidance but not as much structure as we normally would give. So to sit back more and to listen more, and just ask the odd few questions – without waiting for that answer that the teacher wants to hear.

One of my favourite ways to describe this sense of a general direction, unclear and yet thoughtfully open, is the idea of a “fuzzy goal”. Taken from the opening to the wonderful book Gamestorming by Sunni Brown, David Gray and James Macanufo – a fuzzy goal can both describe our philosophical approach to change as well as the direction of a student led unit.

Like Columbus, in order to move toward an uncertain future, you need to set a course. But how do you set a course when the destination is unknown? This is where it becomes necessary to imagine a world; a future world that is diferent from our own. Somehow we need to imagine a world that we can’t really fully conceive yet—a world that we can see only dimly, as if through a fog.

Pic navigation (cc) by marfis75