Fantastic Windows and the Classroom Telectroscope

I believe in transparent classroom walls. I do, to quote a Christian schools superintendent in Holland, Michigan, "we want our students to see the world."

So, I'm completely against those 1970s school buildings with blocked up windows, and I'm against anything covering windows which connect the classrooms to school corridors, and I'm against closed classroom doors under the vast majority of circumstances. I want students to interact with the world, with the weather, with birds that may fly by and with cars which may drive by, and I want them to see and hear other learners doing interesting things.

This isn't distraction, it is opportunity. Every thing which a student sees can create questions and open passions, and both of those are the gateways to learning. So clear off those windows and open those doors, but then, go a big step further.

If you have a projector or an interactive white board in your classroom, keep it turned on, and keep it tuned to something fascinating. That is, throw open a "Fantastic Window" on the world, or even on the universe.

Live TV : Ustream

These days many classrooms around the world are tuned in to the Decorah Eagles via UStream. This has been incredible. In just the time I have been able to watch I have seen, live, an egg hatch (the third eaglet), many feedings, the remarkable parenting of these birds through rain, snow, and high winds, the parents working together building what is definitely a safety railing surrounding the nest, and the amazing transformation of these tiny downy babies into the clumsy children you'll see today.

Because I can't help but be fascinated, I, like millions of students, have dug into every bit of eagle information I can find: information which runs from genetic, to maturation rates, to hunting preferences, to the stunning size of the nests, to the political battle to save the bald eagle in the United States. It has been a learning experience of remarkable breadth and depth.

Yes, I've known eagles as national symbols, and I've even watched them hunt over the Muskegon River flats, but I've never lived with these magnificent birds who top the food chain, and now I know a lot more about my world.

You can look at other things, of course, say, the view from the top of Seattle's Space Needle, or watch the view from a satellite orbiting earth,  or check out St. Pierre - the last bit of French North America, or a school in Iceland, or any of these (hundreds from everywhere).

Wherever your Fantastic Window opens to you will be opening the universe to your students.


But beyond transparent, you can be interactive.

Peering across the Atlantic, from London to Brooklyn

The Telectroscope which linked Brooklyn and London is gone, but the idea, the live and casual audio-visual linking of remote points should move to your classroom.

As with the Decorah Eagles, a Skype video link connecting your classroom with another, across town, across grade levels (let fifth graders see middle school), across the state, across the nation, across the globe, lets you begin to see new environments and cultures with many fewer filters. It also opens up great collaboration possibilities. Can your 8-year-olds in the US ask for maths help from 8-year-olds in Ireland? In Venezuela? In Quebec? Skype has created a whole education community to promote this.

So tomorrow, don't just throw open your classroom's doors and windows, add a Fantastic Window and a Classroom Telectroscope, and bring the universe in.

- Ira Socol

To discuss in class this week

There are two big things going on in the world this week, one fifty years old, one absolutely current, which should keep your students talking, and bring them into virtually every content area in engaging ways.

The single orbit of Vostok 1, April 12, 1961

On April 12, 1961 Yuri Gagarin became the first human to leave the earth's atmosphere in Vostok 1. He went, obviously, higher above the earth's surface than anyone before him (327 km above sea level at the orbit apogee), and he circled the earth at 27400 kilometers per hour - the previous "world's fastest human" was USAF Maj. Joseph Rogers at 2,455.7 km per hour in December 1959.  It took Magellan's expedition, the first earth circumnavigation, just a fortnight short of three years to make their trip. 339 years later, Gagarin did it in 108 minutes.

Science and math obviously, history, geography, culture obviously? Was Gagarin's trip celebrated in the US on the 10th or 25th Anniversary? Why do your students think it wasn't? What will they discover if they investigate that? And what about writing? How might it have felt to sit atop that rocket? How might it have felt to know the science but have no other human who could possibly share the experience? Gagarin was a lover of poetry, did that help him?

Protester defies veil ban in Paris

Meanwhile, this very week, an enhanced ban on face veils goes into effect in France. The French have very little tolerance for personal public displays of religious practice, with laws limiting religious symbols in schools and other public spaces going back to the 1870s, and having been solidified in 1905 when, of course, the offending religion was Catholicism. Students in France, for example, are not allowed to publicly wear Christian symbols, Jewish symbols, or Islamic symbols.

This sounds shocking to Americans and Canadians, and a bit troubling to Brits, and possibly refreshing to the Irish, but the idea of a secular society is deeply ingrained in France.

Can your students really comprehend laïcité? To the French, or most Turks, the United States is almost a theocracy. "My goodness," a Turkish student at Michigan State University once told a group of high school students, "it says "God" on every piece of your money!" She was deeply offended. "That has no place in a democracy." She, a Muslim, was debating with a Muslim woman from Malaysia, the French and Turkish bans on headscarves in courts and on university campuses. These two women, from the same religion but vastly different cultures, were mutually outraged by the other's opinions. It was one of the best learning moments I have ever seen in a school classroom.

A respected friend told me last night, "but wearing the veil may be much more about culture than religion," which is true, as the paragraph above perhaps illustrates, but then, nations limit dress for cultural reasons all the time. In most places in America you'll get arrested - maybe even declared mentally ill - for walking around naked, even if it is 90 degrees Fahrenheit (32 degrees C) and you believe it's fine to be seen. Is that any different, in concept, than France's law? The assumption is "cultural offense" I guess. From a public safety point of view, at least you know a naked person isn't hiding anything dangerous.

I said to her, we have to understand the histories of these nations. In both France and Turkey democracy was created by - at least in the collective memory - overthrowing religion, the Church State of the Ancien Régime and the Church State of the Ottoman Empire (Yüce Osmanlı Devleti). As the US and Ireland object to royalty (despite Sinn Fein's Gerry Adam's role as a Baron), these nations object to religion in public.

In other words, the questions may not be as simple as some suggest, and the position of France may not suggest intolerance - France was, I will point out, among the only nations to unreservedly accept anyone fleeing Nazi Germany in the 1930s, something neither the US nor the UK would do.

What will your students say? How will they research this? Who will they ask? This is true critical thinking, and it surely involves language, history, culture, geography, science, maybe even the math of statistics.

Watching an eagles nest 24/7

Finally, if you have an Interactive WhiteBoard or projector in your room, it should be tuned to the Decorah Eagles when not otherwise in use these days. This is just one more webcam opportunity to give your classroom a "fantastic window" which encourages thought and learning. Watching this nesting pair raise their children is incredible, and it is not just a view of nature, but a critical look at the top of the food chain. The camera is on day and night, so wherever you are, its something to see.

And this introduces you to the "fantastic window" idea. Webcams are everywhere. You can watch cities, beaches and oceans, campuses, or from space. Don't keep that window closed.

- Ira Socol