Of all the adjectives applied to education, “agile” would seem to be a sarcastic choice. Education is typically about as agile as an elephant. However, coming from the business and software development fields, “agile” may be just the adjective and philosophy that education needs. If you’d like to learn more about agile, particularly agile in education, you can check out Agile Classrooms and this article on agile learning. My aim over several blog posts is to briefly reflect on the four basic values of the Agile Schools Manifesto:
- Individuals and interactions over processes and tools
- Meaningful learning over the measurement of learning
- Stakeholder collaboration over complex negotiation
- Responding to change over following a plan
These values (adapted from the Manifesto for Agile Software Development) question the value and priority of some longstanding education practices. Schools love their processes and tools; measurement of learning is the lifeblood of many schools and school systems; and, as the cell is to the body, so the lesson plan is to the school year. Of course tools, measurement, and planning are important components of school life, but the manifesto is a clear call to reflect and to prioritize. So, while assessment and reporting are important, are they more valuable to teachers than meaningful learning? Administrators can and should create processes that help schools run efficiently, but does a focus on routines and procedures have unintended negative effects on individuals and their ability to build community? Over the next few weeks we’ll reflect on what our practice reveals about our values and priorities in the hope of learning from our experience.
“We do not learn from experience… we learn from reflecting on experience.”
― John Dewey