Last fall I read an interesting article written by Adam Haigler. Adam is the co-founder of Open Way Learning, an organization that helps schools and school districts to co-design cultures of sustained innovation. In the article, Haigler uses the beaver as an example of an ecosystem disruptor. Haigler writes,
“There are some species in an ecosystem that have an outsized impact on the health of their biological communities. Also known as keystone species, these organisms provide essential services for their fellow flora and fauna that allow them to thrive.”
“The beaver is chief among these species in many parts of North America, Europe, and Asia. Their dams completely restructure an ecosystem and play a crucial role in the health of hundreds of millions of acres of habitat, while also providing essential services that benefit humans like sustaining fisheries and increasing groundwater supplies. This habit of leaving their mark has earned them the moniker, ‘ecosystem engineer,’ from wildlife biologists. However, they are as industrious as they are disruptive because the leave a noticeable impact wherever they go, which sometimes leads to the flooding of roads and other human infrastructure.”
“So, what might these ecosystem engineers have to teach educators looking to create ‘learner-centered ecosystems,’ where countless learning opportunities are organically generated through strategic actions that result in unforeseen benefits across the board? How can we be industrious, intentional, and just maybe, beaverishly disruptive in our pedagogical pursuits?”
“Like a beaver meticulously building its dam in ways that will create the ideal ecological conditions for its survival, educators must be intentional and strategic in their approach, lest the dam burst unexpectedly and all their efforts become driftwood! Here are some things we’ve discovered along the way that might help in your engineering efforts:
‘Culture Eats Strategy For Breakfast’ – Peter Drucker
Recognize that…culture and collective…efficacy are essential to sustaining any new strategy. So, start by having conversations about everyone’s ‘why.’ Yes, we mean everyone – especially [young learners]! Connecting with personal purpose, then triangulating a collective purpose will help fuel the fire of instructional practice.”
Community Asset Mapping
Identifying the community resources available to you and your [learners] is something I cannot overemphasize. It is vitally important that you invest the time and energy to brainstorm the assets that can inspire all members of your learning community.”
We often do this by creating a simple Google Sheet with columns for contact information and what skills or subjects each community contact relates to. Then, we invite everyone in the room to brainstorm as many contacts as they can think of who could become a resource for students’ passions. We also encourage teams to invite in voices to this process that have not traditionally been part of the conversation, so that as [adult learning leaders and young learners] are ideating meaningful projects, they have a readymade network of support they can rely on.
High-Quality Project-Based Learning
The elements of HQPBL work seamlessly with [Beaver Learning], especially when grounded in empathy-centered design that starts with the cultural elements that enable it to thrive. These elements provide a vehicle for learner-centered instruction and provide a vehicle for instruction that naturally lends itself to connecting with the outside community.
But, HQPBL alone doesn’t necessitate this ‘educational ecosystem’ approach, so the educators involved can make simple tweaks like:
Strongly encouraging each student project team to have an outside mentor that is assisting with their project.
Bringing in local experts for routine collaboration, feedback sessions, and to serve as public audience members.
Emphasizing difference-making and service learning in each project so students always see their content with context and become ‘solutioneers’ for their communities.
Network Effects
Reframe the role of teachers and students so they see themselves as contributing members of a network of learners [adult learning leader/coach and young learner] that always extends beyond the classroom. That way, when [individual learners] meet a new person or discover a new place that has something interesting to offer, they have a natural inclination to connect this novel resource to the learning community.
Focus on culture.
Rely on and nourish your community.
Embrace project-based learning.
Celebrate robust networks.
Make like a beaver and become a ecosystem disruptor when it comes to improving learning.
Til tomorrow. SVB
A Better Path to Learning 
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