Tag: education (page 1 of 19)

New Podcast: #30: What’s On the Horizon?

This (long-delayed) episode of the Moss Free Show discusses the six educational technology tools identified by the authors of the 2017 Horizon Report K12 edition as having immediate or imminent 2-5 years) impact on teaching and learning. What are your thoughts? Do you agree with the identified technologies, or did they miss something more significant?

Listen to “#30: What’s On the Horizon?” on Spreaker.

The Teacher’s Role in the Blended Learning Environment

Source: https://flic.kr/p/5KS8nD

Beth Holland has a great post in Edutopia on what is necessary for blended learning to be disruptive, transformative, and powerful. There are so many excellent discussion points in Beth’s article that it’s hard to begin to respond. What resonates most with me at the moment, though, is the role of the teacher in a blended learning environment (BLE).

Very significantly, Beth makes the point that the BLE should take control out of the teacher’s hands and make learning more individualized and learner-centered. As she points out,

“True blended learning affords students not only the opportunity to gain both content and instruction via online as well as traditional classroom means, but also an element of authority over this process.”

The blended classroom should offer students not only a variety of means to get information, but options for communicating and applying learning. Contrary to this, many so-called BLEs merely digitize the traditional, teacher-centered lessons, activities, and assessments of yesterday. Paraphrasing a point I made in a recent conversation with a wonderful, forward-thinking educator, “Simply substituting the teacher’s voice on a video for a lecture is not transformative and is, in fact, quite likely to be less engaging.”

Source: https://flic.kr/p/dryrWw

If Beth’s points about moving away from the teacher-centered, traditional mode of instruction are viewed as valid, what, then, become of the teacher’s role? I have a few roles I think are as or even more important in a BLE:

  • Stage Setter. There is a real art in catching hold of the imagination and engaging students in learning. Teachers should be skilled at asking head-scratcher questions, provoking debate, stimulating questions, etc. This is also where scaffolding and differentiation of instruction can take place.
  • Resource Gatherer. The teacher likely has a broader range of sources for information or creating/sharing products than many students. Once a student is hooked and engaged in learning/doing, the teacher should actively provide the tools (websites, books, software, outside experts, etc.) to get them where they want to be (as needed).
  • Model Learner. Students are not born with the complete set of skills needed to be powerfully equipped, independent learners of everything. Teachers should model skills such as asking deep, open-ended questions, evaluating the quality & usefulness of information, organization, effective communication strategies, collaboration skills, empathy, and more.
  • Co-Pilot. Even enthusiastic learners engaged in powerful, student-driven learning often benefit from redirection. The teacher in a BLE should be actively communicating and monitoring every learner to identify misconceptions or guide students to more effective strategies, resources, etc.
  • Assessment PartnerUnless the robots take over, the teacher will always play the key role in the assessment of student learning, both formative and summative. In a BLE, students’ roles in assessing their own learning and doing should be amplified, but the teacher should be the highest authority in classroom assessment.
  • Motivator. The best teachers have always made children hungry to learn, hungry to achieve. That doesn’t change in a BLE–teachers provide leadership and motivation for learning by helping students understand the power and benefits they can expect. They create a welcoming and positive atmosphere that makes the classroom a desirable place to be.

Blended learning has been proven to be effective and impactful, but it can only reach its potential when the classroom teacher abandons the roles of the past. As Beth states,

“Blended learning can mean a step forward toward something greater—giving students agency over their own learning, but that is dependent on the direction chosen by the teacher.”

Many of our students will embrace the computers, the websites, the iPads, the videos regardless of how we teach, because students simply love the resources. We have to teach differently, better, though, or we should consider spending our education dollars in more worthwhile places.

5 Classroom Strategies to Build STEM/STEAM Skills

One reason I and others promote STEM or STEAM education so passionately goes far beyond the outstanding job opportunities the field affords. Beyond this is the abundance and importance in STEAM of so-called “soft skills”such as problem identification, creativity, innovative thinking, collaboration, critical thinking, etc. Creating a generation of students who are thusly skilled is not just vital to ensuring competitiveness in the current and future global economy, it equips them for life. This is particularly true when paired with other traits/skills, such as adaptability, organization, empathy, initiative, and grit.  As I am preparing for a talk at the STEAM Academy at TCEA next week, the following are some ideas and classroom strategies to promote STEAM-related skills, including critical thinking and problem solving in any subject area:

  1. Stimulate wonder. In any subject area, teachers should work to create situations that will make students scratch their heads and experience a certain level of confusion leading to curiosity. I don’t want to confuse this idea with what I was taught as a young teacher was the “anticipatory set”, which was basically review at worst and far from engaging or stimulating on a good day. Think of a provocative statement, an argument, a perplexing question, a quick but powerful video, or a dramatic demonstration. Our kids need more opportunities to get really engaged in a topic and experience fascination and wonder.
  2. Solicit questions. Once students have been hooked, get them asking good, probing, open-ended questions.

    Image Source: Right Question Institute

    As discussed here before, this is no given, since students all but forget how to ask such questions by middle school.  Re-teach them using a process such as the Question Formulation Technique and give them daily opportunities to practice.

  3. Be less direct. Let your students sort through processes without so much guidance from you. I know I was very guilty of step-by-stepping most of the labs in my science classroom to death when I was still teaching middle school. The best ones, though, were ones where I followed my own advice above and set the stage with a statement or demonstration, then let the kids figure out how to explain, prove, disprove, etc. on their own or collaboratively.
  4. Forsake the multiple choice. I have heard “assessment experts” defend the venerable A, B, C, or D (all of the above) test format for years, claiming it is poor question design that has weakened the art. I believe anything worth learning cannot be sufficiently expressed and assessed with such a format and with no opportunity to see into the student’s thinking. The product of such assessments has no relevance or meaning in the real world, and is I believe multiple choice assessments are a reflection of teacher laziness or inexperience (Before anyone gets your feathers too ruffled, I was as guilty as anyone. Remember those clickers? Ugh.). Leave the format to the people who are paid big bucks to construct shallow assessments and disengage our kids–the testing companies. Instead, utilize performance and alternative assessments, such as rubrics, face-to-face conferencing, self-assessment, demonstrations/presentations, physical products, etc.
  5. Failure doesn’t end with an “F”. There are times in life when you get one shot to get something right, like choosing when to cross the street in heavy traffic. Most of life outside of school, however, is based on a series of trial-and-error events and choices. Whether designing a science project, solving a math problem,  writing a narrative essay, or learning to shoot a basketball, students need to tackle tasks that require evaluation and improvement. Our obsession with grades (in the face of much research demonstrating their failures) means that we too often give students failing marks for a failed attempt, usually the first attempt, when we should be offering meaningful feedback into the process the student is going through. If your school/district requires grades, use them in conjunction with actual feedback that makes the numbers have actual meaning. But, as I advised a robotics instructor in my own district, be careful not to view a step in the process as the end, and be careful not to see a project that has not met hoped for goals as a failure. I watched a robotics team build no fewer than 20 prototypes of 1 model without achieving their very lofty desired outcome, but the group made strides and learned everything I could have hoped. An “F” would have been both crushing and inappropriate.

This is a work in progress, so please give me any ideas or feedback you might have. If I use your comments/ideas, I will even give you a shoutout in my presentation. Thanks!

STEM students image source: http://www.dfrobot.com.cn/images/upload/Image/20140306141707uca3mg.jpg

Computer Science Education Week Resources

National Computer Science Education Week is fast approaching–December 5-11. I have copied the text of an email I sent to our campus technology teachers to help them plan for the week. I thought there might be some usefulness to others out there wanting some options in terms of ways kids might participate in the week or in Hour of Code. If you have other resources or classroom activities that you have come to find particularly successful, please share them in the comments.

Good afternoon to all,

This one is a bit of a long-winded email, but I ask that you take the time to read it all. I wanted to clarify a few things for our new folks in the Tech Apps family regarding National Computer Science Education Week, December 4-8.

  • That is one of several weeks in the elementary and, I believe, middle school curricula in which we emphasize computer coding. You should already be planning to have kids coding.
  • Starting last year, I invited special area guests to attend a campus and participate in a lesson with kids that week. No big deal–they just come in, see how cute your kids are, and enjoy learning the tool they are using. Oh, and I’m sure a picture or two will be taken. If your campus would like me to try and arrange a guest, I would be happy to. I just need to know some good days and times. Feel free to invite whomever you like, just please keep me in the loop.
  • Speaking of the tool you will be using, here are some options for you to brush up on before then. Choose what fits each group of kids best. I have put an asterisk by the ones most often used in our district.
    • Daisy the Dinosaur — fun, free iPad app teaches basics of computational thinking. Emphasis here is on getting the right steps in the right order to complete challenges. There is also a free-programming mode for kids to experiment.
    • ScratchJr — free companion iPad app to the Scratch website focuses on primary kids. Commands are simplified and fewer in number, icons and sprites (characters) are bigger and more colorful to make it more engaging and user-friendly for younger students.
    • *Code.org — great site has self-guided lessons for absolutely any age group, from the kindergartener still trying to master the mouse and keyboard to the high school kid ready to tackle javascript. It is free, and you can set up your classes with an easy upload. The site gives you usernames and passwords–bonus!
    • *Scratch — if your kids are ready for more open-ended learning, maybe upper elementary and middle school, Scratch is a great tool to use. There are tons of how-to vids and lessons out there to help them (and you) get started. Accounts are necessary and free, but there is no bulk upload. You’ll need to do them 1 at a time. Most work is done by arranging blocks for specific tasks, but students can get pretty advanced–things like variables and functions.
    • Code Combat — see the statement above regarding accounts. This fun site does actually require students to type lines of code as they navigate medieval-themed challenges. Students can earn armor and weapons upgrades (Don’t worry–it is comical, not violent.).
    • Swift Playgrounds — fun iPad app that teaches basics of the Swift programming language. Students type code to complete increasingly challenging tasks, all the while learning important coding concepts. Also includes downloadable content to learn to program games, such as Rock, Paper, Scissors or a Running Maze. This is a great step up for middle school kids, and 5th graders would probably also successfully enjoy it. Swift is a great language to learn, because it can be used on any platform, including mobile, desktop, or even the Apple Watch. (Note to middle school peeps–I REALLY like the possibilities for this with middle school kids, and there is a ton of curricula on iTunesU. It might be enough to persuade someone to buy a complete set of iPads for your classes. I plan to lobby for that.)
    • Code Monkey — now included in our Learning.com curriculum, this game-based tutorial teaches kids the basics of coding and the CoffeeScript language and how to create HTML5 games. Probably a bit challenging for the K-4 crowd, but worth a look for older kids already using the Learning.com curriculum.

I hope this helps clear up any confusion. If you feel worried about this unit of study, Code.org is where I would start. It has great classroom curriculum management resources and is super easy to learn. Please do not hesitate to email me if you need help getting set up or just learning the tool you want to use.

The 2016 Election and Information Literacy

Wow, what a year! This year’s presidential campaign was simply…indescribable. Among the highs and (many) lows this time around, the election results have produced an interesting and important dialogue that relates to our work as educators. Social media companies, Facebook in particular, have come under substantial scrutiny because of the proliferation of “fake news” stories on their platforms and the potential impacts these stories may or may not have had on the outcome of the election. Here are a few examples:

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Trump duped the GOP–egads! Trouble is, there is no record of this statement ever being made…to People magazine or anyone else. That didn’t stop it from spreading like wildfire among upset Hillary Clinton voters in the past 2 weeks, though.

download-2

The Clinton dynasty crushes dissent once again. Not so much. The Denver Guardian sounds like a legitimate news organization. It isn’t, and neither is the story.  Regardless, it made the rounds among Trump supporters.

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This one showed up just today in my Facebook feed. Besides being pointless, the data is completely and entirely fabricated, something the original poster refers to as “projected”. Besides, the electoral vote is not “final” until January 6.

These are just a couple of examples of fake news stories that ran absolutely rampant, often picking up hundreds of thousands of shares and millions of likes. Whether or not they influenced the results will continue to be debated. However, if I was a librarian, a history teacher, or anyone teaching research skills, I would find a way to leverage this discussion into a life lesson about being a discerning and skeptical consumer of information and a person who engages in fact-checking of “breaking news”, particularly the kind that evokes such passionate, emotional, and important responses. I might start such a lesson this way:

  • What is your immediate reaction to this story?
  • Is it true? How can you tell?
  • For what purpose(s) might someone fabricate a story like this?
  • What strategies and resources did you use to determine the veracity of this story?

 

First Things First?

Img source: http://tinyurl.com/gq3jmx5

Img source: http://tinyurl.com/gq3jmx5

Last week, I attended and presented at Tech and Learning Live in Dallas. This is one of my favorite events of the year, because it is by its very nature extremely collegial and conversational, whether in sessions or in the numerous snack breaks (another reason it is a favorite). After a morning session on blended learning, I got into a discussion with a colleague who I highly respect on the goals and potential of blended learning. I had heard much during the session on how the district from which he came was looking at blended learning as a tool to increase student literacy levels and, of course, test scores. I see lots of potential for blended learning as, optimally, a tool for increasing student choice, creativity, and engagement, with test results being a positive side effect. During our discussion, my friend stated something to the effect that schools had to get test scores up “so they can then do the fun stuff.” Knowing the realities of the very oppressive accountability systems we have in place, I sympathize 100% with this point of view, but I don’t necessarily embrace it. Which brings me to the question of the day:

Which is the right approach?

  • Go for high test scores using whatever means necessary with the belief that more engaging, authentic learning will be possible once the unappealing stuff is knocked out.
  • Go with more learner-centered, engaging, and authentic learning and have faith that the tests will turn out fine.

While there is an obvious, pie-in-the-sky ideal answer here, the tough realities faced by schools make this a much harder question to answer than at first glance. What do you say? What is your school or district’s philosophy?

Rapid Reaction: Most Likely to Succeed

The latest education-themed book I have finished is Most Likely to Succeed, by Tony Wagner and Ted Dintersmith. It is a compelling, challenging book that questions a vast list of things that we take for granted as being fundamental in education: subject areas, daily schedules, grades, traditional assessment, standardized assessment, college entrance exams, college in general, and much more. It should generate powerful, change-inducing discussions if selected for a school or organizational book study. It is a fascinating and entertaining read, as well, and I wholeheartedly recommend it.

I had the opportunity last night to view the related documentary, Most Likely to Succeed, at a screening in Austin. The film is much narrower in scope than the book, as is almost always the case. Rather than visiting a wide range of schools and taking on all of the issues of the book, the film focuses on 2 classes and, primarily, 2 students in the very non-traditional setting of San Diego’s High Tech High School. There is just enough historical background and future predicting to give context and purpose to the narrative of the students, then we are presented with a brief view into the day-to-day lives of the principle subjects. It is an entertaining documentary and has you rooting for the students to succeed. As a father and educator, it struck several chords with me and, honestly, made me a bit emotional at times. The following are a few takeaways from the film for me.

  • Traditional school curriculum is soul-crushing. We rely on perky or entertaining teachers to make our students’ days bearable and, occasionally, enjoyable. Make no mistake, though, most kids are riding it out, disinterestedly waiting for the bell day after pointless day.
  • The entire purpose of school as we have created it is to pass tests. Unit tests, benchmark tests, practice tests, state tests, college entrance tests, on and on. We don’t admit it, but that is our purpose as educators–not to help them succeed in life, but to help the kids pass tests.
  • committeeof10We are at the mercy of a bunch of rich, powerful men who died a century ago. The power and sway that a group of elite, white academics and industrialists still holds over education in the United States is baffling. Not that their intentions were bad–their world was simply an entirely alien place that bears no resemblance to ours, yet we still run our schools as if we arrived at work in our Model T’s.
  • Parents have a really hard time letting go of the past, Strangely, most adults do not recall how boring and meaningless much of our educational experience was growing up. Our lack of accurate reflection makes it extremely hard to imagine our kids surviving and thriving in a world without bells, subjects, and textbooks.
  • Students, especially high achieving ones, have the same hard time as parents. Top ranked kids know the routine, know what’s expected of them, and often don’t want their attention to be diverted to anything but gaming the system, getting a high SAT score, and getting into the Ivy League. New paradigms and routines can be very hard for these kids.
  • Is “college for all” really in kids’ best interest? This is especially thorny when kids experience a school like High Tech High or other bastions of creativity and imagination, then get to head off to the land of talking heads and academic loftiness (where they get to drop a couple hundred grand for the privilege).
  • Students engaged in meaningful, challenging work will exceed our expectations. It truly was staggering to see the quality of work of everyday, ordinary kids in the film. Likewise, the grit, leadership, and self-motivation they displayed was a beautiful thing to imagine.
  • hopeThere is hope! I see more evidence all the time of a trickle of  radical, powerful, completely new models emerging. They are models that put kids first, not tests, not rankings, not college acceptance. Strangely, their kids seem to do quite well on “the tests” and at the next level, probably because the challenges they have undertaken already are of greater complexity, difficulty, and meaningfulness than what they face in the established system. It is not an easy thing to achieve. It involves critical self-examination, humiity, open-mindedness, creativity, extreme working hours, new goals, communities with vision, and more. But it is occurring, and that gives me hope and faith in the profession I’m called to.

Image source, Committee of Ten

Image source: Hope

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