My friend posted the following to Facebook a few months back:
I didn't comment, as I have a semi-serious case of notification-itis. (I get itchy and inflamed from seeing my notification count exceed single digits.) But that didn't stop me from being totally amused waiting on the comment thread. As you can imagine, comments ran the gamut from disgust with "these kids today," to the "give him a break" pleas that could only originate from a mom.
Had I commented, I would have asked,
In my work, I get a fair amount of complaints from Boomers and Gen Xers about Millennials and Generation Z--who are unfairly characterized as screen-obsessed zombies with zero discernible life skills. But I love GenZ, and how bravely they navigate the digital universe. And frankly, how much longer is snail mail going to be a thing, anyway?
image courtesy of Picture Quotes
I've been using QR codes in the classroom for years. They make learning visible and three-dimensional. More importantly, when used properly, they provide a voice for students--something we really need more of in digital learning.
Did you know that with Flipgrid, you can add QR codes to student videos?
I don't have a clue how I acquired this image.
But it's powerful, isn't it? It's reminiscent of Bloom's Taxonomy--but unlike Bloom's--this visual allows us to focus on learning from a student perspective as opposed to focusing on instruction from a teacher's perspective.
And what also astounds me is how clearly this image delineates how traditional forms of instruction don't do a whole lot in terms of being effective for our students. I wonder, are they even effective for us any longer?
In any case, John Hattie's research on feedback is more convincing than anything I could write here. But if you're looking to up your feedback game, I fully recommend you start here.
What are your thoughts on this graphic?
I'm a visual learner. I need to see information to learn it.
It makes sense, then, given that we live in a digital age, that our students are primarily visual learners as well. With that in mind, you and your students should check out this site--What's Going On In This Graph? --from the Learning Network of the New York Times.
It would be fun as a class to postulate on the story of the displayed data. There's always a good story behind the data. (Critical thinking--yay!) To help students begin their exploration, the NYT provides guided questions to get students interacting with the numbers. They even take it a step further with a "live moderated conversation" complete with experts in the field and making the convo global. (Communication--yay!)
For example, today's data set explores student loan balances over time. It's not a static data set, either. Students are encouraged to interact with the data and to explore what their potential student loans might look like.
Oh, and by the way, interpreting data and defining visual information is also a skill-set expected of students courtesy of the Common Core:
Stories aren't just found in books. Give data a try.
(Thanks to Rod Stewart for the inspiring title to this post. )
I've been lately embedded with a 4th grade math class, observing and looking for opportunities to integrate technology into daily instruction as this school makes plans to be 1:1 next year.
Today, a true teachable moment presented itself. As students collaborated in the number corner, discussing the concept of time, one kiddo piped up, "What does a.m. & p.m. mean?"
Pausing, the teacher asked, "What do you think it means? Does anyone have a guess?"
"Does it mean 'after midnight' and 'pre-midnight?" another student offered. (Not a bad guess, right?)
At that point the teacher encouraged the kids to look it up when they got home and to share the answer with the class the following day for a bonus buck. There was content to cover, after all, and only so much time to cover it.
I kept my mouth shut. It wasn't my place to jump in and say, "Let's figure it out now!" I was a guest, after all. Still, I knew we were missing a valuable opportunity to model learning in the moment--instead of putting it off until later. I'd bet a paycheck that none of those kids were going to go home and search for the answer. The moment was gone.
Or was it?
I know what a.m. and p.m. mean, and so does my high school senior--who's in his fourth year of Latin. (By choice. I swear.) I didn't want to lose the moment, so I immediately texted my son:
This isn't the first time I've dragged my kids into teaching others. When he was in sixth grade, I coerced Tyler to create an instructional ShowMe to demonstrate to teachers how the app works. My younger son, Robbie, and some of his buddies were "gently guided" into making a collaborative learning website in 7th grade so that I could share with teachers that students could create their own learning materials. And just last month, Tyler co-presented with me at a local edtech conference--and not only wound up leading the session, but stealing the show, too.
I don't bring kids into teaching because I can't teach. I bring them into teaching to prove a point: in the digital age, learners are teachers and teachers are learners. Knowledge acquisition is fluid.
So, knowing that a question left unanswered and unexplored is a lost learning opportunity, and hindered by the fact that Tyler's AP Physics class was more important than my need for him to Facetime the 4th graders, that afternoon we devised an alternative solution and created a short video to share with the kiddos the next day.
And here it is:
Not necessarily professional, and not necessarily polished...but definitely real. And, as it turns out, our audience of fourth-graders enjoyed the heck out of it...and I'll bet a paycheck they'll remember the meanings behind ante meridian and post meridian for a long time to come.
This generation of learners craves digital interaction: they're Facetiming, Snapchatting, Instagramming, Tweeting, and devouring YouTube videos. Why? Not because they're passive recipients, but because they seek to connect in exciting, engaging, and authentic ways.
Let's try to recognize and take advantage of more opportunities for learning to happen in real-time--outside of both our carefully-arranged lesson plans and the four walls of our classrooms.
Last week, I had the opportunity to speak with a group of middle school and high school teachers as they address what 1:1 will look like for their district. The driving question of this particular roundtable/workshop was “Why Do We Have to Change the Way We Do Things?” It’s often how I like to start when trying to change hearts and minds--by getting to the reasons that initiate the change in the first place. For me, that starts with trying to understand Generation Z.
I posted the following question to those assembled: “In one word, how would you describe #GenZ?” Here are some of those responses:
As these results appeared on the screen in front of us, lots of laughs and a few smirks followed. I asked my audience why these answers may (or may not) have amused them:
They’re always staring at screens. I used to go out all day and play until it was dark.
They’re always taking selfies and posting them; they’re so self-obsessed.
They think they’re so tech-savvy, but they really don’t know how to use technology.
Totally soft. They wouldn’t be able to change a tire if they got stuck on the side of the road.
Pretty negative, right? I had hoped that the person who labeled GenZ as “teachable” would have spoken up, but (s)he didn't, so I’ll take on that task.
Personally, I’m a huge fan of GenZ. Like an oversized-foam-finger-fan of them.
I love their boldness, their creativity, their intuitive ability to interface with devices placed in front of them, their willingness to connect and interact, their total lack of reluctant self-consciousness. This is a generation who creates their own YouTube channels, who uploads their original music to SoundCloud, who publishes their own ebooks to Amazon Kindle.
They are fearless in their belief that the world is accessible to them. And I admire it.
I think that’s why we as educators are so reluctant (or so resistant) to embrace Generation Z’s “different-ness.” I think we’re the ones with the fear; maybe we’re a teeny bit afraid of them. Perhaps they represent to us what was once a distant future but what is now clearly a very present, well...present. Generation Z doesn't necessarily need us to teach them anymore--at least not in the traditional way. They can find answers without us. They can learn things without us. They can create things without us.
Do we fear our irrelevance? Or do we fear our loss of total control?
If we fear the former, don’t panic. We just need to modify our role. If we fear the latter, well, Buttercup, we’re gonna have to get over that in a major way.
If we’re ready to modify our role, then let’s create teacher-bordered classrooms where the kiddos are allowed to discover learning instead of having it handed to them. If we’re gonna get over it, we’re going to have to get uncomfortable with not completely understanding technology and learning it together with our students.
If you can’t beat ‘em, join ‘em.
Generation Z is historically unlike other. In a word, that’s amazeballs. But are they really so different? My generation (Generation X) triggered our parents with MTV and Walkmans. (Wasn’t that in itself a form of self-involvement and distraction?)
My advice? Embrace the revolution. Let the selfie generation see themselves in their learning.
Have you seen the new Google Pixel 2 commercial? Before you read any further, take a look:
What’s your first impression? Mine is That’s brilliant. But it’s not just the commercial that’s brilliant (although the advertising executive who dreamt it up sure deserves a bonus)--it’s the message:
A question mark changes everything.
As the Google design team makes abundantly clear in this ad, statements are limiting, and placing a period at the end of a sentence indicates finality. No more ideas. No more moving forward. The end. Game over. ‘Nuff said.
But what if?
As we Google fans know (and as the company itself affirms), Google is a company “built on questions.” And as more schools go Google (70+ million G Suite for Education global users), we need to change our mark of punctuation:
We are learning.
We are learning?
Think about our CCSS “I Can” statements--the ones prominently displayed in every classroom to indicate content learned by students. Here’s one for high school biology:
I can use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (LS1-4)
How do we know they can?
Well, traditionally, a teacher will prepare slides about mitosis, give lecture notes about mitosis, copy study guides and worksheets about mitosis, assign homework and reading about mitosis, and then finally administer a unit test about mitosis.
No more ideas. No more moving forward. The end. Game over. ‘Nuff said.
(By the way, notice the verbs I used above to describe the traditional learning process: prepare, give, copy, assign, administer. While these aren’t passive verbs--and this former high school English teacher should know!--they certainly designate passivity when it comes to learning. And notice that all the “work” is being done by the teacher. The students will watch the slides, copy the notes, complete the study guides and worksheets, do the homework and reading, and take the test. Check out the verbs I used in that last sentence. See a pattern? Those verbs make a point, and the point is this: If whoever is doing the talking is doing the learning, then we’re doing it wrong.)
A question mark changes everything.
What if we changed that period at the end of a traditional "I Can" statement into a question mark?
I can use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms?
Imagine projecting that question to a class and simply saying, Can you? Imagine allowing them to pursue their own learning, to show, to demonstrate, to create. What if we said, “Figure out a way to show how you can master that standard, whether it’s a screencast, a song, an infographic, a story, an animated Google Slides deck, a carefully-curated assemblage, a playlist...a whatever you can imagine! I’ll be here to guide you, to coach you, to encourage you, to direct you, but I will not do the work for you.” Imagine stepping to the side and allowing them to be active participants and owners of their learning.
I can learn.
I can learn?
Statements finalize possibilities. Questions open them up.
Still not convinced? Think about this for a minute: Google didn’t create the latest in innovative smart phone technology by making statements. Google did it by asking questions.
So why aren’t we?
A question mark changes everything.
Note: To learn more about asking questions to inspire learning, check out inquiry-based learning.
I’m giving you fair warning, buttercup: this is not going to be a warm and fuzzy post. So if you’re a sensitive soul, now’s the time to turn back.
I’ve been sitting on a draft of this post for six months now, hesitating to go public for fear of offending anyone. The content that follows--to borrow from the latest in adolescent vernacular--may ”trigger” you. Or it may inspire you. Maybe it will provoke you to stop following me. Or maybe (hopefully!) it will encourage you to think. Here goes...
Last week, I was working with a teacher during her planning period, brainstorming ways to integrate a specific instructional technology tool into her curriculum. As we collaborated, her veteran partner walked in, took one look at us, and responded, “Oh, no. No more technology for me! Absolutely not.” She promptly turned on her heel and exited.
Unfortunately, this is not an uncommon reaction to my presence in a classroom or a school. While I’m often welcomed with open arms, I’m equally as often treated like Frankenstein’s monster in the village.
I’ve tried to not take it personally. In my best Stuart Smalley voice, I’ve self-talked and mentally declared my worthiness to myself when I sense a reluctant adopter’s discomfort with my presence and with what I represent to her--which is change.
However, like Frankenstein’s monster, I believe I am (or at least my role is) frequently misunderstood. So please allow me this opportunity to clarify: Teachers, I was not put on this earth (or in this job) to torture you, but to instead make learning more engaging and productive for your students.
And promise you: This is not about you. And it’s not about me, either. It’s really, really about the kiddos. My misson is to act as a translator and tour guide into the digital domain--a world in which our students already exist. And a world in which they’d be really, really thrilled to have us join.
So when you get angry at me, or snub me, or tell me things like the following, I tend to take it, well, personally:
I take it personally on behalf of our students. I'm not working against you. I hope to work with you. We’re on the same team. Just like you, I strive to challenge students, to push them, and to inspire them.
Imagine how you might react if students said the following to you:
Listen, I get it. Change is scary. But it’s inevitable. Everything evolves. It’s that simple: every industry, every profession, every thing changes.
When an educator summarily rejects the notion that technology is a necessary part of educating our students, when an educator absolutely refuses to improve his or her own understanding of it, and when educators treat as the enemy the people whose job it is to assist them in making the shift, I have to say--and it pains me to do so--then you’re making it about you.
Again, I’m so very sorry if this post makes anyone uncomfortable. But maybe discomfort isn’t such a bad thing, because it’s only when we step outside our comfort zone that true change occurs. As author and speaker Brene Brown so sagely advises us, “You can choose courage or you can choose comfort, but you cannot choose both.” Of course it’s comfortable to stick with what we know and to do things the way we’ve always done them; however, it’s also incredibly courageous to venture into the unknown.
Yet, in spite of it all, I’m very grateful I get to do the work I do. Because even on my bad days, even when the villagers have chased me into the depths of the forest, I have to remind myself:
It’s not about me. It’s not about you. It’s about them.
Dewey quote from Twitter
This post is inspired by Alice Keeler’s May 1, 2017, keynote speech at the #ITIP2017 Ohio Google Summit: “In The Future, Cars Drive Themselves”
I saved this image about a year ago. Don’t know why, didn’t know if I was going to use it, wasn’t sure how I was going to use it, but I knew that while it specifically speaks to the revolutionary work done by both Steve Jobs and by Apple, it generally speaks to the evolutionary work we need to be doing in education.
If you follow me or my blog, you know I’ll evangelize until I’m hoarse (or until someone throat punches me just to shut me up) about the shift that needs to occur from depositing knowledge into our learners’ heads to allowing them to acquire knowledge for themselves.
We’re still asking questions that can be answered with a simple Google search. We’re still feeding factoids that can be found online. We’re still assessing kiddos based on their ability to memorize those factoids.
“We need to teach,” says Google guru Alice Keeler, “like Google exists.”
We need students to create. Not to memorize.
(By the way, do you know that the synonym for “memorize” is “recollect?” Re-collect. As in collect again.)
Why are we asking students to memorize the dates of the Norman Invasion? Is that learning? We’re fooling ourselves if we think our searchable questions are original. Don’t believe me? Well, Buttercup, check out this video about PhotoMath, an app that uses your students’ smartphone camera to snap a pic of a mathematical equation worksheet--and then solves the problem and gives them the answer. If we want answers that aren’t searchable, we need to design questions that preclude that.
So, instead of treating Google like a red-headed stepchild, banning search bars from our classrooms, let’s make friends with it. Let’s keep the end-user in mind when designing instruction. I don’t care how afraid we are of the technology, we have to remember for whom we work--and that’s the kiddos.
If Google’s in the process of design self-driving cars, how about we design self-driving learners? If we hire a personal trainers, we don’t expect them to do the work for us (though I wish they did!). So why do we do the work--vocabulary lists, study guides, packaged lecture notes--for the students?
Are we teaching the future?
Or are we teaching the past?
“It's Hard When You're Young:” What the Chainsmokers Taught Me About Teaching (and Reaching) Generation Z
I attended my first rave last night. Well, as much of a rave as a 49 year-old mother is willing to attend (and endure). It was a Chainsmokers concert that my teenage son graciously allowed me to accompany him to here in Cleveland. (And by “accompany him” I mean he “let me pay for the tickets" and "let me drive him there and back.”) Nevertheless, we had a blast: he bounced and sang along, and I bounced and sang along, too--a Gen Xer sticking out among the Generation Z crowd like a...well, like a mom at a Chainsmokers concert.
But being who I am, I also observed. I couldn’t help it. It’s what I do.
The Facebook Generation vs. The Snapchat Generation
The profound age difference between me and everyone else first hit when I started taking videos and photos with my phone. My intention was to upload them to my go-to social media outlet--which for us Gen Xers is Facebook. And then I noticed that everyone else around me was uploading to their go-to social media outlet--which is Snapchat. I should mention here that I have a Snapchat account; it’s infrequently used, but I have one. My sons have been (im)patiently teaching me how to use it. (I taught them how to tie their shoes. It’s the least they can do to return the favor.)
I’ll admit it: I really, sincerely admire and adore post-Millennials, a.k.a. the Internet Generation, a.k.a. Generation Z. While others may complain about their short attention spans, their self-involvement, their digital media obsession, there are those of us who are intrigued by them, who celebrate them, who believe they will change the world. This past October, I was invited to deliver a keynote at NEOTIE about today’s learners entitled “TBH...It’s Time to Meet Learners Where They Are,” a talk designed to help educators understand how this group--digital since diapers--requires us to transform the way we teach if we hope to keep connecting with them. It was my favorite of any of my presentations, mostly because I loved what I learned about this oft-maligned group.
Due to my admiration of this generation and because they’ve taught this old dog more than a few new tricks, I started emulating those around me at the concert by uploading videos and pics to share later on Facebook, but I also started Snapchatting my Chainsmokers story.
That was my first A-ha! moment: It was so much easier and so much quicker to share what I was experiencing in the moment instead of collecting media to share later in a post that featured what had already happened. Sort of like live-Tweeting, but better. (By the way, it’s no coincidence that Facebook, Twitter, and Instagram have also added their own stories or memories feature to their platforms. Imitation is the sincerest form of flattery.)
This living-in-the-moment attitude and not being burdened down with “stuff” is indicative of a generation of kids who, like it or not, are globally-connected, socially aware, and have influenced and developed their own media language mostly consisting of visuals and acronyms, and who have resolved to do things differently.
Okay, enough adulation. I don’t want to lose those of you who still need some convincing about these kiddos. Suffice it to say, my foray into Snapchat got me thinking about other A-ha! moments: How can we reach today’s learners?
EMBRACE THE (R)EVOLUTION
The Chainsmokers are both revolutionary and evolutionary. They’re an EDM-pop crossover DJ duo who rose to fame by first making remixes of independent bands and then by collaborating with recording artists to write their own original songs. I mean, they’re not even true musicians, as historically defined, really. They’re DJs. (I couldn’t believe I was going to spend good money watching two dudes spin records, as I explained to my son months ago.) However, the DJ duo, Alex Pall and Drew Taggert, started experimenting in 2015, writing their own songs, and then--eventually--singing them. They’re now playing instruments, and have added a drummer and a classical pianist to the mix. As educators, we need to get on board with that same mentality: we can’t keep doing things the way we’ve always done them just for the sake of continuity or because we’re afraid to try something new. We need to get out from behind the record player and try to spin something new.
STOP SAVING & START LIVING
Snapchat stories only last 24 hours--that’s it. I wondered, Why wouldn’t you want to post these memories to, say, Facebook, so that you could have them forever? (Neither one of my sons have a Facebook account. They laugh at me when I suggest it to them: Ummm…yeah. Like I want a “Mom-book” account.) Just so you know, you can save photos and videos in Snapchat to your camera roll, but to this generation, it’s important to live in the moment--to experience the next thing instead of holding on to the past. As educators, the lesson we can learn from this is that we should learn to live in the moment, too. Toss out those file cabinets we’ve hoarded of outdated study guides and tried-and-true lesson plans. Get rid of all the posters, anchor charts, and other hanging crap on our walls and bulletin boards. Strip it down. Get current. Keep it simple. Surf the ‘Net for videos, photos, articles, and memes that speak to today--not to five or ten or fifteen years ago.
WE'VE GOT TO MIX IT UP
The Chainsmokers’ setlist from last night featured their singles, but it also pulled in a whole bunch of yummy goodness from other tracks by the Killers, Panic! at the Disco, the Notorious B.I.G., and one of my personal faves--Coldplay. That’s what DJs do: they mix it up. They don’t just spin one record; they spin an amalgam of them. How many of us still own LPs? My vinyl has been donated or sold. As educators, let's think more and think often about pulling from other content areas and genres to teach: Grab a video from Vevo as a conversation-starter; open up Spotify and create a playlist of songs relevant to the subject matter (or even better--let the kids do it!); let them respond to a class question in Twitter. Stop playing just that one single like a broken record. (Pun intended.)
LET THEM TAKE A #SELFIE
OMG, the selfies. Tons of them, everywhere last night. The Chainsmokers gained initial fame with their 2014 hit #SELFIE--a sardonic yet hilarious look at the selfie phenomenon--but it speaks to a generation of students who need to see themselves. Why they do it isn’t important. Maybe we should instead ask, How can we as educators get students to see themselves in their learning? Most learning is teacher-directed and teacher-assigned. What if we instead provided for more choice and voice in assignments? What types of things would they create? What if we allowed them to pursue and/or construct their learning paths? Of course, we still need to teach the standards, but do we need to do so in such a rigidly-structured manner: lectures, quizzes, and tests? What if we asked our students: How would you like to show what you know?
ACT LIKE A DJ
Okay, so with all this talk of changing it up, I’d like to address the fact that without DJs--the music would come to a screeching halt. [Insert record scratch sound effect here.] Teachers: you’re the DJ. Keep the beat going. You still have to curate the songs and the song clips. They still need us. We are still important. But could we maybe change the song every once in awhile?
CHAMPION CREATIVITY OVER CONSUMPTION
The Chainsmokers didn’t wait around hoping to be discovered by a music industry executive. They made their music and uploaded it to SoundCloud, an open music and audio platform that allows our globally-connected post-Millennials to discover breakthrough artists and to connect with them. From there, the audience grew. The Chainsmokers created their own content, published it, and shared it. In contrast, we often tend to assign one task with a very rigid and specific set of directions based on the notes and lectures we have fed to our students. Do you have any idea how many of your students have published their own work to YouTube or SoundCloud already? Allow opportunities for them to do so in the classroom. What about a video essay (vessay) instead of an essay? What about letting them write a song that exemplifies the tone or mood of an historical era?
LET THE BEAT DROP
I once read something somewhere (I think it was a blog post by George Couros) that asked Would you want to be a student in your own classroom? In other words, are we having fun? Are we engaged? Are we active? When the “beat drops” in a song by the Chainsmokers and other EDM groups, it signals a pause before a major shift in beat or tempo--usually something big and loud and crazy and fun. Like this. Do we let the beat drop in our classrooms? Do we provide some spectacle, something big, something to let our students know that the best is yet to come? Are our hooks “hooky” enough? Learning should be fun. Lectures make it not so much. Dave Burgess is onto something.
WE'VE GOT TO REMIX IT, TOO
Last night, the Chainsmokers’ played their hit “It Won’t Kill Ya” in two (or was it three?) different versions, or what are commonly called remixes. A remix is a different interpretation of a musical recording. The result is something that has hints of the original, but may have a completely different meaning. I immediately connected with the Notorious B.I.G. version of the song; my son (who by the way, loves remixes; he’s on SoundCloud all the time looking for remixes of his favorite songs) preferred the trap remix of the original. Not all remixes are for everyone, however. But to reach an audience equally, we have to consider that not every audience member is equal. And that’s why differentiation is so utterly important. We can’t have a one-size-fits-all mentality when it comes to instruction and learning. Regardless of how we feel about differentiation in education, we have to take the end game (the learner) into account. How are we providing different avenues for learning?
CONNECT & COLLABORATE
Take a look at the Chainsmokers’ songs. While Alex has taken on some singing responsibilities, a number of their songs feature contributing vocals from other artists such as Emily Warren, Halsey, Daya, and Chris Martin from Coldplay, to name a few. Indicative of the generation who loves them, the Chainsmokers aren’t shy in reaching out to connect with others they don’t know. For example, the story goes that the duo, hearing through the grapevine that Coldplay was a fan of their music, simply reached out to them about the possibility of working together. That’s it. We need to reach across the hallway, across the building, across the campus of our schools and districts to collaborate with other teachers instead of teaching within the isolated four walls of our classrooms. Hell, we need to reach out across the globe, using Twitter, Skype, and Google Hangouts to connect with experts, authors, congressional representatives, and scientists. Let’s show our students that their reach should exceed their grasp and that collaborating leads to creation.
IT'S OKAY TO SOMETIMES INTRODUCE THEM TO THE OLDIES BUT THE GOODIES
While before the concert, much of the Chainsmokers’ music was unknown to me--except for what I heard on the car radio--it was comforting to hear the inclusion of music with which I was familiar. Last night’s setlist included snippets of, as I mentioned, the Killers, Panic! at the Disco, The Verve, and Biggie himself. On the drive home, I was provided the opportunity, then, to introduce those artists to my son. Our students don’t know everything, and while they may have access to everything via the Internet, they still need guides to help them figure out what’s important. What we know is still important.
We have a lot to learn from the Generation Z crowd--if we’re listening to them. Oh, by the way...the title of this post? It’s a Chainsmokers song. (Here’s my Spotify playlist of the setlist.) And while my Snapchat story has expired since last night, be sure to follow me for new ones. I’m still true to my GenX roots, though, and that’s why you’ll find my pictures on Facebook, too. I’m happy to embrace both worlds. 😀
Go drop your mic!
Educational consultant + #pedtech coach in Cleveland, Ohio sharing innovative technology ideas for educators.