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. )
About two years ago, I stopped making resolutions in the new year. Instead, I now make intentions.
The word "resolution" is problematic to me; it literally means "the action of solving a problem, dispute, or contentious matter." I've decided that if I think in these terms--that my current behaviors are a problem that need to be solved--then I've already established a negative vision/version of myself.
I prefer the word "intention." It's a kinder word, a word that indicates a plan, a goal, an aim to do better.
This year, I have many intentions: personal, spiritual, physical. I hope to turn my weaknesses into strengths.
Professionally, I intend to focus more on the needs of my audiences and less on how I appear in front of them.
I have a tendency to make it about me. That's a weakness. My intention is to build relationships grounded in compassion, empathy, and a genuine desire to help people embrace the desire to learn new things.
Wish me luck. I wish you that and more as you transform your weaknesses over the next twelve months.
And happy new year!
Happy New (School) Year!
Did you make your New Year's resolutions when it comes to how you're going to do things differently in your classroom this year?
Have you given any thought as to how you'll #TeachYoSelf over the course of the next nine months? So that you can keep up with the coming-at-me-like-a-fire-hose barrage of new and changing educational technology?
Maybe you haven't. And it's okay, because taking on one more task in your already overstuffed turkey of a day is daunting.
But we don't have to go it alone. Get yourself a buddy this year!
I explain it more below:
Teacher, author, and innovator Holly Clark recently examined in her blog why some educators tend towards innovation more than others do.
I've been at this for four years now, and one of the things that I've found myself consistently pondering is why it's been such a struggle to find enthusiasm for the adoption of educational technology in the classroom.
Of course, it all comes down to fear (or neophobia, as Seth Godin terms it.) And in four years, here's what I've come to understand about neophobia:
We fear the unknown.
Technology is the realm of the “digital since diapers” crowd, and since we feel like we are strangers in a strange land, we tend to feel excluded. And thus, there are educators out there who reject or avoid technology all together, expelling it from their classrooms, and continuing to teach as if the technology doesn’t exist. But here's the thing, though: everything evolves. What makes education so special that it’s immune to evolution? And more importantly, why would a profession that prides itself on shaping the future be so reticent to change? We have to turn it around. We have to embrace change instead of fighting it. We owe the medical, transportation, communications, and technology industries major props for being willing to evolve. And education is the one profession that gives birth to all of those industries. It's time to change. If we fight it any longer, we'll become irrelevant.
The inclusion (or intrusion, depending on how you look at it) of technology makes some of us feel as if we are losing control of our classrooms and students.
This makes sense when we consider how learning occurred in the pre-Internet days when the teacher held the keys to learning. However, we need to embrace a new model--that of facilitator, guide, coach--and we need to work collaboratively with our students. We can learn from them, they can learn from each other, they can learn on their own. There's no longer any need for us to be the gatekeepers to knowledge acquisition.
Technology makes some of us feel as if what we have to contribute is no longer relevant.
Nothing could be further from the truth, in fact. The human element has been, is, and always will be a necessary part of learning.
We feel attacked for not knowing.
We are expected to embrace the technology, and yet, very little in terms of support and structure is provided us. And so, change is painstakingly slow. “Sit and get” professional development is not conducive to long-lasting, organizational change. We need to change the model of digital learning to take into account our “digital immigrants.”
It prevents us from moving forward. Fear can paralyze us, and if we don't confront it--if we aren't willing to enter into a relationship and get to know it--then it will crush us. Ironically, the only way to banish the neophobe from our psyche is to be unafraid to confront it.
We should always remember that our goal as educators is to create lifelong learners. Let’s model what that looks like by being willing to confront our fears, to sometimes fail, but to ultimately succeed.
And isn’t that a totally awesome-sauce life lesson for our students?
Photo credit: Quotes Mixer
If a picture's worth a thousand words, then take a look at this:
It's a side-by-side comparison of two activities, but I'm not going to share with you yet which activities. The image is from a study conducted by an MIT professor in which students were equipped with wristbands that measured skin conductance as an index of the “arousal associated with emotion, cognition and attention.” The students wore the wristband for one week. These are images of "highly-spiked" activities, or activities that stimulated strong physiological enthusiasm from one student:
The obvious conclusions we can draw from these images aren't too much of a stretch: the more intellectually stimulating the task, the more the brain is engaged, right? So, studying, homework, and testing all create tangible spikes.
Okay, ready for the big reveal?
Yep...sitting in a classroom is about as intellectually stimulating as snoozing. Digging deeper, we can reasonably assume that this particular classroom activity is most likely lecture-based.
Did you know that since the establishment of the university system in 1050, class-long lecturing has been the predominant method of instructional delivery? Let that settle in for a moment: we've talked at students for almost 1,000 years. Despite recent studies that confirm fifteen minutes is about the maximum amount of time students can focus on lecture material, we're still encouraging students to passively accept our content knowledge. Or, to quote my math coach buddy Mike Lipnos, "We have no idea how much we take from children when we give them our thinking."
What Can Be Done?
Fortunately, this is an easy fix, and I'm certainly not endorsing a complete ban on direct instruction; sometimes it's necessary. However, it's not our only option. Vicki Halsey, author of the book Brilliance by Design, suggests a six-step ENGAGE model for instructional delivery, and you can read more about that in more detail here. Distinguished teacher Angela Watson provides eight quick-start ideas we can immediately implement to get our kiddos actively talking more, such as:
In other words, keep it brief, keep it active, and keep it about the students.
What strategies do you use to cut down on the amount of time you lecture?
When Dr. Ruben Puentadura devised the SAMR model as a pathway for teachers to integrate technology into instruction, he justified its existence in the following way: “I see students taking charge of their own education. Those are classrooms where the students say…’I can see a better way of doing that!’ There is a certain excitement [and] a certain ownership of learning.” In other words, he envisioned a world (and classrooms) where the teachers and the technology would work together to create student-centric environments.
I appreciate the simplicity and step-by-step approach of the SAMR model. More importantly, I appreciate the #awesomesauce potential it promises. Truly defining 1:1 in the classroom comes down to this:
These are the goals not only of the SAMR model, but of the redefinition of learning. Today’s classrooms should be teacher-bordered and not teacher-focused. Our learning environments should encourage students to individually find a better way to think, to solve, to learn, and to re-learn.
The 1:1 classroom offers that potential, for sure. But in my travels, I all too frequently see many districts or buildings or classrooms not quite hitting the mark. (I’m not getting all Judge Judy here, I promise!) I think that we all too often get stuck at the substitution level of the SAMR model when it comes to 1:1.
And then we get comfortable staying there.
And the next thing you know, we’re wearing sweats, we’ve abandoned makeup, the hair’s up in a messy ponytail, and we’re hanging out the couch, with pizza and Netflix now a substitute for our date night. In other words, we’ve stopped making an effort.
image courtesy of The Odyssey Online
We weren’t meant to get stuck. A digital worksheet is still just a worksheet, after all.
Being 1:1 isn’t just about the technology--because the technology isn’t going to magically make students empowered and engaged. Just because every kid has a device doesn’t mean that kid is using the technology to his or her advantage. We need to keep this top-of-mind when we introduce technology into our classrooms, schools, districts: “A one to one classroom occurs at the intersection of content, pedagogy, and technology.”
When I assist teacher teams with integrating technology into their classrooms, I lay out for them the things that need to really change--and that’s first and foremost the pedagogy. We can’t continue teaching to 21st century kids as if they’re 20th century ones. With that said, when teachers and administrators ask me how they can get started going 1:1, I always ask the following questions:
Are You Willing to Change the Design of Your Classroom?
A 1:1 classroom requires flexibility for both individual and collaborative work. Are you willing to ditch the desks? Are you accepting of the idea of a space that is stripped down, inviting, and designed for collaboration? Are you willing to give up your teacher desk (or as I call it, “Fort Desk”) in favor of a have-laptop-will-travel mentality to work with students? Are you ready to make your future-ready classroom brain-friendly? Simply put, does your classroom look like your local Starbucks or the Google offices? (Okay, okay...you probably can’t make it look exactly like the Googleplex, but consider the open spaces, collaborative idea sharing areas, and inviting atmosphere.)
Are You Willing to Give Up Control--and to Be Okay with Occasional Chaos?
Are you okay with not feeding students content via lecture notes, graphic organizers, and prepackaged worksheets from Teachers Pay Teachers? Are you okay with asking them questions and then letting them explore like free-range chickens? Are you okay with not having an airtight, rigid lesson plan? Are you okay with abandoning a lesson when an opportunity for exploration presents itself? Are you okay with letting students get it wrong occasionally--make mistakes, fail, and self-correct? Are you okay with not stepping in and taking over--being the guide and not the facilitator? Are you okay with students being out of their seats? Are you okay with non-silent, working students?
Are You Willing to Let Students Create?
Are you familiar with the revised Bloom’s Taxonomy--where creation is now the highest level of learning? Are you happy to let students show what they know instead of having them take and end-of-unit summative? Are you ready to let your students be content creators instead of content consumers? Knowing that whoever is doing the talking is doing the learning, would you be willing to let students teach something to increase their retention of material? Would you even be willing to let them write a textbook or create learning materials for their peers instead of simply recalling? Would you consider allowing students to publish to a global audience via YouTube, blogging, or the creation of a website?
Are You Willing to Give Up the One-Size-Fits All Mentality?
Can you create an assignment or activity that accommodates different types of learners? Will your learners have choice and voice in how they present their learning? (As Chris Lehmann points out, “If you assign a project and get back 30 of the exact same thing, that’s not a project. That’s a recipe.”) Would you consider different instructional delivery methods that might be self-paced? (Think HyperDocs or gamification here.)
And the biggie...
Are You Willing to Become a Flipper?
Can you get comfortable with the idea of assigning homework for classwork and classwork for homework? Can you give up lecturing and instead devise active learning experiences, problem-based learning, or peer instruction? Can you challenge yourself to deliver content outside of class that is engaging? Are you willing to let students use their mobile devices in the classroom to learn and create?
If the answer to the majority of the questions is yes, then we are good to go, to explore, to learn, to transform, If the answer is no, well, that’s neither bad or good--it’s just the way it is and some guided hand-holding and confidence-boosting needs to occur.
These are all uncomfortable questions, and it’s sometimes uncomfortable for me to ask them--and for educators to even consider them. But change doesn’t happen in our comfort zones.
Speaking of getting uncomfortable, let’s revisit that date night analogy again: Remember when things were new? You know, when we actually put forth some effort? When we shaved our legs, applied the eye shadow, curled the hair, and donned the heels? (Guys, not sure what your equivalent of date-night effort is. Don't throw shade at me.) Let's get back to putting forth the effort. It makes everyone happy.
We have to encourage ourselves and our colleagues to make the effort again, too. To not get comfortable. To ask of our current pedagogical practices, What can I do to keep this fresh?
We need to keep making the effort and we can’t stay comfortable.
Because our 21st-century students, after all, deserve our effort.
image courtesy of Pixabay
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.
Note: This is the first in a series of posts about lesson makeovers. These are opportunities I've had to transform traditional instructional practices to make learning more engaging and meaningful in a 1:1 classroom environment.
I'm a sucker for makeover shows: home makeovers, fashion makeovers, beauty makeovers, whatever. It's the transformation that mesmerizes me--the gift of the makeup artist to alter one's appearance, the talent of the designer to reimagine a space, the genius of a fashionista to envision the future.
Hey, we all could use an update.
The same is true of our instruction: a little change now and then is a good idea. (You know, maybe trade in that blue eye shadow for something a little more this decade. And really, how much longer are you going to hang on to that Forenza sweater?)
Recently, I've been working with a group of teachers who've asked me to remodel their "clunkers"--or as I like to call them--the educational equivalent of MC Hammer pants. (Side note: my pal Amy Roediger calls this "remaking the worst lesson" and a terrific place to start when it comes to educational technology transformations.)
So with that said, here's this month's makeover: a 4th grade subject and predicate worksheet.
Before: Wearisome Worksheet
This standard cut-and-paste worksheet from Teachers Pay Teachers doesn't do much in the way of helping fourth graders show what they know. In fact, it's a DOK Level 1 activity in that students are simply asked to arrange subjects and predicates without even having to understand what they are, as evidenced by the fact that simply knowing a sentence begins with a capital letter and ends with a period would enable you to complete this having zero knowledge of such. And did I mention it involves cutting and pasting--UGH.
After: Radical Reshaping
This former worksheet remade via a Google Drawing can be pushed out via Google Classroom with the following directions:
Sure, it still has the arranging task to it, but notice that all punctuation has been removed. This compels students to distinguish (DOK 2), to revise (DOK 3), and to create (DOK 4). Furthermore, they're practicing necessary technology skills which so many of our kiddos need to have mastered. More importantly, students are really, truly showing what they know.
So, let's leave the cutting to our bangs, okay? (Or maybe not. Go see a professional for that.)
image courtesy of FemaleMag
Learning Designer. Instructional Coach. Trainer. Working my hardest to create Teacher-Bordered Classrooms.