As I sit on the plane heading back to WY from Educon (bracing for culture shock) I am reflecting back on what I have really taken away from the conference. In truth, I am more than a little shell shocked. Being in such a large city (there were probably more people in the hotel I stayed at than live in my town) and surrounded by so many fascinating people with so many interesting ideas (every single person I talked to was doing something truly innovative and inspiring in education) has left me needing some time to decompress.
Luckily I have notes on all the big ideas, things to look into, and interesting theories that occurred to me during the conference that I will refer back to and process over the coming weeks. But as I sit here on the plane there is one huge “aha” moment that is at the forefront of my thoughts. That is the need to ask more questions.
This “aha” occurred for me during a David Jakes/Pam Moran/Christian Long session that I attended on design thinking. The conversation leaders did an amazing job of facilitating meaningful conversations in a way that I had not previously experienced. Each section of the room was given a scenario (ours was a tech saavy middle school teacher who only had two computers in his room). Instead of proposing solutions (we were in fact forbidden from problem solving), we were directed to determine directions for further questioning that we would recommend pursuing before ideas for solving the problem were proffered.
This type of conversation required a bit of a mindshift for most folks in the group who were by their own admission, problem solvers. However, I think it is a mindshift that was worth the effort. When I reflect back on decision making processes, both personal and those I have collaborated on with others, that have not resulted in ideal outcomes, it occurs to me that more questioning might have led to a different path. Taking time to generate thoughtful questions and to explore them leads to a more comprehensive understanding of the context and thus a more thoughtful solution.
This evening I will be a part of a strategic planning session for my district. I am not sure if people will take time to ask deep questions before making a 3 year plan for the district. I most likely will not be able to change their approach if they don’t. However, I will look at the process through a new lens and learn something regardless of what happens.
Showing posts with label Teaching and Learning. Show all posts
Showing posts with label Teaching and Learning. Show all posts
Monday, February 4, 2013
Forget About the Technology
As a K-12 technology facilitator I work with all grade levels and all subject areas. One of the challenges of this arrangement is suggesting ideas for technology integration that teachers will buy into.
In my experience, teachers have many different motivations for wanting to use technology in the classroom. Their motivation to use technology can come from administrator directive, interest in keeping pace with their peers, increasing student engagement, curiosity, and at times (although less often that I would hope) from questioning what instructional practice will best support student learning.
This disparate set of motivations can lead to many different types of interactions with teachers. Sometimes teachers already have an idea of a technology tool that they want to try, others say What should I do? or Tell me what you want me to do? More often than not teachers have a vague idea about some technologies but aren’t sure of the details.
I have tried various approaches in all of these scenarios, some with more effect than others as might be expected given the range of teacher personalities. Lately however, I have hit on a new approach that I think has some promise. Here is how it works: I begin the conversation by saying:
Forget about the technology.
I follow this up with:
What do you want to bring to the classroom experience for your students? Assume anything is possible.
I am finding this approach to be effective for several reasons. One, it really allows me to identify what is important to the teacher. If I just give the teacher a list of technology tools or just throw out ideas, it is a shotgun approach, somewhat akin to the sit and gets that they have to sit through at the beginning of the year where they get links to hundreds of websites with thousands of resources. Asking what they want to bring to the classroom experience allows me to see what the teachers’ priorities are before suggesting any solutions. Secondly, it frees the conversation from the constraints of the teacher’s knowledge of technology tools (and mine for that matter) and allow it to go freely in the direction of students and learning. That is after all the intent of technology integration into the classroom.
In my experience, teachers have many different motivations for wanting to use technology in the classroom. Their motivation to use technology can come from administrator directive, interest in keeping pace with their peers, increasing student engagement, curiosity, and at times (although less often that I would hope) from questioning what instructional practice will best support student learning.
This disparate set of motivations can lead to many different types of interactions with teachers. Sometimes teachers already have an idea of a technology tool that they want to try, others say What should I do? or Tell me what you want me to do? More often than not teachers have a vague idea about some technologies but aren’t sure of the details.
I have tried various approaches in all of these scenarios, some with more effect than others as might be expected given the range of teacher personalities. Lately however, I have hit on a new approach that I think has some promise. Here is how it works: I begin the conversation by saying:
Forget about the technology.
I follow this up with:
What do you want to bring to the classroom experience for your students? Assume anything is possible.
I am finding this approach to be effective for several reasons. One, it really allows me to identify what is important to the teacher. If I just give the teacher a list of technology tools or just throw out ideas, it is a shotgun approach, somewhat akin to the sit and gets that they have to sit through at the beginning of the year where they get links to hundreds of websites with thousands of resources. Asking what they want to bring to the classroom experience allows me to see what the teachers’ priorities are before suggesting any solutions. Secondly, it frees the conversation from the constraints of the teacher’s knowledge of technology tools (and mine for that matter) and allow it to go freely in the direction of students and learning. That is after all the intent of technology integration into the classroom.
Sunday, November 25, 2012
Can Technology Hinder Learning?
I responded to the parents' concerns in the meeting with comments indicating that the goal of using technology is to develop students capable of creating, innovating, communicating and thinking critically regardless of whether technology is present or not. I also pointed out that for better or worse technology is ubiquitous in our society and that not teaching our students how to use it effectively will likely put them at a disadvantage. I also responded to the parent who shared the article about the Waldorf School (you can see my emailed response here). Nonetheless, the issue really got me thinking about technology, potential drawbacks to using it with young children, and why parents might have concerns about its use in school.
Here is what I have been thinking:
1. I can empathize with the concerns of parents about how technology is being used - If my child were being put in front of programs such as EDM, AR, etc. and it was being hailed as effective use of technology, I would certainly question it. It is clear to me that technology can amplify poor teaching practices just as it can amplify effective ones.
2. I worry a lot about my daughter's school experience (which will start in 2 years) but I have concluded at this point I would prefer to send my daughter to a school where higher order thinking skills, creativity, and problem solving are encouraged - even if they don't use technology. Granted, I believe technology is a tool with fantastic potential and I really want my daughter to use it in school BUT if the teachers and leaders aren't focused on sound pedagogy then I would choose to sacrifice technology to put her with teachers that are.
3. Effective technology integration is a process and will not happen over night. Many of the teachers I work with are under trained, don't have effective networks, are assigned heavy workloads and are under enormous pressure to have students perform well on standardized tests. Nonetheless they are trying. Initially, they are learning ways to run their classrooms more efficiently by automating grading, using word processing programs, and digitizing assignment submission processes. However, projects that incorporate digital resources, student creation, global communication, and social learning are slowly working their way into classrooms and conversations.
Tuesday, March 20, 2012
Fun with STEM!
About a week and a half ago a local parent group teamed up with the school district, our local 4-H club, and CSU to host a STEMasters training to build capacity in our community for supporting STEM education. There were four different training options and I opted for the Energy Module. I wasn’t sure what to expect going in but I have to admit it was a very engaging experience.
At the end of the day our instructor admitted that she is not fond of speaking in front of a group. Let me tell you she proved it! From start to finish we built one thing after another. We made so many things I had to make a list. Here it is:
battery
motor
flashlight
switch
sailboat
windmill
circuit - parallel and series
wind turbine
solar powered motor
electromagnet
Not only did we make all these things but we were given the opportunity to try our new ideas and test hypotheses like: “what kind of windmill blade design will generate the most electricity?” ; “how will electricity act when we set up different kinds of circuits?” ; “if I wire solar panels in series, will they generate enough power to turn a motor?”. The opportunities for inquiry were endless. Plus on top of it I learned more about electricity, solar power, motors, and wind energy than I have in my whole life to date.....and I had so much fun doing it.
I can’t help but reflect on how effective this teaching approach was. Our teacher’s strategy was to give us some simple materials, a challenge (build a light switch with tacks, paper clips, and a fastener, for example) and let us go. After the challenge was met, we started extending our thinking naturally:“can I make it easier to use?”; “what happens if I use different materials?” ; “how can I make a 3-way switch?” ; “Why does it work this way?”. Plus the classroom was set up in such a way that we could see what other groups were doing and compare products and methods.
I am so glad that our parent group was able to coordinate this training and I look forward to conducting some of these activities with students. Here is a short slideshow to show off some of our creations:)
At the end of the day our instructor admitted that she is not fond of speaking in front of a group. Let me tell you she proved it! From start to finish we built one thing after another. We made so many things I had to make a list. Here it is:
battery
motor
flashlight
switch
sailboat
windmill
circuit - parallel and series
wind turbine
solar powered motor
electromagnet
Not only did we make all these things but we were given the opportunity to try our new ideas and test hypotheses like: “what kind of windmill blade design will generate the most electricity?” ; “how will electricity act when we set up different kinds of circuits?” ; “if I wire solar panels in series, will they generate enough power to turn a motor?”. The opportunities for inquiry were endless. Plus on top of it I learned more about electricity, solar power, motors, and wind energy than I have in my whole life to date.....and I had so much fun doing it.
I can’t help but reflect on how effective this teaching approach was. Our teacher’s strategy was to give us some simple materials, a challenge (build a light switch with tacks, paper clips, and a fastener, for example) and let us go. After the challenge was met, we started extending our thinking naturally:“can I make it easier to use?”; “what happens if I use different materials?” ; “how can I make a 3-way switch?” ; “Why does it work this way?”. Plus the classroom was set up in such a way that we could see what other groups were doing and compare products and methods.
I am so glad that our parent group was able to coordinate this training and I look forward to conducting some of these activities with students. Here is a short slideshow to show off some of our creations:)
Sunday, January 15, 2012
The Sun Goes Up and Down
Over the past few weeks my daughter has started to notice the sun. That the sun wasn’t a given would never have occurred to me before having a child, but I guess before a certain age (she is 2 and a half) kids just take the sun for granted. In the mornings she wakes up, lifts up the blind, peeks our and says “sun goes up?” in the evening when I pick her up from pre-school she again inquires “sun goes down?” Sometimes she observes “sun goes up and down”. At first I thought maybe she learned this at preschool but when I asked they said it wasn’t part of the curriculum.
I started thinking about my daughter’s observations and how they demonstrate the natural curiosity inherent in humans after I read George Couros’ post “You have to” vs. “I want to”. In his post Mr.Couros discusses the lack of enthusiasm some students have for learning that at times is forced upon them. He also encourages teachers to use video to get students excited about classes they will take. I think this is a great idea but would also suggest that teachers find a way to design instruction in such a way as to tap into the inner curiosity that all students have.
Personally, I can't say the word "excited" could ever have been used to describe how I felt about the classes I took in school. As an adult however I am constantly investigating, exploring, and learning but not because someone else dictates exactly what I have to learn and repeat but rather because technology has made it easier than ever before to pursue my interests and curiosities. Clearly students need guidance in their learning but perhaps if we give students some freedom to observe, explore, and create we will continue to foster the excitement for learning that we all start out with.
Monday, January 9, 2012
Rising to the Challenge
Today I started conducting a research project as part of my Master’s program. In summary, I am required to identify a topic that was challenging for students to learn (as measured by standardized testing) and develop a technology based learning activity that would address it. The research design is of the traditional quantitative sort with treatment and control groups as well as a post test, the results of which I will analyze using statistical methods.
The objective for my learning activity was for students to demonstrate (and deepen) their knowledge of similarity concepts in Geometry by using Excel to create a model that could be used to solve a variety of problems involving similarity concepts. As part of the methodology I observed the first half of a Geometry class while the teacher gave notes and then took half the students to a computer lab to work on the activity I had designed.
While sitting in the class today, I observed one student who was particularly disruptive. He was shouting out, bothering those around him, and talking constantly. As I called out the names of the students who where to go to the lab with me, I was happy to see that he was one of them as I could tell the teacher was frustrated with him and I was sure that she could use a break. To my surprise as I introduced the activity and got the students started he became very engaged. He didn’t make a sound the entire class period. When I checked his work at the end, he explained his “similarity problem solver” to me and demonstrated how he was using it. While many other students had chosen to make a modified version of the model I had provided, he had done his a different way. After he explained it twice, I understood what he had done. It was impressive.
I acknowledged and thanked him for his hard work and asked him what he thought of the activity. He stated that he thought it was useful as it allowed him to solve problems without getting tripped up by calculations that included large numbers or multiple decimals but rather allowed him to focus on answering the question. I was astounded at his insight as it really got at the heart of the theoretical basis of the study which aims to shift some cognitive load to tools like Excel so students can focus on the higher level thinking required to solve unique, context based problems.
I started to wonder how many other students could improve their academics if given the opportunity to take on challenging, meaningful tasks. While this student certainly stood out because of the contrast in his behaviors, there were others in each section that were able to create thoughtful, complex models to assist them with their geometry problems. There were also those at the other end of the spectrum, who when faced with a task that had multiple possible outcomes, where frustrated and hesitant to proceed without a certain amount of handholding. I guess what I learned is that kids can surprise us. Often students get pigeonholed academically by teachers or their peers or their learning environment. Changing this pattern and letting them try something challenging, meaningful, and stimulating can bring out the best.
The objective for my learning activity was for students to demonstrate (and deepen) their knowledge of similarity concepts in Geometry by using Excel to create a model that could be used to solve a variety of problems involving similarity concepts. As part of the methodology I observed the first half of a Geometry class while the teacher gave notes and then took half the students to a computer lab to work on the activity I had designed.
While sitting in the class today, I observed one student who was particularly disruptive. He was shouting out, bothering those around him, and talking constantly. As I called out the names of the students who where to go to the lab with me, I was happy to see that he was one of them as I could tell the teacher was frustrated with him and I was sure that she could use a break. To my surprise as I introduced the activity and got the students started he became very engaged. He didn’t make a sound the entire class period. When I checked his work at the end, he explained his “similarity problem solver” to me and demonstrated how he was using it. While many other students had chosen to make a modified version of the model I had provided, he had done his a different way. After he explained it twice, I understood what he had done. It was impressive.
I acknowledged and thanked him for his hard work and asked him what he thought of the activity. He stated that he thought it was useful as it allowed him to solve problems without getting tripped up by calculations that included large numbers or multiple decimals but rather allowed him to focus on answering the question. I was astounded at his insight as it really got at the heart of the theoretical basis of the study which aims to shift some cognitive load to tools like Excel so students can focus on the higher level thinking required to solve unique, context based problems.
I started to wonder how many other students could improve their academics if given the opportunity to take on challenging, meaningful tasks. While this student certainly stood out because of the contrast in his behaviors, there were others in each section that were able to create thoughtful, complex models to assist them with their geometry problems. There were also those at the other end of the spectrum, who when faced with a task that had multiple possible outcomes, where frustrated and hesitant to proceed without a certain amount of handholding. I guess what I learned is that kids can surprise us. Often students get pigeonholed academically by teachers or their peers or their learning environment. Changing this pattern and letting them try something challenging, meaningful, and stimulating can bring out the best.
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