Ideas for the Coming Year

Next year, I plan to make some changes in my technology use.  I plan to switch from Moodle to My Big Campus, and along with that change, I hope to incorporate more self-paced learning for my students.  I want my students to practice until they achieve mastery, even though that may mean some students do very little practice and some students do a lot of practice.  I also want to let students pick the type of practice that works for them, so I will be offering many different types of activities ranging from the traditional to online games, videos, VoiceThread activities, and apps such as DuoLingo.  I won’t be ready to incorporate those ideals for every topic next year, but I created a plan for one of the most difficult concepts: preterit versus imperfect forms of the past tense.  If I can make the plan work for this topic, I should be able to continue the process in coming years.

             I think that moving towards a more self-paced learning environment will be one of my most helpful goals, because it will allow me to give more individualized attention to students, and it will allow me to do so at the times they need it most, rather than just whenever it is I can get to them. 

            Additionally, I plan to share the information that I have learned with the rest of my department.  I have already discussed several ideas for changing the way we teach culture to a more student-led approach.  The idea is to give students a general topic and guidelines and let them investigate any aspect or aspects of the topic that they find interesting. They will then have to share this information with their classmates, and participate in discussions, probably via a message board or through some other asynchronous means, such as Mindmup.  We hope that this will improve retention and be more relevant and useful than assessing student recall of specific teacher-selected facts.  We have talked about some of the tools we can use for this style of teaching, and we want to try out a variety of options including Pinterest, Prezi, XtraNormal, and just letting the students pick any tools that they want to use. As we go through this process, we will be sure to talk to other departments about what works for them (our Science department, in particular, makes great use of flipped classrooms), and, hopefully, once we have a little more experience, we can put together some lesson ideas that would help other departments and share them during our in-service training. It’s definitely going to be an interesting journey for us, as well as for our students, and I am sure that we will be learning a lot about how to teach as we try to update our curriculum and teaching methods to make the best use of the modern resources we have available. 

Shifting Focus: Digital Tools and the Student-Centered Classroom

In order to establish efficient and reliable classroom routines and procedures, teachers are usually encouraged to begin implementing those routines and procedures immediately, beginning the first week of class.  I agree that this is generally sound advice, but when establishing a student-centered classroom, the transition may need to be more gradual, especially if the students have little previous experience with self-paced learning. 

As a teacher, I like to start off the year with a brief explanation of my expectations and procedures, and then, jump right in.  I don't like to let students spend a lot of time testing the water.  For me, it is very tempting to address self-paced learning procedures in the same manner.  I want to simply tell the students, “This is what I expect you to do; now do it”.  However, jumping right in may not be the best way to introduce your class to a student-centered paradigm. Even if I, the teacher, have managed to let go of the concept of a teacher-led classroom, the students will likely need time and direction to understand their new role.  For better or for worse, students have likely worked in the past with teachers that worried about students practicing bad habits and have therefore trained students not to work ahead.  After completing a task, these students have been trained to wait (hopefully while doing something quiet and productive) for further instructions.  It can take a lot of positive re-enforcement to change this paradigm now that students and teachers have tools at their disposal that can introduce material and check for comprehension in a self-paced environment.  Teachers must constantly repeat and reinforce their expectations for self-paced learning until students have fully accepted the idea that the expectation to constantly move ahead does not apply to just one activity, one class period, or one unit.  To clearly establish those expectations, it is not enough to merely state and re-state them.  Instead, for the initial few weeks, consider beginning class with a more traditional activity that has all of the students working together and branch off from a large group activity into the individualized activities.  For example, try showing a video clip and holding a class discussion, then have students individually complete a comprehension check.  Based on their performance on the comprehension check, the students can be offered a variety of practice activities that focus on the particular needs of each student.  For example, a student that had difficulty with the vocabulary can work on crosswords and flashcards while a student that understood the terminology but incorrectly applied the conceptual information can view supplementary resources and do application exercises.  A student that performed very well on the comprehension check can either work on enrichment activities or move on to the next concept.  This means that as the year progresses, the whole-class activity will be an introduction of new material for some students, a re-enforcement activity for other students, and a review activity for the most advanced students, but, ideally, the activity should be beneficial for all students.

Another reason to ease into individualized activities is that students may have learned the curriculum material but may not have learned how to use the tools they are expected to use to demonstrate their learning.  Teachers often have the expectation that students are more familiar with technology than they are, but that will not be the case for every application.  Students use different learning tools in every class, and they use those tools in different ways for each class.  Just because you know students have used PowerPoint before, you should not assume they know how to imbed video or audio clips, hyperlink to a non-sequential slide, or even utilize a transition effect.  Before you expect students to use a tool independently, have them complete a directed activity to be sure they are comfortable using that tool.  

Different students will progress through the material at different rates, but it is still necessary to prevent students from getting hung up on a specific topic or skill.  It is equally important to prevent students from racing ahead before they have truly internalized new information.  To address these issues, rather than pushing all of the class content live immediately, I recommend restricting access to two or three modules or topics.  Additionally, I recommend suggesting a range of dates, rather than one specific deadline, for completing each module or topic.  Although it may not occur to students naturally, if it is explained explicitly, most students are capable of understanding that everyone has some concepts that come more easily and other concepts that they take more time to master.  When students realize this, if they finish the work for a particular topic before the final deadline, most students will choose to move forward with their learning rather than risk falling behind their peers if they should happen to find the next concept particularly challenging.

The goal is that both you and the students accept the idea that everyone in the class is at a slightly different place in the curriculum, but that everyone is working to their full potential.  In order to achieve this goal, it is not sufficient for students to understand what they are to do upon finishing an activity; they must also understand what to do if they get stuck.  It is important to have a procedure for working through common problems so that students have a set of steps they can follow before turning to the instructor.  Otherwise, there may be a lot of students doing nothing (or distracting others) while waiting for their turn for assistance.  Consider having students follow a check-list to correct the problem themselves, and if that fails, ask a predetermined partner for help, before turning to the instructor. 

Lastly, realize that collaborative learning and individualized learning are NOT mutually exclusive.   In her discussion of "The Use and Abuse of Technology in the Classroom", Kathy Cassidy suggests using Skype, Twitter, and blogs to allow students to interact directly with experts.  She also suggests that students share their own artifacts digitally.  Digital sharing allows students to collaborate with students from other periods, teachers, or schools.  Students from another class may have received similar information presented differently, and by working together, students from different classes can share different explanations and resources in ways that enhance the learning opportunities for both groups.  When utilizing technology, remember to include a variety of partner and small-group activities.  I urge you to consider making at least one collaborative option mandatory for each unit, and to encourage (or require) students to alternate between similar-ability groups and mixed-ability groups.

It is true that a student-centered classroom may initially appear less organized than a traditional, teacher-directed classroom, but the benefits of allowing struggling students to spend extra time mastering the content before moving on and providing gifted students opportunities to advance and grow should make it worth the juggling act.  By making the transition gradual, individualizing activities based on comprehension checks, allowing students a menu of practice options, using ranges rather than specific dates for deadlines, and encouraging or requiring interaction with both experts and peers, the teacher should be able to verify that the students are engaged in meaningful learning, even if they are not all doing the exact same thing at the exact same time. 

Who has control?

In the article “Freedom, Digital Distraction, and Control”, the author discusses three approaches: control by authority, control through technology, and self-control.  According to the article, control by authority is the least preferable method to rely upon, because it is requires near-constant intervention on the part of the teacher, and it is too easy for students to work around or ignore.  I have to say that I agree with that assertion.  People rarely follow rules simply because the rule exists.  People tend to follow rules for one of two reasons: either they agree that the rule is necessary or they fear the consequences of transgressing.  A requisite of agreement is that everyone understands the reason that the rule was implemented, and a requisite of consequences is the belief that transgressions are likely to be noticed and consequences enforced.  Explaining policies to students so that they understand the rationale behind the policies is sound methodology, and it usually only needs to be gone over once in detail, although brief reminders should be frequent.  However, anytime the teacher needs to devote more time to policing their students than helping them learn, I think it’s time to revise the classroom procedures. 

Similarly, we can use management technology to control the technology to which the students have access.  We can block social media sites or even turn off the wi-fi, but not only do students find ways of working around these obstacles, more importantly, these methods only work during class. 

            If we want students to become independently motivated, life-long learners that are prepared to use technology productively to help them achieve their goals both inside and outside of school, we need to teach them to use good work habits and self-control.  We should teach these life skills in class, and we should expect that our students exhibit self-control when using technology during class. The reason that this is important isn’t just for my class.  My goal is NOT that my students are prepared for my class.  My class will be over at the end of the term.  My goal is that my students are prepared to use the skills they learned during my class to succeed outside of the classroom.  I want them prepared to behave intelligently and responsibility in academic, work, and social settings.  It is for this reason that I strive to create an atmosphere of self-control in my classroom.

It is true that I do use a combination of all of these methods.  I use my presence, and I use technology to control the behavior of students both on and off of their devices during my class.  We have Acceptable Use Policies, and, when necessary, I won’t hesitate to write up a referral or revoke privileges.  However, what works best for me, is to make it known to my students that I expect them to behave as responsible individuals.  Then, I treat them as though I expect them to meet these expectations.  Most students do, but sometimes students don’t.  When this happens, I treat them with the level of respect their behavior merits.  With high school students, a simple, “What should you be doing?” followed up with “And, why weren’t you doing that?” is usually sufficient.  But if a particular student repeatedly fails to meet my expectations for responsible behavior, I simply treat that student the way s/he deserves to be treated.  If that means doing my best impression of my kindergarten teacher, sending him/her to the corner on time-out, revoking group privileges, or requiring an apology, than that is what I do.  Students have always caught on very quickly to the change, and it tends to be effective.  I have had students admit to me after class, “Yeah, I deserved that.  It won’t happen again.”  The next day, we begin again, no hard feelings.

In the end, it doesn’t matter how well-written the rules are or what kind of management software you have available, students will find ways to engage in inappropriate behavior.  The best strategy is to teach them what appropriate behavior is and make them want to display that behavior, and, yes, it absolutely IS possible.  All that is needed are clearly communicated expectations, bi-directional respect between the students and the teacher, and a consistent response to any behavior that does not meet expectations.

Essential Information Everyone Should Know about Ed Tech

Here are a few essentials that I think parents and the school board should know about educational technology:

Technology does not replace teaching.

It’s a common concern, and I hear it from parents and teachers alike.  Teachers are afraid that MOOCs (Massive Online Only Classes) and podcasts will put them out of a job or force them into a strictly supervisory role, thereby robbing them of the opportunity to serve as mentor or create the personal relationships that allow them to foster in their students a true passion for learning.  Parents are afraid that teachers will use technology to teach the class for them and leave students to stare at a screen in an impersonal environment where they struggle through the content by themselves.  Although it is true that almost every essential concept included in a typical K-12 education is available in some format online, we cannot simply plug a student into a computer and download that information into their minds in such a way that the students are able to make use of that information. Even in a highly integrated 1:1 classroom, the role of technology is to enhance the lessons, not replace the teacher.  Studies show that “structure and leadership were found to be crucial for online learners to take a deep and meaningful approach to learning,” [D. R.Garrison, M. Cleveland-Innes (2005), Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough, American Journal of Distance Education Vol. 19, Iss. 3,].  Teachers spend countless hours locating or creating content that is explained in an age-appropriate manner.  They develop activities that enable their students to cement their learning through doing.  They encourage students to think critically, to ask questions, to investigate the answers to these questions, and to verify the accuracy of the answers they find.  Teachers identify and correct misconceptions, help students to make connections between related concepts, and show them ways to share their learning with others.  Technology helps teachers to do this.  Tools such as games and quizzes can provide instant feedback so that students can avoid practicing skills incorrectly.  Videos, podcasts, forums, group source projects, and Webquests allow teachers to convey information in a variety of methods so they can address multiple types of learners.  Menus of activity options and modules that unlock based on formative assessments can allow teachers to offer remediation without embarrassment and to differentiate according to the interests and abilities of individual students.  Technology allows teachers to deliver content in a meaningful and engaging manner; it doesn’t do it for them.

Technology connects.

Research has shown that students learn better when they understand how the material they are studying relates to the world outside of the classroom [Novak, J. D. (2002), Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Sci. Ed., 86: 548–571. doi: 10.1002/sce.10032].  Technology allows students to interview specialists in various fields, gain practical experience communicating in new languages, work to solve real world problems through project-based learning and group source sites, share their work with others, critique and respond to works that others have shared, and take virtual tours of locations in all parts of the world –even locations that are literally out of this world.  Participation in these experiences provides students with a personal connection to the skills they are learning and the materials they are studying.  Students are no longer reviewing information only because “it’s on the test”.  They are applying their knowledge because it matters.  Technology allows us to connect the lessons of the classroom to the real world.

Technology engages. 

Technology allows students to spend more time working individually with new concepts and material.  In a 1:1 classroom, it is not necessary for a student to wait his/her turn for a station before applying recently learned information or practicing a new skill.  It no longer necessary for a teacher to rely on a few volunteers, because an online survey or clicker system can instantly collect a response from each student.  It is no longer necessary for students to wait for the majority of the class to be ready before progressing, and it is no longer necessary for students to leave projects incomplete just because the majority of the class was able to progress more quickly.  Technology can be used to replace passive activities with active learning.  Rather than only watching videos, students can create videos.  Rather than read about scientists, students can interact with scientists.  Rather than fill in worksheets, students can play games.  Students that are engaged not only gain a deeper understanding and improved retention; they have more fun, too!

All too often I hear traditionalists complain, “If the old way was good enough for me, and my father before me, and my grandfather before him, it’s good enough for my kid, too!  My kid spends too much time just staring at a screen already!”  While it is true that the old methods still do work, I hope that these explanations can help parents and teachers understand a few of the reasons that educational technology can and should be a part of every classroom.