So Long to the Manufacturing Line

Dan Pink says it best: "There's a disconnect between how we prepare kids for work and how work actually operates: In school, problems almost always are clearly defined, confined to a single discipline, and have one right answer. But in the workplace, they're practically the opposite. Problems are usually poorly defined, multi-disciplinary, and have several possible answers, none of them perfect."

I have been brewing about his interview about his new book Drive and what he calls "motivation 3.0" in a Scholastic Administrators' article recently.  What he talks about seems so simple in the light of today's world and student.  I enjoy his "human" perspective and how he relates the idea to the curious and self-directed play and exploration of a toddler.  He sets forth three main components of creating better outcomes-- self-direction, mastery, and purpose.  To me, this seems like a great road map for getting the most out of our students, and using strategies such as project-based learning and technology tools and resources would definitely aid in the journey.  What is disturbing, that we all know and Dan Pink points out, is that we have a push to implement more creativity and innovation in our classrooms, but at the same time, we are forcing regimentation as students and teachers are tied to standardized testing.

This dichotomy is creating the problem that introduced this post.  We are not properly preparing our students for the world in which they will work.  Very little work now relies on the factory model, but our education system still does.  Advances have been made, small steps along the journey-- but our students are leaving us in the dust, and entering the world unprepared for what awaits them.

Sometimes I have felt that I am I always wanting too much, too soon, too fast? Change is hard and challenging, especially in education-- reform takes time, and with so many educator's jaded by the pendulum swing, many are unwilling to try another way that they perceive as another fad that will eventually fade away.  This is too important to fade, and I wonder who will be left its aftermath-- the teachers or the students?

AP Classes and Creativity

How do educators foster creativity in students? I recently watched a very interesting video of Ken Robinson on the TED website where he challenges our education system to shift dramatically.  What is interesting is that he points out that globally, every education system focuses on the same core content subjects in the same hierarchy.  Maths and languages at the top, trickling down to humanties, and then finally to the arts.  We see this in our individual schools as band and orchestra teachers are being forced to teach study skills classes to supplement their schedule to remain full time.  Our system has shifted to a fierce academic approach, which as Robinson put it quite poignantly, is "a protacted process of university entrance."  He points out that our academic system is over inflated-- with so many people graduating with degrees, degrees do not mean anything anymore, and they are not a guarantee of a job.  The key issue here is that there are many brilliant and intelligent people out there who believe they are not-- because we focus on only a very small set of skills as being valued and desired.  He believes the key to surviving the shift is to rethink our view of intelligence.  We see this beginning in our classrooms, but I think the focus on standardized testing and the push for "academic" success precludes what really needs to be done.

I have seen this in action last night in my own home before.  When my daughter registered for her 11th grade classes, she was recommended by her teachers for four AP classes.  There would have been a time when I would have thought that was the ultimate compliment-- that it meant she was smart and successful, but over the past few years, I have been able to see how we have diluted the meaning of these classes to be something less than they once were, but with a higher status symbol.  It bothered me that her guidance counselor tried to sway her desire to take oceanography instead of AP Biology because he told she is smart. Rather than nurturing and fostering her interests, he sent the message that it was only important to take the AP classes because "she is smart."  That leads me to the question-- do we believe that oceanographers are less smart than biologists?

Here it is in action-- what Robinson points out-- that we need to rethink our view of intelligences and not squelch their creativity. He surmises that creativity is in children from the time they are born, they are not afraid to try and fail, and that we educate that out of them in our strict, black and white, right and wrong system.  As educators, we need to begin to shift our thinking in our classrooms to nurture in our children what they are meant to be-- educate their whole being, as Robinson says.

Here is the video-- definitely worth the 20 minutes!

It's Been A While

Looking back at my last post, I was startled to see that it was dated in 2010! I remember blogging throughout my ISTE Capstone Certification, but I was surprised to see just how much I had documented. What feels very strange is that I have been out of any classroom since spring of 2012 when I began staying home with my then 10 month old. Now she is seven, in second grade, and away from me all day, every day. It feels like it all went by in a very quick blink.

When I made what was a very complicated decision to leave education for full time motherhood, I believed I would never feel the push to return to the classroom. Why would I want to return to the workforce when I had to opportunity to stay home, care for my family, and fill my time with whatever my heart desired? Yet here I am, suddenly craving a real schedule, craving a school building, and most surprisingly craving the language arts middle school classroom.

A fellow colleague put it best when I expressed all of this to her: "I know that feeling... being in a school is this weird sense of team and belonging and family. You don't want to admit it until you miss it. And all of a sudden you want to do crazy hair day!"

I couldn't agree more, and I've been wondering what it is about the teacher life that I've been missing, and I think that sense of belonging and team is a big part of it. I also miss the brain work that comes with being a teacher. I miss synthesizing information, I miss reflecting, I miss being creative and putting together meaningful activities. I miss the students.

I've had this feeling a few times over the past year since my daughter started full day school, but I always talked myself out of the idea. Did I really want to add that stress to my family when we are fortunately comfortable on one income? Did I want to engage in the morning hustle of getting everyone out of the door on time? Did I want to rethink our lives? The answer was always a quick and short "no". But suddenly it doesn't feel so distasteful, so I'm taking the first steps and working towards getting my license current. What happens after that? I'm not sure, but I'm excited at the prospects.

Wikis, Glogs, and Videos

In the past several weeks, I have designed and implemented a food and nutrition unit with the culinary arts students.  To say it was successful is an understatement.  To say that I was in CRS/ITRT heaven is not hyperbolic.
The lesson began with a wiki on Wikispaces, which I chose over PBWorks for it's easy-to-use discussion board.  The students watched a variety of videos embedded in the wiki at their own pace and used the discussion board to answer questions the instructor and I created.  The intensity and engagement with which the students watched the video and engaged in discussion was impressive.  The students were interested and thoughtfully responding in a way that would not have happened through lecture or whole-group discussion.  Because some students are not as comfortable talking in front of the class, the discussion board gave each student a platform for communication that they may not have found otherwise. 

Following the wiki discussion, we used the Smartboard to organize and extend the information in the videos.  The students really engaged in the class discussion because they had already connected with the information through the discussion board.  The Smartboard is a relatively new addition to the computer lab, but already I love it!  We used the pens to make a color-coded list that categorized the information from the videos.  The student groups used this list to choose their topic related to a current food and nutrition issue.

From this point, the students researched information related to their topics, and to keep it easy, we had them organize it into the 5 Ws and H format.  Using Microsoft Word's research feature, the students easily cited their sources.  All of this researched information was then transferred on the glog.

To pull this unit out of the knowledge and comprehension level of Bloom's taxonomy, the students created a video that proposed a solution to their nutrition issue.  We used several student-created sample videos from Marco Torres' iCan site to begin discussion techniques and methods for using either Windows Movie Maker or Microsoft PhotoStory to produce a video.  The students used a storyboard template to map their video, and their creative ideas were amazing.  They had access to several Flip video cameras and digital cameras to gather footage.  Many chose to meet after school hours to gather footage, which made me realize how much they connected with the content.

There were several formative assessments that helped the instructor and I assess the students' progress and knowledge.  We used SharePoint surveys for progress checks and exit tickets and PBLChecklists for peer review. 

The results of diligently connecting this unit to the NETS*T were great.  The students were engaged and captivated.  The digital tools and resources included were relevant and appropriate.  The multiple assessments and progress checks ensured that no student or group wasn't on track and completely high-level work.

Take a look at the wiki, and be on the lookout for new additions!  The other culinary teacher and students were so interested in what this class did, that they are halfway through the unit themselves!

Blooming

Bloom's Taxonomy has been around for ages, and it is interesting to use it to assess technology tools and resources, which is exactly what we have been doing this session in Capstone.  I especially like my favorite new Bloom's visual-- the rose on the left.  Here's the link, so you can take a closer look.  Not only is it visually appealing, but it also links specific activities and products that fall in each of the six levels of the taxonomy.

Using that, we each had a chance to contribute a tool that could be used to target levels of the Bloom's taxonomy.  I share my favorite, Glogster.  I've posted about it before and have shared samples of my Capstone II project where the Culinary Arts students shared information and solutions on nutrition issues.  Glogster can target all levels of Bloom's because it is such a versatile platform.  And what's great is the students love it.  Designing a digital poster is very appealing!

A tool that I had heard about a while back, filed in my "remember to take a look at this" memory bank, and then forgot about is Museum Box.  Museum Box draws from the technique of the anti-slavery campaigner, Thomas Clarkson, who used a box of exhibits to prove his point when he was campaigning.  This virutal box can be customized to contain different numbers of slots into which text, pictures, video, links, and audio can be placed on a 6-sided cube.  Like Glogster, Museum Box's versatility is what is so appealing.  The cubes and boxes can be used for any level of Bloom's taxonomy.  Students can thinking metaphorically, synthesize information, and recall concepts.

Another great tool that I have used a few times is Prezi.  An updated, more dynamic and creative take on PowerPoint, Prezi can be used to create non-linear presentations with great impact.  Picture a large blank canvas where you can design a presentation and then use a camera to zoom in on and connect topics.  It can be used for basic information recall and communication, but extended, Prezi provides a versatile platform for synthesizing information in creative ways.  Where I struggle with this tool is in this versatility.  Having grown up on linear, PowerPoint presentations, I feel anxious about the endless options for layout, connections, and motion.  I have not used this with students yet, but I have a feeling that most of them will feel much more comfortable with it than I do.

Bloom's Taxonomy is a wonderful starting point when designing projects using technology tools.  Using it in conjunction with the curriculum objectives and standards provides a strong foundation for engaged students and high-level learning.

An Assessment Here, An Assessment There

This week in Capstone II, we have been focusing on formative and summative digital-age assessments.  Prior to my work in the Capstone experience, I had not really focused on assessing the students.  My role, in my eyes, was to help the teachers teach with the technology.  How they decided to assess the end results was up to them.  Through the work I have done with Capstone I and II, I have realized how I can also help teachers assess more effectively using technology.

Formative Assessments
Formative assessments are not necessarily graded or formal.  They can be as simple as a quick teacher check of a project's status or as detailed as a student quiz. The results can be student specific to guide teaching to specific students or groups of students, or the results can be general to the whole class.

1. SharePoint Surveys- I have used SharePoint surveys to gather information on a project's status.  This is a quick and easy way to get a feel for how the students perceive their project is progressing.  The survey can be composed on multiple choice, yes/no, and short answer questions.  I monitor and assist each group while they are working in the lab, but what I see may be different than what the group members feel is occurring.  These results can be downloaded into a spreadsheet very easily, and I use them to reflect on the day's activities and guide how I will address each group the next time I see them.

Another easy way to use surveys is to create a digital exit ticket.  In order to be sure the students were reaching the depth of knowledge in their research, at the end of each research session, each student completed an open-ended question survey that asked them to list five important pieces of information they learned during their research.  By getting specific feedback like this, I have been able to understand whether they were searching effectively and coming to the level of understanding they needed to reach.

2. Smart Response/TurningPoint systems- Both of these essentially work the same way.  The students use the remote "clickers" to answer multiple choice questions displayed by with multimedia projector.  Both programs have a handy export tool that displays results, complete with charts for each question, for each student, or for the class as a whole.  This is an easy way to gather baseline data at the beginning of a unit, or it can help to evaluate the general understanding level of a class in the middle of a lesson. 

3. PBL Checklists-- the 4teachers group has a wonderful tool called PBL checklists.  In order to effectively manage project-based learning, the site has a tool that helps to create checklists for students or teachers to use to ensure the projects are completed successfully.  The site has templates to start with that are editable, or you can create your own from scratch.  I have found that these are effective formative assessments to print out to have students use to review their projects.  They can easily identify any missing components.  I have used the checklists to talk to groups about specific issues they may be having completing the project.

Summative Assessments
Summative assessments evaluate the end result of a project or unit of learning.  It can come in many forms, but most people usually know these as an end of the unit test or final exam.  Instead of only using these kinds of summative assessments, project-based learning assignments can provide a thorough and broad understanding of a students concept development and content knowledge as well as a variety of other skills and objectives.  Glogster projects, podcasts, and other multimedia projects are great ways to assess, and in order to provide an objective review of the final product a great tool to use is a rubric.  While this seems fairly obvious, creating rubrics are not second nature.  I have been asked by several teachers for help in wording and layout, etc.  Luckily there is a great tool by the 4teachers group called Rubistar.  The site has templates with innumerable options for evaluation categories, so you are guided the entire way through the process.  Another great option is to search for rubrics that other people have created.  They provide great ideas, and you can download and edit them very easily.

Image embedded from: http://loc.gov/pictures/resource/gsc.5a00427/

Metacognition and Reflection

This post will build on the first post where I explored the various kinds of reflection.  I think tying it together in this way will make it more meaningful.

1. Technologic or Formulaic Thinking-- procedural thinking that is based on pre-existing knowledge that comes from somewhere outside of the thinker
1. This kind of reflective thinking would be good for students to examine a process that is based on an already-established protocol.
1. Masonry students could examine the process behind laying brick and discuss why it is ordered in a given way.
2. Early Childhood students could reflect on the process given to calm a scared child with separation anxiety to understand why the sequence used is successful.
2. Situational Thinking-- thinking that is rooted in an immediate moment in time and does not look beyond the moment to any root causes
1. Students can be urged to use situational thinking to guide behavior from moment to moment, but this kind of thinking will not serve to solve any core problems.
1. Public Safety students could reflect on the actions and behavior needed in a variety of high stress situations, such as traffic stops, domestic disputes, auto accidents, and house fires.
2. Nursing students can reflect on the behavior required to interact with a patient who is experiencing trauma.
3. Deliberate Thinking-- deeper thinking that is used to go beyond the immediate situation to understand the core issue
1. Students can use this type of thinking to better understand a process or situation.  The students can call on outside expertise.  The students can reflect on a procedure that they are engaging in within a group project or within a lab environment, in order to understand why it is or is not working.
1. Early Childhood students can examine the preschool schedule to understand why children are having difficulty transitioning from one activity to another.
2. Landscaping students can reflect on the preparation and care needed for plants to grow when a flower bed is not flourishing the way it should be.
4. Dialectical Thinking-- thinking that builds on deliberate thinking to generate solutions
1. Early Childhood students can build on the preschool schedule and transition issue to suggest solutions and possible changes that can be made based on a variety of expert sources.
2. Landscaping students can look for solutions to help create a healthier environment for flower beds that are not flourishing.
3. This is the perfect kind of thinking to use in a project-based learning situation as the students work through an issue and proposing solutions.