What will I see when I search?

Last week I had the opportunity to present to a creative writing class in our high school. Being in the role of assistant principal it's not often that I have the opportunity to teach a mini lesson. I was asked to introduce students to the idea of creating a digital portfolio in which they will publish the various formats of writing that they will be crafting in this class. The teacher and I developed a template using Google Sites for students to work with as they develop their portfolios.

While this opportunity could have been a simple tutorial in which I demonstrated the "technical intricacies" of Google Sites, I was compelled to pair this with a discussion on online reputation management and the power of publishing.

In the era of social media, smartphones, and mobile apps the ability to publish online is not only accessible, but enticing. Sharing online is the most common form on communication among students.

Over the years we have educated students about the danger of online publishing. Our message has been about protecting your identify and minimizing the availability of personal information. We have also spoke about the dangers of anonymity. The talk of 'being safe' expanded to reputation management. Students have been exposed to conversations regarding their digital footprint. We have focused on the permanency of what we share online and the outcomes that may be a result of these actions.

In speaking to this class of students I asked how many of  them have ever Googled themselves. I was surprised to see only about 10% of the students responded yes. When I asked them what they have learned about online publishing they were quick to cite the topics I discussed above. In my conversation with them I challenged the idea of protecting your identity online.

We discussed who may be looking for you online. Employers, college admissions officers, friends and family were discussed. My approach regarding this audience shifted their thinking from "be careful with what I share" to "what are you publishing online under your full name that adds value or differentiates yourself?" "How can you create a digital footprint that puts you at an advantage over others when applying for a job or seeking admission into a University.

When working with students we should be modeling best practice strategies in online publishing. Students should be sharing their best work, thoughts, ideas and creations for the world to discover. A Google search of your name should uncover the products that best represent you. Examples may be not only writing portfolios, but art work, images, or comments on publications.

As educators we should be working to develop the skills required to publish online. Authoring for the web requires an understanding of how we read online. The quality of the content must be paired with an appreciation and understanding of intuitive design and rich presentation.

For This Generation.....Content is King

The digital shift over the past 15 years has created a unprecidented demand for content. The value of original and authentic content is evident in the current value of sports franchises, reality television, and app development. We live in a world of social media, on-demand digital access, and 24/7 connectivity. This type of network demands content.

With this new demand creates opportunity. Opportunity exists for our students to develop communication skills, literacy skills, and content knowledge that will allow them the opportunity to be contributors in the content era rather than passive consumers.

How do we provide our students with the skills necessary to be valuable "content contributors"? How do we prepare them to navigate, manage and authenticate the content available to them?

We start by exposure to multiple mediums across content areas. For example, a mathematics teacher considers a variety mediums for content delivery and assessment of knowledge such as  direct instruction, video tutorials, case studies, or online discussions.  Teachers may provide students with a repository of resources utilizing a learning management system. 

When we provide students with opportunities to publish and share their thoughts, opinions and final products we begin their journey towards a contribution to global content. It is at this juncture that we should encourage them to publish and to accept and reflect on criticism, commenting and peer review. By developing both their confidence to share and refining their craft of writing and critical thinking we develop the next generation of "content creators".

Student publishing is accomplished in a variety of ways. The shift from writing for your teacher to writing for an audience may be stressful for some. Through exposure, positive support, and authentic feedback students may develop a comfort with sharing publicly.

Teachers may abandon paper based journals for blogs. Class discussions my transition between the classroom and threaded discussions. Student writing may be shared electronically for peer review. Teachers may connect their students with classrooms around the world or content area experts. These connections might involve collaborative blogging, collaborative authoring, peer view,online discussions, or video conferencing.

Having students comment on public blogs, newspapers or writing book reviews on Amazon present authentic opportunities to hone their craft as well.

Common Core Sharing

Now that we have established and committed to the Common Core Standards we have a common expectation. We have a framework that will be used to assess our students based on curriculum aligned to these standards. While the implementation of common assessment vehicles is beginning to unfold there remains skepticism and concerns regarding the focus on testing, logistics and value of high stakes assessment.

One advantage of national common standards is the unity of our educators around the country. By providing common standards we simplify the process of making connections between educators of the same content area. Teachers across the country who have common core aligned curriculum are sourcing and developing instructional materials and resources that are aligned to these standards. By standardizing what we teach we open up the opportunity to crowd source the content, materials and plans we implement in our classroom. The breadth of sharing escalates when we align all of our teachers.

The Learning Registry, www.learningregistry.org was developed to connect the thousands of pre-qualified resources being utilized by teachers around the country. The Learning Registry is a portal where educators may find standard aligned digital content. Educators may simplify their searching of the registry by using the site http://free.ed.gov.  

This is a start in the right direction. As the web continues to grow the resources for educators grow with it. The common core standards has standardized "what" educators need to explore with students. Together we can vet the digital content aligned to these standards and share it with our peers. I hope to see more sites like the learning registry simplify this process.

The Flipped Classroom Model Is Not All That New

"Flipping the classroom" is a very hot topic in education these days.  The topic appears in journals, websites, blogs and just about all education based literature. The basic model requires students to review content/materials for homework and then apply what they learned during class. Most references to the flipped learning model discuss students watching video taped lectures or lessons for homework. The idea is that the process of transferring information to students is automated. During class time the students are provided opportunities to apply what they learned, receive individualized or collaborative assistance and to move forward at a more individualized pace.

The "flipped model" really isn't new. It has existed in english and social studies classrooms for quite some time. Students have been assigned readings for homework. The expectation during class time would be either a discussion regarding the readings,  or a written assignment or project that requires the requisite knowledge obtained from the readings. This model allows for more higher order learning experiences. It also provides an opportunity for teachers to assess student understanding immediately and provide targeted remediation.

Traditionally mathematics and science courses have not embraced this model of delivery. The flipped model provides an opportunity for teachers of these subject areas to differentiate the delivery of their content by individualizing the experience. Whole group, class lectures may be replaced with short video tutorials that are followed up in class with activities that apply what was learned and provide formative assessments for teachers. The advantages of the flipped model have been cited in numerous publications so I won't include them all here.

I do believe that when implementing a flipped model the following should be considered:

1. Collaboration:  Is it possible to have a group of teachers creating, sharing, revising and reviewing videos and assignments. No reason to duplicate efforts

2. Reflection and Active Learning: Consider creating reflection questions or guided questions for students to consider when reviewing recorded content.

3. Formative Assessment: Consider starting classes with a short assessment, possibly using student response systems (other options include cell phones or Moodle quizes), to receive immediate feedback regarding the students comprehension of material or if they did actually review the videos.

4. Structure:  Many teachers who start a flipped classroom model spend a majority of their time planning and implementing the development of video tutorials and not on designing the experience in the classroom.  How will your classroom look? What design aspects will you consider?  How will you facilitate and evaluate the student experience?

5. Informing Parents and Students: This shift in instructional delivery requires thorough communication to parents and students. Identify the benefits of this method and how you will provide each student what they need to be successful.

6. There is a time and a place for face to face direct, explicit instruction:  Not all lessons should be flipped. Not all students benefit from this method of delivery. Know your students and your content and decide where flipped learning fits best.

 

Reading..Connectivity..Technology and Attention

I have been the owner of an Apple IPad since they were released. I have found it to be my go to technology tool for consuming information such as emails, news, web searches, blogs, and audio and video content. I have utilized services such as Pocket and Delicious to tag and categorize resources that I discover online. Flipboard and Zite curate news and information from my most trusted sources and provide a simple and dynamic reading experience.  Checking emails, sharing content and conducting web searches are efficient and productive when using a tablet like the IPAD.

The long standing argument regarding tablets is that they are devices designed to consume content. While this may be a strength it is by far not the only use of the device. The ability to link text, embed videos and audio, link to discussion and commenting features, annotate text, and share are interactive features that allow for active consumption. An example of this is the app Subtext which allows for the creation of social community within the pages of a text. The app allows the teacher to layer in enrichment materials, quizzes and assignments as well.

The opportunity to take a passive act of reading and integrate interactivity, multiple means of representation of information and social collaboration extends learning, differentiates, and provides peer sharing and learning opportunities. This has be referred to as "social reading"

21st century information texts cross a variety of platforms. Many of which are social. News is no longer confined to newspapers, magazines and your nightly news anchor. Current events are delivered and discussed on social media using Twitter hash tags, blogs,  video sharing, and various social apps.   Information that is shared online is typically written in hyperlinking form, sometimes referred to 3 dimensional writing. The new information literacy skill requires students to validate text, navigate the hyperlinking trail of information that is contained in published content, curate and evaluate relevant information, make connections, draw conclusions and develop further questions.

Social and interactive reading is not just a required skill, but contributes to student engagement. Utilizing web-based literature circles, book clubs, discussion forums or embedded chatting features in documents and apps provide a collaborative learning environment with 24 hour access.

The development and sharing of podcasts or video tutorials provides a differentiated approach to content delivery and assessment. Students create such content to demonstrate understanding while providing an instructional resource for student who require additional modes of representation of course content.

While a tablet provides a number of advantages with regards to teaching and learning it does pose a problem. Students must learn to maintain attention and focus while  viewing active content.  Justin Reich (Contributor for Mindshift)  cited the work of Howard Rheingold ,by discussing the need for students to to remember their core purpose of reading and not get lost in the network of hyperlinked text.  Teachers, students and parents must employ focus and attention strategies and decide when focused reading or connected reading should be the goal.

 

 

Students Use Social Media to Analyze Rhetorical Strategies in AP English Course

Social media has found a place in the classrooms of Chatham High School.  With the growth of social platforms such as Twitter, Facebook, and Google +, schools have been seeking out best-practice approaches to utilizing these platforms with students. Mrs. Heather Rocco, Supervisor of Language Arts, recognized the value social media can have in the classroom. She introduced Today’s Meet, a private micro-blogging platform, to her department. Ms. Falkner, a member of the English Department, was first to jump on board and integrate this tool in her classes. Recognizing the powerful impact that such tools have on instruction and the need to integrate them in a safe and effective way, Ms. Falkner worked with Mrs. Rocco to introduce this private micro-blogging tool in her classes.

The students in Ms. Falkner’s AP English Language class have been utilizing Today’s Meet to integrate Back Channeling in their classroom.  Back Channeling is the practice of using networked computers to maintain a real-time, online,conversation alongside live spoken remarks. Today’s Meet is a free tool for developing  such a Back Channel. It allows teachers the opportunity to develop a private online forum for real-time discussions. Think of it as a private Twitter feed that is available to you and your students.  The service is free and does not require students to sign up or register to join the conversation.

Today’s Meet can be used in a variety of settings including presentations, workshops, movie viewing and class discussions. It encourages the room to use the live stream to make comments and ask questions . The feedback gathered can be used as a method to check for understanding, tailor your presentation, sharpen your points, and address audience needs. Ms. Falkner has been utilizing this tool to develop an active learning environment in her classroom. She is using Today’s Meet as a tool to teach the skill of analyzing rhetorical strategies.

Ms. Falkner discusses how she uses Today’s Meet below:

 

“My AP language students are very strong at identifying rhetorical strategies in a text, but they struggle to be able to articulate how a particular strategy functions or what effect it has in the text. In short, they struggle to analyze rhetorical strategies, but they can identify them with ease. In using Today's Meet while viewing a documentary, I'm attempting to separate out the two skills: students identify the strategies as they watch and note them in 140 characters, and then they work in small groups, after the film ends, to select a few of the strategies noted in the conversation and analyze how the strategies function and for what purpose(s)/to what effect(s). This division of "tasks" enables students to differentiate between what it means to identify and what it means to analyze.

The "backchannel" conversation also provides students a lens through which to view the film - they are watching each scene with the intention of identifying a strategy to "tweet" out to the class, so there's active viewing vs. passive viewing of the film text. The students are motivated to write thoughtful comments because they have an authentic audience of their peers (whose opinions are often far more valuable to them than that of their teacher!).

The activity requires that we teachers "let go" of our control of the lesson and turn the reigns over to the students to dictate the direction of the discussion following the film. With that said, I could always interject a "tweet" of my own if I felt that the students were missing a key rhetorical strategy in the film”

How have you used micro-blogging in your classroom? Please share your experiences by commenting on this posting.

Image Source:
Social Media Band Wagon: http://serc.carleton.edu/sp/library/media/social_media.html

Today's Meet: http://www.todaysmeet.com

High Achiever or Creative Thinker...Developing Deep Thinking?

A couple of recent publications that arrived in my Google Reader prompted my thinking regarding "defining student achievement" .With such a high focus on standardized testing and data driven evaluations these articles present a fresh perspective as to "how should we define achievement?" What type of outcome are we looking for in our classrooms? Who will find more success in our global landscape, a high achiever or a creative thinker?

Grant Wiggins recent posting on "thoughtlessness" discusses our focus on "covering content" vs. developing depth of thought. He discusses a system in which achievement is obtained by working hard, completing assignments and testing well on materials that were taught. This is a system that does not dive deep into content. The below quote summarizes this thought process.

" But teaching is not about what you will do; I am interested in what the student will be able to do of value as a result of your teaching, because that is all that matters. Thoughtful teachers don’t design backward from the content (the inputs); they design backward from worthy performance in using content (the outputs)." - Wiggins.

In many of our classrooms we focus our attention on how to address students who do not know content. The reaction to this results in differentiation, specific interventions and formative assessments. What about the student's who do know the content? What do we do to develop these students depth of knowledge? Are we providing a classroom environment that offers growth for these students?

I believe it is important to spend some time reflecting on our instruction. Can we spend less time developing pacing guides and more time discussing methods to develop high order thinking within our units of study? How can we challenge our "high achiever", "content masters" to become creative thinkers? Are we providing opportunities to solve and discuss problems, ideas and questions?

This chart published on a blog posting by Bertie Kingore, Ph.D. discusses the differences between a high achiever, gifted learner and creative thinker. As we review the descriptors we should reflect on how we are creating classroom environments that support each.

A High Achiever...	A Gifted Learner...	A Creative Thinker...
Remembers the answers. Poses unforeseen questions. Sees exceptions. Is interested. Is curious. Wonders. Is attentive. Is selectively mentally engaged. Daydreams; may seem off task. Generates advanced ideas. Generates complex, abstract ideas. Overflows with ideas, many of which will never be developed. Works hard to achieve. Knows without working hard. Plays with ideas and concepts. Answer the questions in detail. Ponders with depth and multiple perspectives. Injects new possibilities. Performs at the top of the group. Is beyond the group. Is in own group. Responds with interest and opinions. Exhibits feelings and opinions from multiple perspectives. Shares bizarre, sometimes conflicting opinions. Learns with ease. Already knows. Questions: What if... Needs 6 to 8 repetitions to master. Needs 1 to 3 repetitions to master. Questions the need for mastery. Comprehends at a high level. Comprehends in-depth, complex ideas. Overflows with ideas--many of which will never be developed. Enjoys the company of age peers. Prefers the company of intellectual peers. Prefers the company of creative peers but often works alone. Understands complex, abstract humor. Creates complex, abstract humor. Relishes wild, off-the-wall humor. Grasps the meaning. Infers and connects concepts. Makes mental leaps: Aha! Completes assignments on time. Initiates projects and extensions of assignments. Initiates more projects that will ever be completed. Is receptive. Is intense. Is independent and unconventional. Is accurate and complete. Is original and continually developing. Is original and continually developing. Enjoys school often. Enjoys self-directed learning. Enjoys creating. Absorbs information. Manipulates information. Improvises. Is a technician with expertise in a field. Is an expert who abstracts beyond the field. Is an inventor and idea generator. Memorizes well. Guesses and infers well. Creates and brainstorms well. Is highly alert and observant. Anticipates and relates observations. Is intuitive. Is pleased with own learning. Is self-critical. Is never finished with possibilities. Gets A's. May not be motivated by grades. May not be motivated by grades. Is able. Is intellectual. Is idiosyncratic.

References

Szabos, J. (1989). Bright child, gifted learner. Challenge, 34. Good Apple.

Granted - http://grantwiggins.wordpress.com/2012/09/03/thinking-about-a-lack-of-thinking/

http://www.bertiekingore.com/index.htm

The New Student Textbooks

I have been spending  a lot of time lately thinking about the  future of "the textbook". During the holiday season that  just passed there was a lot of press about E-book readers. The most familiar are the  Amazon Kindle and the Barnes and Noble Nook. I am facinated with the possibilities of such a technology. For those of you that are not aware, these devices are e-book readers. E-books are digital copies of textbooks. They can be read on a reader that  is about the size of a paperback book. E-book readers can hold a large number of books. They have batteries that last for days and the screen is such that they can be read in any type of light.

I am immediately focussed on education. Can such a device replace our current textbooks? There are some immediate advantages. These devices are compact and portable. The cost of the texts are significantly cheaper. In the  consumer market a new release  best selling hard cover that typically sells for $25.00 is $9.99 in e-book format. Information in e-book format can be updated quite simply. All that is required is a simple update to be downloaded. When Pluto is not a planet anymore the textbook is updated the  next day!

Currently these readers sell for $200 to $400.  The average student textbook is $60-$80 a piece. That means that each student is carrying around $400-$500 worth of textbooks at a minimum. The real kicker is these books are not dynamic. The content is essentially old by the time it reaches  the student. It is not living!

E-books are not only limited to e-book readers. They can be read on laptops, netbooks,and smartphones. In considering the classroom environment i am not sure that a device like a Kindle is the answer for students. Is there more value in providing a student with a full blown laptop or netbook? There is obviously price differences to consider.

I am starting to think that none of these options is the answer. The technology we seek may not  be available yet. We need a device with all of the features of a kindle as well as the web and keyboarding accessibility of a laptop. It needs to be mobile, powerful and compact. However, it must not inhibit the productivity of a student because of its size constraints. Of course we can not forget it must be cheap.

I am excited to see the next generation of tablets that are coming to market. I am most interested in the Apple Tablet. This may be a device that can do what we need it to do within the constraints we need for a school implementation. The problem I see is the price point will still be above the reach of many schools..... for now anyway.

I envision  each student with a mobile device loaded with each core text. This text is 3-dimensional. Students can sift through pages while following links to multi-media clips, resources on the web, instructor added annotations and content, audio recordings, and collaborative tools. They can highlight, copy/paste, bookmark, share links with other students, and communicate with others directly in the device. This device will be inexpensive, wifi enabled, ultra-portable and just the right size (somewhere between a netbook and Kindle????? It will operate by touch and voice. This device will transform the classroom and how we view textbooks.

No Child Left "with a right brain"

If you have not read Daniel Pink's book "A Whole New Mind" i recommend picking it up for some summer reading.  The book discusses the tranisition of our world economy and the skills that are necessary to be successful in the 21st century. Pink discusses how "Right brain thinkers are wired for 21st century success".

Your left brain is logical, linear, by-the-numbers; the right side is creative, artistic, empathetic. Our country is entering a new era -- the so-called conceptual age -- during which right-brained skills such as design and storytelling will become far more crucial than traditionally left-brained skills such as accounting and computer programming.

While the latter skills are readily outsourced, transformative abilities such as empathy and creativity are crucial in a new age "animated by a different form of thinking and a new approach to life," he writes.

Daniel Pink  in his interview with Oprah Winfrey stated:

Pink: In many professions, what used to matter most were abilities associated with the left side of the brain: linear, sequential, spreadsheet kind of faculties. Those still matter, but they're not enough. What's important now are the characteristics of the brain's right hemisphere: artistry, empathy, inventiveness, big-picture thinking. These skills have become first among equals in a whole range of business fields.

The partnership for 21st Century skills has developed an outline of the skills necessary to be successful. 

1. Core Subjects and 21st Century Themes
2. Learning and Innovation Skills
      *Creativity and Innovation
      *Critical Thinking and Problem Solving
      *Communication and Collaboration
3. Information, Media and Technology Skills

Based on this reality why are our schools moving in the opposite direction. Never before has there been such a focus on left brain education. Standardized testing has taken over. Many schools are seeing their fine arts departments shrink to make room for test prep courses. Computer labs are being scheduled for test prep applications. Project based learning and technology integration are pushed aside because of time constraints. Time that is being taken up by core subject curriculum that is an inch thick and a mile wide.

We are even seeing physical education classes limited in order to extend time in Math and Science courses. The focus on testing has out weighed the fact that obesity rates among our children are at an all time high. Music, art, wood shop, and robotics courses must defend its existence with each budget.

We are creating a educational system were every student is expected to have the same needs (nclb) and are expected to follow the same path (left brain driven). We are expecting all students to master left brain subject areas and pushing aside the importance of fine arts. Everyone is being prepared for college?

In order to break this cycle we as educators must push for alternative instructional strategies. Allow for creativity and design in the classroom. Utilize technology with your students for activities other then keyboarding, test prep and skill and drill. Get better at analyzing the data that you are generating from test prep activities so you can transform your instruction to address the needs and allow for more right brain activities. Look to design lessons that incorporate left brain subject areas but allow for the development of the right brain.  Develop alternative assessments that allow students to demonstrate understanding through assessments that showcase their creativity. Give our students some flexibility to explore their creative side. We owe it to them to prepare them for their future not the future we prepared ourselves for.