The Social Network Approach to School Community

Technology has created disruption in Education. Districts have channeled resources towards supporting and expanding infrastructure. Our professional development and pedagogical approach to instruction has grown to expect a significant infusion of technology. To date, we have access to a vast variety of cloud-based applications that allow for the creation, presentation, and collaboration of content.   Professional development has also evolved from “check out these cool web 2.0 tools” to“ how to create a personalized and relevant, curriculum with technology”.

 

The implementation of various technologies and the increase of curriculum demands was a quick moving tornado of change. Our students are connected, collaborating, creating and sharing. They are developing a digital footprint that represents their academic growth.  The integration of technology based assessment has simplified data driven decision making and a feedback chain that has never been as effective. Teachers are exploring new web-based tools and integrating them into their content areas. We have seen a decline in textbook adoption and an increase in online, curated content. Students seamlessly shift between applications creating opportunities for the representation and assessment of knowledge that has never been so diverse.

 

During this era of disruption our students have evolved. As educators we struggle with addressing students need for constant connectivity, the management and interpretation of mass information, the desire for immediacy and an overall increase in stress and anxiety connected to our shift in education expectations. Our reaction to a global economy and workforce has fueled an increase in computer based assessment, increased rigor, and demand for competitive college placement.  In many cases, school has become much more difficult to manage.

 

Today’s students have to balance high expectations, a breadth technologies and increasing demands for time. Keeping track of “what to do” and developing personal efficiencies are vital for their success. Today, Students may find themselves with eight classes and eight different online resources for managing content and communication for those classes. For students at-risk, the ability for mentors, advisors, and parents to assist may be overbearing.  Consider the significant segment of classified students with ADHD.  How do students with executive function weakness manage the technologies and resources that are peppered by teachers, administrators or coaches?

 

In order to harness the plethora of digital content, the need for on-demand access, and communication & collaboration, districts may consider a learning management system (LMS).   A learning management system provides a central repository for course content and assignments. It provides a starting point for all blended classrooms to curate the information necessary for their courses. While teachers may ask students to use web 2.0 technologies to create content, the learning management system is where they are delivered their assignments and any supporting documentation.

 

In Chatham High School we were faced with an increased breadth of technology adoption. As more and more teacher’s embraced digital content and creation options for students we found that segments of our student body were struggling to stay organized. For example, a single grade 9 student may have one teacher that posted all assignments on a Google Calendar, one who utilized a website, another who emailed information to a student group and others who shared a Google Document.  For students classified and non-classified who demonstrate weakness in executive function the challenge was amplified.

 

Our focus shifted to providing a single platform to function as the hub for our course content. In looking for a platform our vision was a web-based application that would provide students and teachers with course/content management, calendaring and collaboration options.  A single platform to curate course information would simplify professional development and teacher collaboration by providing a common language for teachers and administrators.

 

Our implementation of a learning management system proved to be a success. We settled on an LMS that syncs with our student information system. The end result is pre-populated courses and student rosters. A student has access to all of their 6-8 courses in a single location. Our teachers post documents, video and website links, threaded discussions, and assessments. Teachers can post and collect assignments and even sync them directly with a popular plagiarism software suite without leaving the LMS. Events and assignments are automatically loaded to a class calendar. Students have the option of viewing individual course calendars or a single calendar that lists the events for all of their classes in a single location. This has proven to be the most significant change agent in that students, parents, counselors, case managers and advisors have a single location to know what assignments needs to be done and when. Most LMS providers offer mobile apps that offer immediacy and mobility for keeping up with changes.

 

There have been a number of unexpected advantages to creating this virtual network in our school. We have utilized the groups feature for all of our student clubs and activities. News, announcements and events are shared through these groups and published on the student’s calendar. Our faculty has taken advantage of these groups by creating collaborative spaces to share ideas, success stories and their questions. One of our more popular groups is the CHS Faculty Shelfie Wednesday, were faculty members share book recommendations. The CHS Think Tank is a group of teachers who meet physically and virtually to share innovative instructional practices across content areas. The Chatham Library for Information and Collaboration (CLIC) shares tutorials and how-to-guides for a plethora of web 2.0 applications and district software applications.  Our departments have created groups to copy and share course materials, assessments, primary sources and other valuable instructional materials.

 

Instruction in CHS has transformed by providing a blended experience with 24/7 access to course content.  Students have around the clock access to course materials. Teachers provide access to supplemental materials for remediation or deeper exploration into topics. Faculty members have begun to develop their own web-based textbooks by organizing content in unit folders in their courses. In some departments we are exploring the development of virtual only courses. This shift has started a conversation about flexibility in seat time and a typical school day structure. As the available features of the LMS evolve we continue to explore our options for deeper integration.  

Shifting from Recall to Discussion Requires Teacher and Student Training

Discussion and questioning are two of the most targeted areas of classroom observation and evaluation. The focus has resulted in modified classroom configurations ("u" shaped seating) , varied seating options (table vs. chairs), technology infusion (online discussion forums), and professional development regarding instructional strategies that promote collaboration (think-pair-share, turn and talk). 


At the heart of a collaborative classroom is the formulation of "good questions". The format of the questions dictate the result. There is a very defined  purpose for asking recall or recitation questions. It provides teachers and students an opportunity to check for understanding. In my experience, this is the most prevalent form of formative assessment used in schools today. The use of technology ( student response apps) and various other instructional  strategies (exit tickets, answer cards)  provides teachers with data that encapsulates the entire class instead of an answer from a single student.

There is ample research to suggest that when students engage in active discussion regarding a topic they develop a more thorough understanding. The engagement in discussion provides students the opportunity to  reflect, make connections, validate their knowledge and receive alternative perspectives from their peers.


Shifting from recall to discussion requires planning, preparation, scaffolding and reflecting. To be blunt, it requires training for teachers and students. Teachers and curriculum supervisors work collaboratively to develop "good questions". A good question allows students to form opinions, provide supporting evidence, make a personal connection, present their ideas and respond to feedback from their peers. When in development, teachers consider and anticipate student responses and adjust their questions to accommodate them.


The above mentioned does not come naturally. It must be modeled and reinforced. How have you provided students the classroom "norms" for effective discussion? Are students aware of the expectations for effective discussion. Have you posted them in your room?


Students need to be instructed on how to dissect a question and participate effectively in a group discussion.  How do you dissect the question and establish your personal connection and need for clarification? How do you create "mental space" for peers to formulate responses and contribute to the group? How do you ensure everyone shares their connections and is an active participant in the group? What roles can you assign to group members to ensure a productive exchange? Is it necessary to provide a graphic organizer or outline to guide students progress? How will the ideas of a group be shared with the whole?


There are a variety of resources and publications that assist teachers in the development of effective discussions and productive group work. My goal with this post is to spark a self  reflection regarding your own classroom. How effective is your classroom discussion and should it be an area to further explore?

What's for homework? Be ready for a question.

The use, value, and effectiveness of homework has been a long debated topic. Homework serves a number of purposes. What becomes a point of contention is the difference in opinion regarding the purpose. The primary rationale for homework tends to lean towards practicing what has been introduced in class or reading content to prepare for the next day's lesson.

The use of homework as a method to check for understanding or assess student understanding is not effective.  How students complete their homework can vary with the availability of tutors or crowd sourced answers. Even the standard process of homework review is flawed. I have observed countless classes in which the opening of the lesson goes like this, "Take out your homework. Does anyone have any questions or problem with any of the questions?" This then transitions to a whole class lesson in which a few problems are reviewed based on a choral response to the teacher's question.

Proponents of the flipped classroom have turned the table on this approach by having students view recorded lectures or read instructional content for homework. When the students return to class they are provided opportunities to apply what they learned. The instructor facilitates this application of knowledge, checking in on students, and providing small group instruction when necessary.

I believe their is value in homework for those who need it. I propose making homework optional.  A better approach for teachers to ensure understanding is to begin class with a question. A skillfully designed question or question set that provides the instructor with immediate feedback regarding student understanding. The results of which may guide the lesson towards moving forward or reviewing the previous topic. This type of assessment must provide aggregate and individual data. Using fingers or ABCD cards is a low tech option to a posed question. Class clickers, cell phones or learning management systems provide high tech solutions that can quickly aggregate results.

By implementing formative assessment at the start of the end of a lesson we can move away from "who does not understand?", and transition to  "let's take another look at ......, it seems to be challenging"

Remember these elements when planning your lessons

The newly issued ASCD publication The Motivated Brain, by Gayle Gregory and Martha Kaufeldt reminded me of a few simple yet frequently overlooked lesson planning components. When we design lessons structure and consistency will ensure that we have designed a lesson with the potential of success.

My experience as an elementary and now high school educator provided the opportunity to see two different types of classrooms. Typically there are classrooms that are organized and those that are not. Establishing routines, norms and expectations allows for not only the efficient use of time, but it simplifies collaboration, communication and individualized learning. Provide students with an expectation of what to do as soon as they enter a class with a "do now" or other assigned task. Consider reviewing the procedures for group work or what is expected when students complete an assigned task.  The research cited in The Motivated Brian points to lower stress and a more comfortable classroom environment in classrooms with this type of forethought.

Another essential component that is frequently minimized is the establishment of learning objectives and agenda of activities. By publishing your objectives, essential questions, and planned activities in advance you provide a road map for the students. This provides students an opportunity to self assess their progress towards meeting the objective and manage time and resources as the tasks progress. For your next lesson, write the objectives on the board and display an agenda of activites.

Providing students with opportunities to collaborate with peers is an essential lesson component that will impact classroom cultures. This type of collaboration such as turn and talk or larger scale group work provide students the opportunity to learn from each other, communicate ideas and feel comfortable needing clarification.

An interesting take away from the text is the focus on movement. Research has proven that individuals who are active increase blood flow which impacts mood, motivation and stress reduction. Making a point to incorporate movement into your class can have a profound effect. A simple change in structure like having students stand and discuss with a peer may result in more engaged class and fruitful dialogue.

Should intelligence be measured by what we know or the questions we ask?

In our current education system we label, group, and track students based on academic achievement that is primarily measured by assessment. GPA, standardized test scores, honor roll, gifted and talented programs, and course level recommendation are determined by a students grades. High stakes testing whether standardized or local summative assessment have encouraged a culture of "what do I need to know to do well" While the measurement of content knowledge and skills in order to determine achievement is a requirement of education, we must also make room for inquiry and failure.

Merrian Webster defines intelligence as
" a (1) : the ability to learn or understand or to deal with new or trying situations : reason; also : the skilled use of reason (2) : the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (as tests)"

 In an article published in the June edition of District Administration (2015), Warren Berger stated " The art of inquiry is the foundation of advancements in science, medicine, mathematics and more. Questioning "what is" often leads to discovery of "what could be"." In an era of academic competitiveness, high stakes testing and a demand for elite education we must not only provide opportunities for students to demonstrate mastery. We need to develop the skill to formulate great questions. We need to create classroom cultures that nurture this skill.

In the era of Google and mobile devices we can locate tremendous amounts of information. How do we connect the information that we acquire in order to develop intelligence? Are we developing our ability to ask great questions that will act like a catalyst for connecting information?

How do you integrate questioning into your classroom? Do you provide a culture and an environment in your classroom where kids are not only provided opportunities to question, but are comfortable asking? How do we create lessons that shift from "let me tell you what you need to know", to students asking questions as a result of your facilitation of learning that leads to required knowledge? Do you create a classroom environment where students challenge or contest a response, build on each other's responses, and take risks offering opinions or ideas? Do you provide all of the questions or are students expected to create questions?

For example, in a traditional classroom setting students may be provided a text and asked to answer a few questions regarding it. They may even be asked to respond to a discussion thread in an online environment in which the teacher posses the topics? Can we consider a reverse approach by asking students to read the text and develop a few of their own questions? Can we use technology to provide  a collaborative approach to this process?

This is an area that am looking to further explore. In future posts I hope to share and discuss cooperative grouping strategies, inquiry approaches to instruction, and simple classrooms strategies that may contribute a classroom culture of questioning.  

Transition your classroom from a "walled garden" to a global contributor

In the 21st Century citizenship has changed. We are operating in a globally connected world. Communication, collaboration and information is open, shared and ubiquitous.  The evolution of the web has lowered the barriers of entry for individuals to create, collaborate and contribute. 

Our classrooms must reflect this trend and prepare our students to be global citizens. In many instances our classrooms have not changed much in many years. Yes, we have introduced and integrated technology. Students type instead of write, take online quizzes, create presentations, view videos and contribute to class discussion boards. Teachers recognize the power and flexibility of technology and provide students options for demonstrating knowledge by providing choice with regards to the technology resources they use. Technologies have provided innovative ways for teachers to provide feedback, students to collaborate, and parents to monitor progress. Paradigm shifts in instructional practices have resulted in flipped or blended learning, personalized instruction, and virtual courses. 

The shifts in instructional practices as a result of access to technology has been profound. What still remains in place in many classrooms is the audience. Teachers and students create, share, revise, and consume for each other. Our "voice" is contained to our brick and mortar or virtual classrooms. Our audience, while authentic, is not representative of our globally connected world. 

In order to prepare students to be active contributors to our connected world we must provide students the opportunity to have a voice. Digital authoring opportunities in which students publish their work for a global audience should be an expected outcome. Having students publish their writing on an online portfolio, contributing comments on a blog, publishing lab results to an online community, engaging in discussions with content experts, inviting professionals and content experts into the classroom through video conferencing, or publishing an online publication should be part of our day to day.  Making connections to provide authentic experiences should be part of our routine.

Sites like Open Source Teaching  is an example of a resource that provides a connection to individuals who are experts in their fields. Blogger, Wordpress of Kids blog provide an opportunity for students or classes to publish their thoughts, opinions, research or other class work. Social networking sites provide opportunities to make connections and share ideas. How can you integrate student publishing and sharing into your courses?

Homework...One of the things that makes you go hmmmmmmm

Homework has always been a part of the instructional program of schools. The argument for and against homework has been widely debated, researched, and published. Is homework necessary to apply or practice what has been taught, or to prepare for what is expected to ensue during your next class meeting? How much is enough? Should it be required? Should we grade homework? Should we differentiate it?

Most parents and students will agree that homework is plentiful and time consuming. Many will also agree that there is inconsistencies among educators regarding how it is used, assessed, and applied to the instructional program. While variation may be a result of the curriculum of the course, it may be this variation that impacts the perceived value. The conversation of homework among educators varies and evolves. The most common justification for homework typically involves the need to check for understanding, provide opportunities to apply what has been learned, and compensate for limited instructional time in the classroom compared to the curriculum pacing requirements. On the surface these are valid and honest. One would assume that this rationale would result in a perceived value regarding the necessity of homework as we know it. However, it may not..

A hot topic in the evolution of homework is the "flipped classroom". This idea flips the process by having students review content through reading or viewing video segments for homework. In class the students apply what was learned through application under the oversight of their teacher and collaboration with their peers. This process allows a level of individualization and collaboration. It creates a paradigm shift in the classroom by having the teacher facilitate the application of skills, strategies, and content with less of a focus on whole class, direct instruction.

The conversation regarding homework has also focused on its role in measuring student achievement. In the era of high stakes testing and the mathematical measurement of achievement through standardized testing we have found ourselves creating a culture of students who focus on achievement through grades at the expense of deeper understanding. The dialogue regarding grading of homework varies. Educators approach this in varying ways by grading homework for completion, accuracy, or both. Others have aborted the need to grade homework and have made it optional for students. The reflective feedback among educators and researchers has raised the question of its relevancy as a measurement of student learning vs. student effort. Should effort be a percentage of student grades in which the grade represents student achievement?

There are bodies of research that insists learning requires the opportunity to take chances and make mistakes. Learning is ignited through reflection, receiving feedback, and making corrections. Should homework provide students the opportunity to make mistakes without a punitive consequence? Would that opportunity increase the perceived value with students? Would teachers observe similar or greater growth by increasing feedback and decreasing grading? Can we maintain the effectiveness of homework with a decrease in extrinsic motivators and would this approach increase intrinsic motivation? This topic requires further discussion and reflection. I invite your thoughts in the comments.