www.theBulldogSolution.com

We’ve all heard how (__noun__) will save/revolutionize education. But unfortunately, it’s not going to have the expected impact. Some may use (__noun_) in an exciting, creative way, and will be able to say that their students are engaged at a new level. But many implementations of (__noun__) will be thoughtless, with opportunities for even minor impact buried under a host of systemic issues that can’t be solved by going shopping.

• Schools will adopt (__noun__) without a vision of what to do with it
• Schools will purchase (__noun__) without really thinking about how it fits into the current infrastructure, much less a new way of doing things
• Schools will assume that (__noun__) changes things – but will not set aside the time for the participants in the change process to actually decide what “change” is or to plan and implement new processes that support it

What happens next?

• Blame teachers and students
• Look for other things to purchase that makes (__noun__) “work” in the classroom. Vendors will be all too happy to supply more stuff to buy
• Do more “training” on (__noun__)
• Search for the next new (__noun__)

I find it odd that the phrases “save education” and “revolutionize education” are used nearly interchangeably in the current public discourse about education. Aren’t they really in opposition? Save implies that things don’t change all that much, that the system just needs some sprucing up to get things back to the mythical way they used to be. And what does revolutionize mean other than re-creating everything?

But whether you believe that education needs radical change or minor course correction, a “thing” won’t make that happen. Only people will – the people at the heart of the system, teachers, parents, and students.

Sylvia

From the press release:

Wolfram Offers Next Innovation in Education Technology with Wolfram Education Portal

Champaign, Illinois–January 18, 2012–Wolfram today announced the launch of the Wolfram Education Portal, providing teachers and students alike with a new way to integrate technology into learning.

The Wolfram Education Portal, available at education.wolfram.com, comes equipped with dynamic teaching tools and materials such as an interactive textbook, lesson plans aligned to the common core standards, and many other supplemental materials for courses, including Demonstrations, widgets, and videos, all built by Wolfram education experts.

“Wolfram has long been a trusted name in education, as the creators of Mathematica, Wolfram|Alpha, and the Wolfram Demonstrations Project,” says Crystal Fantry, Senior Education Specialist at Wolfram. “We have created some of the most dynamic teaching and learning tools available, and the Wolfram Education Portal offers the best of all of these technologies to teachers and students in one place.”

The Education Portal, currently in Beta, contains full materials for Algebra and partial materials for Calculus, but will continue to grow and improve. Wolfram plans to expand the Education Portal to include community features, problem generators, web-based course apps, and the ability to create personalized content.

Wolfram developed the interactive textbook by working with the CK-12 Foundation, a nonprofit organization with the mission to produce free and open-source K-12 materials aligned to state curriculum standards and customized to meet student and teacher needs. The available Algebra textbook takes CK-12′s Algebra I FlexBook and makes it dynamic with Wolfram technologies, including Wolfram|Alpha widgets, Wolfram|Alpha links, interactive Demonstrations created in Mathematica, and the Computable Document Format (CDF).

Sample widget

In “Beyond Pink and Blue” on the blog site for The Nation magazine, author Dana Goldstein writes about children and gender norms. She quoted me for a part of the article about tinkering, and how that kind of hands on learning helps students grasp scientific concepts.

Sylvia Martinez, an expert on educational technology, has written about how all children need to reinforce math and science concepts through “tinkering”—interacting with the physical world, as opposed to just learning at their classroom desks. (For example: collecting water samples to test pH levels, or reinforcing math concepts by learning basic computer coding.) It doesn’t work, Martinez says, “to explain everything to kids without them having any basis in experience. I’m trying to expand the idea of ‘tinkering.’ It’s not just going down to the basement and playing with stuff. You can play with data, ideas, equations, programming.”

Parents can foster this type of experimentation at home, but schools should also do their part. The problem is that in an age of increased focus on standardized test scores in reading and math, many schools are canceling computing and science courses or cutting down lab time.

“We’ve created math and science in school as very abstract,” Martinez says. “We’ve taken away a lot of hands-on experiences from kids in favor of testing. We’ve reduced a lot of science to vocabulary, where kids are being given vocabulary tests about the ocean instead of going to the ocean or looking through a microscope at organisms. If we taught baseball the way we taught science, kids would never play until they graduated.”

I’m really glad she got the idea in there that tinkering goes beyond “stuff” and extends into playing with concepts too. I also am glad that the conversation is about “what’s good for kids”, not just “what’s good for girls.”

I’ll be exploring that topic a bit more in the coming months, it’s been on my mind a lot lately!

Sylvia

I’m heading to London this week to take part in the BETT 2012 conference in London. This is the largest educational technology conference in the world and I’ve been wanting to check it out for years!

I’m presenting a session on Friday – Tinkering: A New Model of ICT and STEM Learning

Yes, I know it says “new” – but it’s not. Poetic license, I guess I was worried that things have to sound new to get any notice. However, I’m hopefully presenting a new look at old-fashioned learning. I’m combining some of my existing resources about tinkering and playful learning with some new ideas about the role of gender, the danger of looking at science only through the lens of the “scientific method”, and the synergy between art and science.

Be back next week!

Sylvia

It’s not the headline that’s going to make the national press. Ho hum, young people aren’t perverts or helpless victims. But here’s another slice of non-sensationalistic reality about what parents and teachers SHOULDN’T flip out about…

From the press release - “A new study from the University of New Hampshire Crimes against Children Research Center finds declines in two kinds of youth Internet sexual encounters of great concern to parents: unwanted sexual solicitations and unwanted exposure to pornography. The researchers suspect that greater public awareness may have been, in part, what has helped.

The study found that the percentage of youth receiving unwanted online sexual requests declined from 13 percent in 2005 to 9 percent in 2010. Youth experiencing unwanted pornography exposure declined from 34 percent to 23 percent over the same period.

On the other hand, youth reports of online harassment increased slightly from 2005, up from 9 percent to 11 percent.

The study, “Trends in Youth Internet Victimization: Findings From Three Youth Internet Safety Surveys 2000–2010,” was published today online in the Journal of Adolescent Health. It is based on national surveys of youth ages 10 through 17 conducted in 2000, 2005, and 2010.

“The constant news about Internet dangers may give the impression that all Internet problems have been getting worse for youth but actually that is not the case,” said lead author Lisa Jones, research associate professor of psychology at the UNH Crimes against Children Research Center. “The online environment may be improving.” Jones pointed out that unwanted sexual solicitations are down over 50 percent since 2000, when attention first was drawn to the problem.

“The arrests, the publicity and the education may have tamped down the sexual soliciting online” said author Kimberly Mitchell, research assistant professor of psychology at the UNH Crimes against Children Research Center. ”The more effective safety and screening features incorporated into websites and networks may have helped reduce the unwanted encounters with pornography.”

Jones said harassment may not have fallen because attention to that online problem has been more recent. ”Hopefully, the new focus on online harassment will produce some of the same improvements in this problem that we have seen in sexual solicitations,” she said.

The authors cautioned that unwanted sexual solicitations should not be understood as necessarily communications from adult online predators. Previous research has found that while youth do not know the source of all the unwanted sexual solicitations they receive, when they did know, half were believed to come from other youth.”

Download the PDF - Trends in Youth Internet Victimization: Findings From Three Youth Internet Safety Surveys 2000–2010

And by the way, thanks to the University of New Hampshire Crimes against Children Research Center and the Journal of Adolescent Health for making this publicly available.

Sylvia

“Students from elementary school through college are learning on laptops and have access to smartphone apps for virtually everything imaginable, but they are not learning the basic computer-related technology that makes all those gadgets work. Some organizations are partnering with universities to change that.”

THE Journal has run an important article about the efforts to overhaul Computer Science education in the U.S. (Overhauling Computer Science Education – Nov/Dec 2011.)

It’s long been a mystery to me that computer science isn’t being taught in U.S. schools. No, not computer literacy, which is also important, but often stops at the “how to use application x, y, or z” level. Why are we not teaching students how to program, master, and manage the most powerful aspects of the most important invention of the 20th and 21st century?

I believe there are two reasons, both based in fear.

1. Fear that adding a new “science” will take time away from “real” math and science. In my opinion, the US K-12 math and science curriculum has been frozen in time. It’s not relevant or real anymore, and needs a vast overhaul. But there are lots of forces at work to keep the status quo definitions of what kids are taught. And I do mean to draw a distinction between what students are taught and what they learn. For too many young people, what they learn is that math is boring, difficult, and not relevant, and science is about memorizing arcane terms. This is just a shame and waste.

2. Fear that computer science is too hard to teach in K-12. People worry that teachers are already stressed and stretched, that there aren’t enough computer science teachers, and that computer science is just something best left to colleges. That’s just a cop out. There are lots of teachers who learn to teach all kinds of difficult subjects – no one is born ready to teach chemistry or how to play the oboe, but people learn to do it all the time. Plus, there are computer languages and development tools for all ages, and lots of support on the web for people to try them out.

Please read this article – it covers a wide range of options and ideas for adding this very important subject to the lives of young people who deserve a relevant, modern education! Overhauling Computer Science Education

Sylvia

Many times in schools technology supplies are purchased – then sit in closets unused. Why the waste? They were purchased with all good intentions, but no one at the school really has the time or inclination to put the plan into action!

But here’s the antidote…

“December 8, 2011 – Mrs. McBride’s TechYES/GenYES students will be able to help improve technology throughout the district even more, thanks to a new donation of supplies.

The class received a new video camera, web cam, business card stock, t-shirt iron-on paper and laminator from Hamilton-Fulton-Montgomery County BOCES. A special thank you to Todd DeSoto, who presented the class with the new supplies.

The students are currently planning projects to utilize the new tools.”

Why not put the energy, passion, and enthusiasm of your students to use in your school. TechYES and GenYES are tried and true models of real student engagement and leadership, ready for all schools to adapt and hit the ground running. Online tools, professional development, and curriculum give you everything you need for one school, a district, or a whole state!

Generation YES supports all our schools with commitment, pride, and passion – we would love to work with you!

Sylvia

PS Want something different? Check out our projects website for some ideas for large scale grants and unique technology implementations that focus on student leadership.

In Learning & Leading (ISTE’s magazine) this month – Point/Counterpoint: Is the digital native a myth? featuring ME in a “debate” with Marc Prensky, the most famous source of the terms “digital native” and “digital immigrant”.

I argue that indeed, both these terms are myths, and damaging ones at that. Marc counters. But considering that neither of us actually saw the other person’s argument, the “point/counterpoint” isn’t really there. It would have been interesting to have more back and forth, but that’s the limit of print, I guess.

Here’s how I kicked it off -

Digital native and digital immigrant are catchy phrases, no doubt. The slogans capture the ease with which young people accept technology that baffles many adults. But the observation that children appear more comfortable with digital devices offers little insight into how computing can actually transform the learning process. Catchy phrases should never be confused with guiding principles for education.

If the intent behind the cliché was to inspire adults to develop new fluencies and respect the competence of young people, the result has been the opposite. These terms imply a generational divide that has resulted in educators throwing in the towel.

Read the rest, and Marc Prensky’s counterpoint!

Sylvia

New Pew Report: Teens, kindness and cruelty on social network sites

Social media use has become so pervasive in the lives of American teens that having a presence on a social network site is almost synonymous with being online. Fully 95% of all teens ages 12-17 are now online and 80% of those online teens are users of social media sites. Many log on daily to their social network pages and these have become spaces where much of the social activity of teen life is echoed and amplified—in both good and bad ways.

Part 1 » Teens and social networks

Part 2 » Social media and digital citizenship: What teens experience and how they behave on social network sites

Part 3 » Privacy and safety issues

Part 4 » The role of parents in digital safekeeping and advice-giving

Part 5 » Parents and online social spaces: Tech tool ownership and attitudes towards social media

The good news – “The majority of social media-using teens say their peers are mostly kind to one another on social network sites. Overall, 69% of social media-using teens think that peers are mostly kind to each other on social network sites.”

This a great statistic to use for “positive norming” when talking to students about online behavior. Positive norming is showing that what most people do is positive and healthy, rather than focusing on the alarming behavior of the small minority. See this blog post (Cybersafety – do fear and exaggeration increase risk?) for a great slideshow from Larry Magid on how to present to parents and students about positive online  behavior rather than rely on fear tactics (which don’t work, by the way!)

Don’t let the statistics get skewed – you may also see that 88% of social media-using teens have witnessed other people be mean or cruel on social network sites. But before getting alarmed, realize that lots of people have seen something bad happen, it doesn’t mean it’s happening all the time. If someone asked you, “have you ever seen someone being mean to someone else in public?” – probably 100% of us would say yes. It does not mean that it is the norm. And in fact, only 12% of the 88% who saw meanness, saw it ”frequently.”

I think this is another study showing that parents and kids are both doing pretty well navigating the brave new world of social networks and online life. Schools need to build on this positive trend!

Sylvia

Many educators I speak to daily are very reasonable people. They have dreams about how education should be, but still show up for work every day in a system that is slow, if not hostile to change. They compromise with people to gain small victories, play by the rules and work miracles in sub-standard conditions. They bide their time hoping that someday their work will pay off, if not in systemic change, at least in the lives of future citizens of the world.

Reasonableness as a roadblock to change
Who hasn’t heard something like this — “I totally believe in technology and project-based learning. But my administration is really conservative, test scores are down, and my principal doesn’t like that kind of airy-fairy nonsense. Besides, five years ago we tried it and half the teachers used “project time” as a smoke break. So I was thinking that after testing is over I would have the kids do a project where they use vocabulary words and make a PowerPoint or do something with technology. I can probably squeeze the whole thing into 3 days. That way I can say it’s got language arts skills, 21st century skills, it won’t take too much time, and no one will get upset.“

Reasonable compromise or watered-down status quo with technology tacked on?

The problem is that by being reasonable, educators pre-compromise themselves out of strong, defendable positions. Project-based learning is a strong position to come from. There is research on how to do it, why to do it, and lots of examples of success. But by compromising even before you get to the negotiation, you lose out. You have watered down your ability to create conditions of success, and you have lost your negotiating power.

“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore, all progress depends on the unreasonable man.” – George Bernard Shaw

Most likely when you get to the actual planning, the people you thought would be impressed by your reasonableness stun you by not appreciating it at all. They want MORE compromise. In your eyes, they are unreasonable. You’ve already compromised (in your head) and now there’s no more to give. How come they get to be unreasonable when you’ve worked so hard before the meeting even started? It’s not fair!

You must practice the art of being unreasonable.

The art of being unreasonable

• Dream big.
• Come to the negotiation with a plan that meets all your needs and only your needs, with justification for them. You can compromise later from a place of power.
• Don’t play fair. Kids lives are at stake. For example, take kids into a meeting and have them present. It’s hard to say no to cute 8 year olds. (This is not about doing illegal or unethical things!)
• Acknowledge other people’s fears but label them as fears, not roadblocks or reasons to change the plan. Invite them to participate as your plan unfolds, so they can see that their fears are unfounded.
• Just because you understand other people’s arguments doesn’t mean you have to accept or act on them. That’s what reasonable people do. The other side isn’t accepting your arguments; you don’t have to accept theirs. Remember, you are unreasonable — see how freeing that is!
• Find others who believe in the same things you do and create a personal support system.
• Don’t be a martyr. If your plan is getting crushed and it’s just not going to happen, walk away. Come back with a bigger and better one.

Be unreasonable, not a pain
I know. You are saying, “I work with unreasonable people all the time! It’s not pleasant! They think they know everything, everyone resents it and figures out sneaky little ways to sabotage the plan. I want to be seen as fair, so that everyone will want to work with me, not against me.”

Everyone wants to be liked. Educators are probably the nicest people of all. Would it be so bad if people thought of you as a rebel, a dreamer, or a force of nature instead of just “nice”? Add a few new adjectives to your personal profile. You might be surprised that not only will people still like you, they will respect you more. Allow your unreasonableness to come from a place of righteous power and promoting student welfare, not anger or self-promotion. Anyway, nobody likes a pushover.

“You see things; and you say Why? But I dream things that never were; and I say Why not?” — George Bernard Shaw

Go ahead, you have my permission, be unreasonable.

Sylvia

From the CIRCLE website:

“A new CIRCLE study, “Understanding a Diverse Generation: Youth Civic Engagement in the United States,” shatters stereotypes and dispels conventional myths about the ways in which young people ages 18-29 are involved in the United States political system.

The study from THE CENTER FOR INFORMATION & RESEARCH ON CIVIC LEARNING AND ENGAGEMENT – CIRCLE uses U.S. Census data on young voters from across the United States and compares youth engagement in the 2008 and 2010 election cycles. Despite the over-simplified portrayal of young Americans in the news media, their political engagement is diverse. The study shows that at least three quarters of youth were somehow engaged in their community or in politics in both 2008 and 2010. But they engaged in very different ways. The key finding of the study is that young Americans were divided into six distinct patterns of engagement in recent years. In 2010, the clusters were:

• The Broadly Engaged (21% of youth) fill many different leadership roles
• The Political Specialists (18%) are focused on voting and other forms of political activism
• The Donors (11%) give money but do little else;
• The Under-Mobilized (14%) were registered to vote in 2010 but did not actually vote or participate actively
• The Talkers (13%) report discussing political issues and are avid communicators online, but do not take action otherwise
• The Civically Alienated (23%) hardly engage at all.”

Sylvia

Great leadership is inclusive leadership, yet the largest stakeholder group in schools is often forgotten — students.

Those of us who believe the modern technology is the way to change schools must also realize that this digital generation has more direct experience with technology than any other group–if we were listening. When students aren’t included in the effort to improve education with technology, we lose more than their technical know-how, we lose the opportunity to shape the ongoing conversation and cultivate the leaders of tomorrow.

While we wonder where the future leaders of the educational reform movement will come from, there they sit in front of us everyday, being ignored. Thinking that “school” doesn’t understand what their lives are like outside of the classroom. Wondering what their role will be in changing the world. Wishing that someone would give them the opportunity to make a difference.

Enabling youth voice in K-12 schools isn’t simple. They might not say what you expect; it takes time to teach them how to speak their minds effectively and work collaboratively. And they keep growing up and leaving, so it never ends. I’m not talking about the kind of token youth panel you often see at educational technology conferences, where students who can be counted on to say acceptable things are trotted out for an hour, everyone nods and feels good about listening to youth voice and then lunch is served while the kids are conveniently bussed back from whence they came.

This is a lose-lose situation. We lose their input, convince them we don’t care, and miss the teachable moment. We enable dependence in youth by not allowing them to participate in the process of school decision-making. And technology is only a small part of this. The curtailing of student press freedom and the blocking of online discussion creates fewer opportunities for student voices to be heard in every avenue and less opportunity to practice these skills.

It’s not just about leadership in educational technology, we should be worried about where the leaders of tomorrow will learn how to be informed, involved citizens of the world.

Related Download: From Vision to Action: Including Student Leadership in Your Technology Plan (PDF) This 8-page guide contains research, sample language, practical suggestions, 6 models of student involvement, and a planning worksheet. Print it out and give it to your favorite tech planning committee members!

Sylvia

Kid Power: The Oak Hills Local School District’s eKIDs program reverses traditional student/teacher roles in the pursuit of technology knowledge.

We love to see our schools get the recognition they deserve!

“When I heard about the program, I wanted to do it,” says Allie Schaefer, a Bridgetown seventh-grader who joined eKIDs in August, at the start of the 2011–2012 school year. “Usually, teachers teach kids. But with eKIDs, the kids teach the teachers. That’s pretty cool.”

Read more >>

Sylvia

a2a_linkname="Kid Power"; a2a_linkurl="http://blog.genyes.org/index.php/2011/11/14/kid-power/"; a2a_show_title=1;

A new study came out from Michigan State University this week - Information technology use and creativity: Findings from the Children and Technology Project by Linda A. Jackson , Edward A. Witt, , Alexander Ivan Games, Hiram E. Fitzgerald,  Alexander von Eye, Yong Zhao.

First problem – it’s behind a paywall. It costs $19.95, or becoming a subscriber of the journal, Computers in Human Behavior. Well, sure, I could pay for it, or better yet, I “know people” and could probably get it free, but then I can’t post it, and worse, I can’t link to it and therefore we (me + you out there) can’t talk about it. Even the links in the abstract to what the tests of creativity are based on do not go anywhere (see the funny little anchors?). The only other information from MSU is the press release.

Abstract
“This research examined relationships between children’s information technology (IT) use and their creativity. Four types of information technology were considered: computer use, Internet use, videogame playing and cell phone use. A multidimensional measure of creativity was developed based on and test of creative thinking. Participants were 491 12-year olds; 53% were female, 34% were African American and 66% were Caucasian American. Results indicated that videogame playing predicted of all measures of creativity. Regardless of gender or race, greater videogame playing was associated with greater creativity. Type of videogame (e.g., violent, interpersonal) was unrelated to videogame effects on creativity. Gender but not race differences were obtained in the amount and type of videogame playing, but not in creativity. Implications of the findings for future research to test the causal relationship between videogame playing and creativity and to identify mediator and moderator variables are discussed.

Highlights ► Positive relationship between videogame playing and creativity. ► Relationship held across types of videogames (e.g., violent, interpersonal). ► Despite gender and race differences in videogame playing, there were no gender or race difference in creativity.”

Already the abstract has got my antennae tuned. Did they really call videogame playing “Information Technology Use”? I mean, I see what they were going for – do the things kids do with common technology correlate to measures of creativity?

But it really makes me want to see the actual study. I wonder what the correlation was between the three other types of “information technology use” – computer use, Internet use, and cell phone use. What kind of “use” did they test? Was it a survey? What did they ask? Was it just hours? What were the kids doing?  What was the difference between Internet use and computer use (isn’t one a subset of the other?) Questions, questions, questions.

Plus, if ed tech enthusiasts are happy that creativity is linked to videogames, what does it mean that computer and Internet use did not show the same link? For learning game enthusiasts, what does it mean that the link to creativity didn’t depend on what kinds of games the kids played.

Next problem - the press picks up the story, reads the abstract (if we’re lucky) and proceeds to write a story that really isn’t what the research says. That’s true even just reading the abstract.

USA Today Headline - Research: Video games help with creativity in boys and girls starts off, “Here’s another reason to include The Legend of Zelda: Skyward Sword on those holiday shopping lists: children who play video games are more creative.”

OK, so the headline implies that video games are responsible for making children more creative – but the article is fairly carefully worded about assuming that playing videogames MAKES children creative.

The Register (an IT site from the UK) headline – Kids! You get back in front of that Xbox right now: Playing videogames makes kids more creative. “Positive news for gamers, and their parents. Hours in front of the glowing box hammering zombies as a youngster can make you more creative.”

Several commenters point out that correlation does not equal causation, but there are an equal number of commenters who believe that videogames cause children to be violent, so therefore we will have a lot more creative axe-murderers due to games. So it’s not like you can really look to the comments for wisdom.

There are lots of headlines that get it right, or at least use some caution, using words like “linked” or “tied” to connect creativity to videogames, but from my brief survey, plenty more that get it wrong.

Play More Video Games, Be More Creative? – Parenting.com
Study: Playing Video Games Promotes Creativity
Video Games Are Making Your Kids More Creative
Study Finds Games Make Kids More Creative

Repeat after me… Correlation is not causation!

Sylvia

a2a_linkname="Games, technology, creativity, and creative reporting"; a2a_linkurl="http://blog.genyes.org/index.php/2011/11/04/games-technology-creativity-and-creative-reporting/"; a2a_show_title=1;

This is a guest post from Don Mesibov of the The Institute for Learning Centered Education

This post will articulate a major distinction between a lesson based on constructivist theory and a lesson as it has been traditionally planned and taught. The secret lies in the initial activity of the lesson or unit immediately following the bell ringer, launcher, anticipatory set or whatever brief activity a teacher uses at the very beginning of the lesson.

In a traditional lesson, the teacher begins to speak about what he wants the students to learn. It seems logical. I know what I want you to learn so I will tell you what I want you to know, understand or be able to apply. THIS IS WRONG!!!!!

Don’t begin your lesson (following your opening activity) with a lecture. Don’t begin with a Power Point that is the equivalent to a lecture. You can make a few opening comments to introduce the lesson or give directions (two minutes at most). You can post a Power Point if it is to keep directions in front of the students as they work or if it is to highlight something students may need to reference, but DO NOT use a Power Point to replace a lecture. I have sat in the back of a room listening to a teacher try to transmit her information to a student and it doesn’t work. Students don’t pay attention because they can’t grasp the significance of what the teacher is saying. If the nature of the information is complex enough to justify teaching it then it is also difficult for anyone to understand before they have experiences engaging with the information. If students are able to grasp what the teacher is saying it is only to memorize information they can regurgitate on a test for a good grade, but we don’t understand information until and unless we engage with it.

ENGAGEMENT MUST PRECEDE EXPLANATION

What should an effective teacher do??

Begin your lesson with an activity that engages students with the information you want them to learn. Here are some examples:

• Prioritize: If you are studying the Bill of Rights ask students (individually, in pairs or small groups) to put the ten amendments in the order of importance to them. They cannot possibly do this without thinking about and studying each of the amendments. If you lecture them on the Bill of Rights, how can you possibly know if they are thinking about what you are saying?
• Jigsaw: Divide the lesson into four or five parts, create groups and give each group one of the parts of the lesson to study and then teach to the others.
• Project: Give the students something to do that can only be accomplished by effective use of the information you want them to learn.

Sometimes the lecture (or Power Point) you are tempted to give at the start of the lesson will be much more effective toward the end because, at that time, students have enough knowledge about the information to understand what you are saying. In other words, your lecture can be a good form of review or can generate meaningful reflection. Since we often hear that teachers should become coaches (“Guides on the Side”) this is the way it can happen. A sports coach gives her lecture during or after a practice or a game when there are shared experiences to talk about and reflect upon. Teachers need to create shared experiences BEFORE they lecture so the lecture (like a coach’s chalk talk) can be in reference to something the students have done.

There is one more reason to begin a lesson (immediately after your launcher, bell ringer, ice breaker or anticipatory set) with active engagement with information instead of a lecture: if you launch your lesson effectively then students are beginning to think “Maybe this class will be different; maybe I will actually enjoy this.” When you follow a successful start to a lesson with a lecture it takes all the air out of the balloon. It causes you to lose the positive momentum that you created. It is like a play that grabs the audience at the start with an exciting opening scene and then loses the audience almost immediately when the next scene is a dud.

We call the opening five minutes of a lesson an exploratory activity. But whether you call it a bell ringer, launcher, anticipatory set, ice breaker or something else, don’t follow it with a lecture. ENGAGEMENT MUST PRECEDE EXPLANATION. It’s logical, it’s valuable and, most of all, it’s good pedagogy. Doesn’t a coach begin by throwing the players into a practice and then discussing with them what went well, what needs to be improved, and why????

Please know that your work in the field of education is as meaningful to our society as anything anyone can possibly do. Thank you for caring about the future of our children!!!!

a2a_linkname="What makes a lesson constructivist? Engage first, explain later"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/28/what-makes-a-lesson-constructivist-engage-first-explain-later/"; a2a_show_title=1;

Granville Students Attend Regional NYSSTL Training

Five students from Granville Central School District in New York attended a week long New York State Student Technology Leader (NYSSTL) Training Camp at WSWHE BOCES in Saratoga, during the last week of July. At the summer camp, students learned how to become New York State Student Technology Leaders in their school. There were approximately 30 students from WSWHE BOCES regional schools, from as far south at Ballston Spa Central School and as far north as North Warren Central School.

At the camp, students discussed and demonstrated their understanding of crucial contemporary Internet technology topics, including Internet safety and ethics, copyright and fair use, citing sources of information, evaluating websites and checking author credibility, netiquette, cyber bullying, and digital footprints.  They also learned to use new technologies and completed two technology projects using these tools to demonstrate their technology literacy.

As the training progressed, students spent time learning to become peer mentors, so that they can help other students with technology projects at school. They practiced this skill at the camp as they completed work on technology projects throughout the week.

Students were also trained to assist teachers with technology. They were provided with accounts and taught how to access and use their school’s NYSSTL Help Desk which is an online tracking system and communication tool. Students learned how to help teachers request a TAP or Technology Assistance Project, and also how to use many of the tools built into the online help desk.

In addition to discussions, role plays, and working with computers and various peripheral devices, students also participated in recreational games such as competition cup stacking, bocce, ladder ball, and ultimate Frisbee. All students who attended the camp received complimentary breakfast, lunch, and desserts, such as make your own sundaes. They also received embroidered NYSSTL T-shirts, TechYES Technology Literacy Student Guides, 4GB flash drives, and messenger bags, which they decorated with fabric markers at camp.

Granville Computer Technology Teacher/NYSSTL Advisor, Leanne Grandjean, along with experienced Student Technology Leaders, freshman, Josh Sumner, and sophomore, Marc Billow, also went to the camp to lead and support students who were training to become Student Technology Leaders.

Mote here!

a2a_linkname="Student Tech Leadership Summer Camp"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/27/student-tech-leadership-summer-camp/"; a2a_show_title=1;

Teacher Training, Taught by Students

“In a role reversal, Ms. O’Bryant and other teachers at Brick Avon Academy are getting pointers from their students this year as part of an unusual teacher training program at 19 low-performing Newark schools.

The lesson learned by Ms. O’Bryant? “It makes you think about really hearing the kids,” she said. “You can learn from them. They have their own language.”

The training program, which is supported by a federal grant, is being run by the National Urban Alliance for Effective Education, a nonprofit group based in Syosset, N.Y. During a daylong workshop, teachers were instructed by the group’s trainer, Eyka Stephens, to watch their students teach mock lessons, study their methods and language, and discuss together what works (and what does not).” (Read more…)

Why does this work? It’s not because the kids are delivering the content better – it’s because of the sense of community and collaboration that’s developed as the learner/teacher roles blur.

Sylvia

a2a_linkname="Teacher Training, Taught by Students"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/26/teacher-training-taught-by-students/"; a2a_show_title=1;

A lot of people know that in a previous career I was a video game designer. That means that I get asked all the time about educational games. So here’s a wiki I’ve just created with some of the resources about that topic, including a 20 min presentation. I think that there is a lot of hype about games in education, and it’s important not to just take it so literally.

My hope is that educators take the time to really explore what games can offer in the classroom – not because games are going to “save” or “revolutionize” education, but that they offer a metaphor of what learner-centered education can be.

By learning more about games, educators can decide for themselves if a particular game is something they want to introduce into their classroom because it supports their beliefs about learning, not because it’s all the rage. Or, they can learn how games carefully balance frustration with success to create engaging challenges.

Finally, I always say that the best way to bring games into the classroom is to let students design their own games. It puts the agency even further into the learner camp. Playing games is fun, but you are always playing by someone else’s rules. Making your own game means that you are in charge, and that’s where real learning can happen.

Games in Education Resources

Sylvia

a2a_linkname="Games in Education Resources"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/25/games-in-education-resources/"; a2a_show_title=1;

Time Magazine online : In Praise of Tinkering: How the decline in technical know-how is making us think less

Annie Murphy Paul has written an opinion piece about how tinkering is essential to learning – and I’m quoted! How cool is that?

“If we want more young people to choose a profession in one of the group of crucial fields known as STEM — science, technology, engineering and math — we ought to start cultivating these interests and skills early. But the way to do so may not be the kind of highly structured and directed instruction that we usually associate with these subjects. Instead, some educators have begun taking seriously an activity often dismissed as a waste of time: tinkering. Tinkering is the polar opposite of the test-driven, results-oriented approach of No Child Left Behind: it involves a loose process of trying things out, seeing what happens, reflecting and evaluating, and trying again. As Sylvia Martinez, a learning expert who spoke about the value of tinkering at a meeting of the National Council of Women in Information Technology earlier this year, puts it: “Tinkering is the way that real science happens, in all its messy glory.””

Paul, the author of Origins: How the Nine Months Before Birth Shape the Rest of Our Lives is at work on a book about the science of learning

a2a_linkname="In Praise of Tinkering – Time magazine online"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/24/in-praise-of-tinkering-time-magazine-online/"; a2a_show_title=1;

In researching my talk for the Arts & Education Symposium last week I ran across Ten Lessons the Arts Teach from the National Art Education Association. Since my talk was about the intersection of arts and STEM education, I thought it might be interesting to look at these lessons in that light. The ten lessons are in italics, my comments follow each one.

1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.

It is not just in art that children need to make judgements about qualitative relationships. I know that many people think that math and science are all about “right answers” and cold logic. However, real problems (not textbook problems) are often messy and need to be solved with insight. Models of the real world aren’t perfect, but can be used to explain and predict the world in useful ways. Neat textbook problems give the false impression that judgement is not important, and in turn, teaches children that their own reasoning is not valid. The real world of science and math needs people who who have learned to trust their judgement to solve problems that don’t have obvious solutions.

2. The arts teach children that problems can have more than one solution and that questions can have more than one answer.

Again, math and science have traditionally been taught in a way that emphasizes one solution and one process. It’s not that simple.

3. The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

When children are allowed to think through math problems, they will come up with many different paths to a correct answer. The purpose of school should be to encourage children to develop these skills. Instead, we spend a lot of time telling children they are wrong, and then expecting them to just accept that and try again. Lessons that allow a child to rethink and revise give a child autonomy, and the ability to trust themselves to be problem solvers, even if their path to success is different than everyone else’s.

4. The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

This is especially true in science – the history of science is full of serendipity and mistakes that turned out to be great advances. Being open to these unanticipated possibilities is what makes a great scientist. We do children a disservice by pretending that the “scientific method” is a step-by-step recipe that they just follow from beginning to end.

5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

One of the problems with math and science education in this country is that we teach the end product first. The history of math and science is full of interesting problems that people have tackled over centuries. Often, people solved these problems with brute force methods, building buildings that collapse or launching voyages into unknown lands with little information. Some problems were solved with elegant solutions that seemed impossible to translate to the real world, yet centuries later these solutions became concrete. The world is full of crazy, weird, seemingly unexplainable things that push the boundaries of imagination yet some child living today will figure out the answer. Yet we teach as if all problems are solved and the steps are fixed. It’s as if we taught music theory but never allowed them to hear or play actual music.

6. The arts teach students that small differences can have large effects. The arts traffic in subtleties.

This is why I believe it’s so important for arts and STEM to be combined. The arts traffic in subtleties and sometimes there are subtleties in the world that can be manipulated to your advantage. I think that when learned together, students have a greater chance of making things that are beautiful and lasting for themselves and others.

7. The arts teach students to think through and within a material. All art forms employ some means through which images become real.

The arts focus on the use of materials should be incorporated into STEM learning as well. “Doing” is learning, and the materials we allow students to work with allows them to go further into making learning real. This is why I believe in using computers for all subjects. The computer is the most important “material” of so much of what makes up the world today. It’s a “protean device” that can be used in every subject area to give students the ability to make or do almost anything.

8. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.

I know some people don’t believe this, but for many people who love math or science, making things work is a poetic experience. Programming is as close to making a work of art as anything else in the world. Combining the arts with STEM means that children can express themselves in even more variations.

9. The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

Experiencing the profound joy of creating something that has never existed before is not only found in the arts. And I think that when you allow children to experience this feeling, we do them and the world a great favor.

10. The arts’ position in the school curriculum symbolizes to the young what adults believe is important.

The arts’ position in school is slowly being eroded by an emphasis on what’s being called math and reading. However, much of this is simply out of context skills in numbers and letters. True numeracy, scientific thinking, and support for esthetics are all being eroded in a push for “achievement” (code word for higher test scores.) We are communicating that adults value “accountability” over all – that all we see in children is a balance sheet where money goes in and future economic success comes out. The arts are not the only thing we are losing in this accountability madness.

Let’s put the A in STEM – STEAM is a good thing!

Sylvia

a2a_linkname="Ten Lessons the Arts (and STEM) Teach"; a2a_linkurl="http://blog.genyes.org/index.php/2011/10/21/ten-lessons-the-arts-and-stem-teach/"; a2a_show_title=1;