Thank you for visiting! My summer posts will be sporadic at best due to a busy schedule. I hope you will feel free to communicate your thoughts about my posts with me at email@example.com.
Within the classroom environment, 1:1 iPad programs engage students and help inspire new models of instruction and project-based learning, sharpening our collective focus on the cultivation of the 21st Century skills of creation, collaboration, communication, and critical thinking.
Getting outside of the classroom environment to immerse ourselves in other cultures and ecosystems as we do during our experiential learning “Trips” week is also how we are transforming teaching and learning at my school, Sugar Bowl Academy.
This spring, SBA Spanish teacher Aly Kendall and I organized a weeklong experiential learning/service trip to the Dominican Republic, where we worked alongside eight SBA students teaching English in a small town public school through non-profit Outreach360.
We had none of the high tech tools to which Sugar Bowl Academy teachers and students have grown happily accustomed; no iPads, no LCD projectors, no wireless routers, no Apple TV for mirroring, certainly no air conditioning, and not even a photocopier.
“I had to teach for the first time, which was a shock in itself. But I also taught children who spoke a different language, in one of the hottest climates in the world, and in overcrowded classrooms without windows,” said SBA’s Sinead Danagher (’16).
Lesson planning was a time-consuming but creative and collaborative process of figuring out kinesthetic ways (TPR) to teach new vocabulary and of developing illustrations to teach new English vocabulary which we would tape to the chalkboard during class sessions.
We ate Dominican food, danced Dominican dances, and taught with the same limited tools that a Dominican teacher has at his/her disposal. We were fully immersed.
“STOP TO TALK,” OR “STOP TALKING?!” LESSONS FROM NO-TECH LESSON PLANNING
One of our objectives during our week of English teaching at the Escuela Básica John F. Kennedy in Monte Cristi was to teach the concepts of the words “this, that, these, and those.” A considerable amount of critical thinking, creation, collaboration, and communication went into developing that particular lesson plan within and between our two teaching teams.
For the most part, the lesson involved illustrations – singular and plural – taped to front and back walls of classrooms, along with some TPR.
We also developed what we initially thought was a brilliant kinesthetic way to teach the expression “stop to talk,” but ultimately – and after discussing during our evening reflection session – left the lesson feeling that the students probably thought that we were telling them all to “stop talking!”
STUDENTS SEE THE VALUE
Students certainly recognize the value of Sugar Bowl Academy’s experiential learning trips, both in terms of their own development and of the benefits that service-focused experiential learning trips in particular offer to others living in less fortunate societies.
“I grew by having my eyes opened to the culture and struggles of the Dominican people, and by leaving a positive impact on the community,” said Sinead.
Said Julia Puchkov: “I saw what opportunities I have, as opposed to the Dominican kids. I really realized how lucky I am. Also my view of the world grew and expanded.”
Being away from their tech-infused environs also helped our students grow in ways that they most likely had not foreseen. Without the powerful pull of their mobile devices, students found themselves engaging one another on a very personal level.
“Being without Internet in a mostly contained environment for 8 days made everyone spend more time together. We played cards for hours and everyone became much closer,” said Sinead.
“I don’t think I understand the meaning of life but I think I understand happiness and generosity a bit more. Once you are removed from materialism, you can truly appreciate the wonders all around you.”
EXPERIENTIAL LEARNING ACROSS THE LEARNING CONTINUUM
Having co-led trips abroad to the Caribbean, Latin American, and Europe, I have seen firsthand how – thoughtfully planned and executed – experiential learning can be a powerful and transformative experience.
At the secondary level, it is perhaps best exemplified by THINK Global School, which has students “immerse themselves in twelve countries over four years.”
At the postsecondary level, the University of Virginia’s Semester at Sea leaps to mind as a leader in experiential learning.
Also at the postsecondary level, I have written previously here how Minerva Schools at Keck Graduate Institute is attempting to build a for-profit earned undergraduate degree model on a foundation of experiential learning abroad.
Experiential learning has been in vogue for some time, but appears to be gathering greater momentum across the learning continuum.
Provided we can accept its inherent hazards – particularly when it involves travel to the developing world – the experiential learning movement truly has the power to transform teaching and learning and to give our students the skills they will need to succeed in a global economy.
FROM NO TECH TO HIGH TECH: REFLECTIONS FROM REENTRY PHASE
If adjusting to a teaching and learning environment mostly bereft of technology proved challenging to all of us on the Outreach360 experience in Monte Cristi, it was also a readjustment to return to a classroom where each student carries an iPad and where the classroom is equipped with write-on walls, LCD projector, Apple TV, air conditioning, and glass windows.
In the hands of teachers who embrace technology knowledge along with content knowledge and pedagogy knowledge as essential and equally important elements of their toolkits, these technologies mean that more learning, and higher quality learning, happens at a much faster pace.
In the Dominican Republic, for reasons both related and unrelated to technology access, learning at a poco-a-poco pace was, for the student-teachers from Sugar Bowl Academy, and remains, I suspect, for most all teachers in the developing world, the most realistic expectation. The many rewards, however, of this experiential learning/service trip – though intangible – were rich and deeply satisfying.
Said Kathleen Smith (’17): “One day there was a boy in second grade named Luis, and he wasn’t understanding the concept I was teaching him,” wrote one student/teacher on our Outreach360 trip. “There was clearly a language barrier, and I could have gotten really frustrated… He finally got it, and it was the best feeling in the world to see him smile and feel proud.
“It was amazing!”
“Even though the kids didn’t have a lot they came to school with a smile on their face and were excited to learn. It really taught me to appreciate what I have and that life isn’t all about the things we own,” said Pilar Alvarez.
(Concluding on an aside, the staff and programming at Outreach360-Monte Cristi was phenomenal across the board. Jump right in!)
Happy hump day, change agents!
Wednesday is the hump in the work week, the day when we start looking toward the weekend ahead and to consider what we can reasonably accomplish with the rest of our work week given where we stand at midweek and what we expect of ourselves – and others expect of us – on both the work and family fronts.
Assessing where we currently stand on the hypothetical “change scale” is the subject of today’s brief post.
In highlighting “What’s Transforming Teaching and Learning Today,” as I strive to do in this virtual space as regularly as possible, I have neglected to mention the efforts of one particularly important and often overlooked change agent who has a lot to say about where we currently stand: Dr. Seymour Papert.
Much earlier than most, Papert embraced epistemological pluralism and the empathetic notion that computers can empower each individual learner to find ways best suited to him/herself to learn new skills and material.
As Papert predicted, though, the traditional unidirectional teaching paradigm – lecture based, paper-wasting, and privileging primarily those with the courage to raise their hands for their all-knowing teacher – is alive and well in our schools. What exists in schools today is primarily sporadic and idiosyncratic technology integration more geared toward Substitution and Augmentation rather than actual Modification or Redefinition on Ruben Puentadura’s SAMR model.
In his TEDx talk entitled “Seymour Papert: Inventor of Everything,” Gary Stager offers a wonderful overview of Papert’s thoughts and body of work, and contemplates “the backlash against modernity and the things that are in the best interests of kids.” Stager defines constructionism, addresses the connections between the thoughts of Papert and John Dewey, and offers case studies of this “backlash against modernity.”
On hump day, I celebrate Gary Stager for highlighting Papert’s important contributions to the change movement. It leaves me with the feeling that I have much to accomplish before taking a weekend rest. Seymour Papert: Inventor of Everything
Makerspaces are on the move, in schools and communities, both nationally and internationally, K-12 and beyond.
Our love for creation and collaboration through technology are at the core of the makerspace movement.
In some schools, storage closets and wings of libraries and other underutilized spaces are being repurposed as makerspaces to support 21st Century skills.
They are hands-on environments where students can gather to work on engineering or media projects. Beyond schools, they can be found in community centers and public libraries. There is even a small chain of commercial makerspaces. The “newish” crowdfunding phenomenon is making some of this possible.
With 3D printers becoming more affordable, students carrying their own (video)cameras in their pockets, and hands-on, project-based learning fully in vogue, the possibilities for maker spaces are practically limitless.
The best way to begin envisioning your own makerspace is to take a look at what others are already doing, and the best resource I have found thus far on the subject is available at http://makerspace.com/makerspace-directory.
Beyond the relatively straightforward question of whether a suitable physical space is available on your campus for a makerspace, the more difficult question arises of what kind of creation you hope to inspire in your makerspace. That, in turn, will determine the tools you will need in your makerspace.
Take a look at what Davidson College is doing with their maker space by clicking HERE.
The work world is increasingly moving toward Bring Your Own Device models. Success in college and life beyond will be determined to no small degree by a student’s ability to adapt to different (technology infused) environments, and to use the technology in his/her hands to efficiently collaborate, communicate, create, and think critically and analytically. Schools are increasingly moving in this direction, as well. Here are some reasons why BYOD makes sense, and the steps and considerations schools should consider as they contemplate a move in the BYOD direction.
I hit the “Play” button on the video post and the voice of a virtual calculus student comes over my computer speakers as I stare at the snow-white screen in front of me.
“Hi Calculus class! This is Daisy, and here is my problem.”
“So you have a hill” – a down-sloping black line appears on my screen – “you’re going to have two gates, a blue gate and a red gate” – the blue gate appears uphill and the red gate downhill.
“You have a skier at the first gate right now, and his coach is standing perpendicular to the second gate…” – two stick figures appear at their respective gates on the hill, then Daisy walks me through some mathematical formulas before letting me know the following: “We are looking for ‘dx’ over ‘dt,’ which is going to tell us how fast the skier is going.”
Educreations – the iPad application that this particular Calculus student is using to record her solution to the problem she was tasked with solving for homework – is a prime example of how one-to-one iPad programs deliver on their promise to move us in the direction of more active teaching and learning environments. Using Educreations or Explain Everything (a more fully featured version of Educreations), teachers can screencast and post instructional videos to virtual spaces such as YouTube for the benefit of their students, and students can show their mastery of the material presented through their own iPad screen castings.
Said Daisy: “The interactive aspect of the project is really helpful to my understanding of the material. I think it helped everyone in the class to have to actually think through the process of the problem, instead of just doing the math mindlessly.”
Daisy’s recorded explanation also affords the teacher invaluable insights:
The recorded narration of the problem-solving process helps me to truly see and understand the students’ thought process as they are working through the problems, and to identify where, if anywhere, the break-down in reasoning occurs. On the students’ end, using the iPad seems to really enhance their engagement in the assignment and their investment in the learning process.” – Steve Ascher
You can watch and listen to Daisy’s solution to her related-rates