Cognitive Dissonance

If you read this blog, you know I love technology and the possibilities it has to offer a 21st Century Education.  Over the last year, I have participated in a sustained series of professional development workshops to introduce project-based learning in my school.  We have been trained by the BUCK Institute, and I deeply believe in many (not all) of the essentials of PBL.  In addition, the name of this blog clearly proclaims my adventurous spirit in the classroom.  I have an eye for the future and usually on enjoy traditional education when it's in the rearview mirror.  I think that sets the scene.  

A few weeks ago, I attended a talk by Mike Schmoker about his book Focus.  For a more comprehensive book review you can read here.  I sat next to my superintendent, who I have the utmost respect for, who brought me to the talk, who seems to be buying into much of what Schmoker is saying.  Basically, Dr. Schmoker calls for a return to the basics.  His main contention is that education has tried too many new things before we mastered the basics of literacy--reading, writing, speaking, and critical thinking.  To say he has an ill view of technology would be an understatement.  He cites well respected education researchers such as Robert Marzano and frankly makes a solid case for turning back the clock.   


So, I walked away with some serious cognitive dissonance--probably more than I have ever suffered.  It isn't often someone makes me deeply question my core educational beliefs.  It stung a little, but after CONSTANT reflection... I feel like that is all I do, I have come to some important conclusions.   

1. I think Dr. Schmoker is right about the basics--there is value to carefully analyzing a common text with the entire class, picking it apart, taking notes, and writing more papers about what we read.  I used to do more of this, and I need to bring that back more often, but NOT all the time.  I think his favored activity will work nice of outlier standards that I can't efficiently wrap into a PBL.  
2. To promote literacy and deny technology is to promote walking as exercise and deny going to the gym.  Technology reaches and engages so many learners and differentiates (which Schmoker is also against) literacy in ways beyond a teachers ability.  
3. PBL is a fantastic method to engage students and make learning relevant, but basic literacy often stands in the way when students don't have skills to engage the content.  So, I want to use Schmoker activities to build the skill sets to make PBL more effective.  
4. Schmoker's methods are designed for the 20th Century and don't promote creativity.  We live in a different age in a different economy where test scores and text literacy are not completely sufficient.  

I could go on because I did learn a great deal from this experience.  I think its good to challenge your views, even those we hold closest to our core identity.  Last year I swung my pedagogy pendulum to far out and it needed to swing back a bit.  If we remain too locked into one mindset we ignore the natural evolution of ideas, and no one want to win the Darwin award.  

Unprofessional Professionals

Professionalism is an important issue in many fields.  Every profession seems to have a different definition of what professionalism means to their particular job.  Generally, people expect a certain dress, language, and work ethic.  However, I think the most important aspect of professionalism is often overlooked.  Professionals should embody the core of their profession.  For a true professional, the line between personal and professional life should be completely blurred, meaning their profession should soak into their personal lives, like an estuary of fresh river water and salty sea water.

Police officers should abide the law and serve and protect even when not on duty.  Nurses should care for the health of people and themselves on and off the clock.  Teachers should be learning and instructing outside the classroom.  Professionals living their profession--this is the most important measure of professionalism.  Unfortunately, unprofessional professionals are pervasive in so many parts of our economy, from crooked cops and nurses that smoke cigarettes to undemocratic politicians.  The one that really bothers me, the one I could rant about for pages and pages are unprofessional teachers.

Anyone who works with me will tell you I don't tuck in my shirt, I'm a little loose with my language at times, and I stray from other minor facets of "professionalism".  However, I learn at an exponential pace and I share my learning with my colleagues, students, and community members.  I pains me to sit and listen to teachers complain about having to learn something new.  how antithetical can a person be!

We have all experienced it.  Teachers can be worse than students.  I remember being addressed by our superintendent and awkwardly watching him having to wait on teachers to stop talking while he was talking.  Its hard to count on my fingers all the times I have been in professional development sessions where teachers are not paying attention, playing on their phone, or not participating at all.  How about all the negative comments about school in general?  We all need a break and comic relief is necessary in  a stressful job, but teachers complaining about school and learning new things does irreparable damage to a school's culture. This is a fundamental part of professionalism that needs a shift.  We need to live our profession and expect from our teachers at least what we expect from our students.

Objectivity, Science, and Other Silly Notions in Education

Warning: Rant Alert
I once read that scientific studies of the brain were, in large part, excluded from teacher instruction curriculum in the early days of teacher training because teaching was thought of as an art.  Science and scientific study was once thought to have very little impact on a profession that as heavily based in the arts.  During the last century of public instruction, the profession of teaching has moved toward science.    While there has been positive outcomes such as including neurology into teacher instruction, politicians and administrators need to remember that teaching is an art.

I have noticed this shift toward science in two ways.  I recently read about a married couple of teachers who teach math in a unique way.  The article said these teachers spend much of their summer teaching other teachers their methods, but the article questioned how much of their success could be transfered without their personality to support it.  Would their methods work if someone else was teaching?  ITs a valid question.  Some politicians and administrators think teachers can scientifically take a process that worked for one person and simply replicate it.  While that may be true in science, it doesn't always work in the arts.  If Da Vinci instructed other artist on his art-creation process I don't think we would be enjoying a Mona Lisa in every museum.   I think we can learn from other teachers, but I doubt the success of any method or process in the classroom that 'can work for all teachers'.  It's an art.  There are no silver bullets in education, and sometimes learning is in the eye of the beholder.

Another place where science has become more evident is in the push for objectivity.  People want to take subjective assessment completely out of education.  Clearly there does need to be a fair amount of objectivity, but the world we live in is awash in subjectivity.  We don't award jobs based on the most qualified application, the interview plays an enormous part and lets not forget personal connections.  We don't buy houses based on the number of bedrooms and bathrooms--curb appeal and the "feel" of the house usually wins out.  There are many parts of our lives where we don't necessarily trust the objective numbers; we want to look at it ourselves and make a subjective judgement.  My question is who better to be subjective in education than a board certified, professionally trained educator with years of experience?  I want to remain objective, and I strive for it when I can, but I am not afraid to be subjective in the classroom.  Students need to be prepared and know how to maneuver through subjective judgement.

I'm not against objective assessment, I just think we shouldn't be afraid of subjectivity.  I heard so much recently about removing subjectivity from education, as if that is possible.  Granted subjectivity is bound to create some conflicts, but conflict resolution is a good skill to have as well.  An "objective" rubric can be nice when students or parents over-value their work, but sometimes you just have to make a judgement call--a student may claim its an elephant, but my experience tells me its a hand.  I'v been doing this for a decade, so this ain't my first rodeo.

Grading Scale

Recently a large school district in my area made a major change in their grading system.  Its not the kind of major shift I would like to see, but its a step in the right direction.  I read an article about their change, and in the article they had a picture of the school's old grading scale (below).  I began to look at the "rigorous" grading scale.  A 69.4 is a failing percentage.  What?  How can we call it failure if a kids completes nearly 70% of the material?

A 69.4% is labeled as failure!  This really got me thinking about how and what we grade.  There seems to be this unwritten rule that teachers should grade everything students do.  Why?  Why does every action students take in class need to be documented with a quantifiable score?  I talked to a teacher recently that had 50+ grades in a 9 week period.  There are only 45 school days in 9 weeks!

This whole system, the traditional system of grades, seems to be so punitive.  We seem to use the threat of a low grade to force students to do our work.  Isn'at that all grades really tell you... completion percentage?  Wouldn't you like to know more as parents?  Even if a student does the work, tries hard, but doesn't get it, we still penalize them with a bad grade.  Why?  Don't we learn more from failure than success?  Punishing failure causes a fear of failure, which erodes critical thinking, creativity, and divergent thinking.

I'm curious about other evaluation systems schools are using.  I've heard about standards-based grading, but I don't know much about it.  I've heard of narrative feedback, which I really like.  What is the best system that evaluates in fair way, is manageable by busy teachers, usable to parents, and applicable to higher institutions?  I would love to hear some feedback.

Tech Lag

It has always been obvious that a massive chasm exists between technology innovation and the average user's knowledge.  From phones to computers, most users are aware of 1/10th of a given gadget's capability.  This same phenomenon is rampent in the education world.   Every time I am involved in professional development, I am surprised to see people who don't know the basics of general computer literacy and troubleshooting.  Even technology people work too hard and spend too much in counterproductive ways.  To be fair, many teachers are too busy learning their content, pedagogy, professional requirements, building requirements, coaching obligations, not to mention trying to balance a personal life to keep up with the constantly changing landscape of educational technology.  Edtech moves so fast its hard for technology people to keep up, make good decisions about what to commit to.

However, there are countless web tools and gadgets to make their life easier for everyone.  The question is how can we professionally develop teachers in a way that is efficient, meets their needs, doesn't overwhelm, and is cost effective?  I don't think there is a silver bullet that can span all school districts systematically.  Just like our students, each school corporation, each building requires a unique plan of professional development.  However I think there are a few things like Google Reader that make learning easy and fast, but that is another post.

http://www.mylot.com/w/photokeywords/computer+frustration.aspx

All too often teachers are given some technology, such as a SMART Board with very little training, so the technology actually ends up more frustrating than their older paper and pencil methods.  This is an example of the problem with efficiency and bad tech decisions.  "SMART" Boards can cost from $4,000 to $8,000 or more if you get all the bells and whistles.  However, for the way most teachers use SMART Boards the same technology is FREE online--all you need is a $300 dollar projector, a wireless mouse, and a bed sheet to project on--I can guarantee it will work more often too.

Technology in and of itself is not the answer for education--that is not what I am saying.  It is a tool... actually it is a massive warehouse full of millions of tools and if we don't let teachers in the warehouse and give them a guided tour, they are going to walk the other way.  This is going to have negative effects on their classroom and school corporation as a whole.  Education is moving quickly into technology, we have to equip or teachers with the tools and support they need to embrace this movement, not fear it.

My Favorite Web Tools

My school went 1:1 with Macbooks for several reasons.  One of the reasons was the creative software, which at the time came standard on all education purchases.  The iLife software is really unmatched as a package of creative software.  That being said, there is a wealth of free web tools available online that meet any need, regardless of the operating system or software package--the only exception would be some mobile devices that might not have corresponding apps.

There are countless great bloggers out there that make half a dozen posts EVERYDAY about great web tools.  People like Richard Byrne are more valuable than any one of these web tools--he will keep you in the know about new and FREE tools to keep your digital class running smooth.  However, not every blogger is a classroom teacher, so I thought I would give the fulltime teacher prospective of really useful web tools that I use in our 1:1 school.  I will probably post a few of these over the summer.

Not sure how to put this--I don't know how much I would enjoy 1:1 as much as I do without Google Apps.  Google Docs, Sites, Reader, Gmail, Chrome, Calendar, Voice, Maps, YouTube, SketchUp, and others make Google an absolute necessity when going 1:1.  I highly recommend Google Apps for Education.  Its amazing and free.  It will revolutionize your school's communication, given the PD to support it.

LiveBinder is a great tool that will allow you to insert a website into a "binder" that remains "live"--so when the website updates, the tab in your binder updates too.  Teachers can collect websites of content in a LiveBinder and share it with students.  Make a Google Doc public and include your own content, educational games, videos, quizzes, collaborative notes, etc.  You are limited by your own creativity.  I would like to see LiveBinder add an annotation component, but you could do this with something like Diigo or Awesome Screenshot.

In a 1:1 situation, you will inevitably be working with video--collection, editing, creation, etc.  When you want to keep the actual video file you find online, KEEPVID is a very simple tool.  You simply copy and paste the URL and download the file type you want.  In addition, KEEPVID lets you download only the MP3, so if you want only the narration, so students can create a new video from the narration--KEEPVID is a nice tool.

21st Century School Culture

In Changing Education Paradigms, Sir Ken Robinson discusses the habits of institutions and the habitats they occupy.  While his intelligence exceeds mine by a factor of 10, I think what he is talking about is creating a collaborative culture of learning among all stakeholders of a school or institution.  Among other things, this culture must be truly collaborative--from top to bottom, or better yet, from bottom to top.  There are so many aspects to explore within this thought, but one that struck me recently is the general disjunction of professional development between administration and staff.

Office Space (1999)

It seems administrators attend one type of professional development and teachers a completely separate type.  There is rarely a crossover and it leads to groups moving in new directions separately.  This leads to a disjunction in collaboration, learning, and general sense of community within a school's culture.  This is a bad habit of many schools.

The trigger of a new direction may be out of the hands of some administrators, or it may be a choice, but it can come from many places.  A conference they attended, choices of a rival school, a recent book they read, an article in a publication only they receive, etc.  Either way--the problem is not a new direction.  The problem is a lack of collective community learning.  This problem is facilitated by a lack of communication.  Even in the best schools, communication between administration and teachers can usually be vastly improved.  

So how do we bridge this disjunction?  How do we foster a better school culture?  I think it can start with two simple habits.  Teachers and administrators attend the same professional development and fully participate (obviously not everyone, but at least representatives).  They don't sit in the back and play with their phone (teachers and administrators), they model the engaged participation they generally expect.  The second habit is weekly idea sharing among the entire community in one way or another.  An exchange and discussion of meeting notes, a shared digital "wall" online, regular staff meetings--something where new ideas are shared, reflections by the above mentioned representatives are shared, and new paths are chosen or at least discussed by the entire group of professionals.

Its about collaboration, its about community, its about buy-in.  If the soldiers don't buy-in to the battle plan of the generals, they won't execute it properly--then we are wasting time on enforcement and discipline.  This analogy applies to whole schools and individual classrooms.  Schools and educational institutions are really encouraging 21st Century skills, but it starts at "home".  A school's culture must employ 21st Century skills, build collaborative learning habits, and create the cultural habitat Sir Ken Robinson mentions--a model of what we expect in the classroom.

Reflections on our 1:1 Computing

Our first year of 1:1 computing (1 laptop per child) has finally come to a close. Wabash City Schools district started in grades 6-8 this year, and next year we are expanding to grades 4-12.  Its strange, this year went so fast, yet it feels like we have always had computers for everyone. The days of scheduling my class in the computer lab seems so distant. It feels like 10 years ago when we learned with textbooks and paper and pencil, but its only been a year... and what a year it has been!

Macbooks in everyone's hands has completely changed our school culture from one of slow growth and general complacency to one of exponential growth, creativity, increased communication, and evaluation of every part of the education process.   As a staff, we are communicating on a whole new level.  Everyone has a mobile computer, so checking email is easier and more accessible.  Google Apps for Education, specifically Google Docs, has dramatically decreased our paper consumption and increased how we collaborate.

Our classrooms have changed more this year than probably the last 5 years combined.   Teachers are looking for new ways to teach and assess.  Most of our teachers are taking (or have already taken) project-based learning training and are now asking for other professional development opportunities.   We are developing a digital curriculum and moving away from using a single static resource (textbook).  Students are engaged and many are creating incredible projects or at least researching on a whole new level.  Personally, I have been working toward this for a long time, so this wasn't a major transition for me.  Our 1:1 initiative has allowed my curriculum to work as I intended.  However, for some teachers this change to digital project-based curriculum will take a few years.

This is not to say we haven't had our struggles.  One thing we need to do a better job of is communicating with parents about 2 things: class activities and how to use the computer.  We are going to have a parent night right before school starts to get parents familiar with the computers and explain how to keep track of class activities.  Many teachers want to use (and have everyone use) a LMS such as Edmodo or MyBigCampus.  While I don't think this is a terrible idea, I think students need to experience a wide range of learning models.  Forcing everyone to be on one system too closely resembles a 20th Century model and goes against the Digital Age grain.  In addition, 21st Century education should be about diversity and creativity, not standardization and conformity.

Other stuggles have been self-inflicted.  During the first few weeks (months?), students were so excited about their Macbook, all they wanted to do was play.  Many of us (myself included) gave them way too much rope and many students hung themselves with it.  So, as a school, we cracked down.  We blocked games, chat sites, websites, wrote discipline referrals, gave detentions... we over-corrected.  The answer was not to block and punish.  The answer was to engage them in learning and guide them through their mistakes.  You can't block all the games, chat sites, etc.  There are too many and the kids are too smart, they will find new ways to waste time (don't we all?).  We can't teach digital citizenship with censorship in the same way you can't teach sexual responsibility with an abstinence-only program.

We ended our year with great success and excitement to start over in August.  The success extends beyond our students.  Teachers are now learning at a rate I've never seen before.  We have become students again.  We are learning new technology and the pedagogy and assessment to match it, guided by new standards and expectations.  This is one of the great keys to a successful education institution.  For decades, students were the only ones learning in schools.  I think to be better teachers, we need to be better students. 1:1 was a massive domino that began a major change in our school corporation.  I am so excited about our future.