Dayton, David

"How 'Flipped' Classrooms are Turning the Traditional School Day Upside-Down"

http://www.pbs.org/newshour/bb/american-graduate/july-dec13/flipped_12-11.html

I just saw this in my Google news feed a few days back -- Newshour did a brief bit on flipped classrooms, interviewing principals and teachers involved in the process and highlighting some of the benefits.  The comments section on the page had me thinking, though -- some folks were drawing connections between this model and the traditional university seminar model, while others raised the question of motivation on the part of the students at home.

The only thing that disturbed me is that the presentation seemed to imply that there is an either/or situation here -- either a classroom consists of teachers lecturing in front of the class, and the class practices at home, OR the class reads/watches the lecture at home, then practices in class.  Logically, though, a well-designed classroom learning environment should have both direct instruction (the lecture) and teacher-assisted practice of skills (guided and independent practice).

Transforming the learning experience, without technology

Jessica King

Davis, J. (2013, October 15). How a radical new teaching method could unleash a generation of geniuses. Wired. Retrieved from http://www.wired.com/business/2013/10/free-thinkers/

     Davis recounts the experiences Sergio Juarez Correa, a teacher in Matamoros, Mexico, had in 2011 when he reinvented the way in which he taught. He drew his inspiration from the “emerging educational philosophies... that [apply] the logic of the digital age to classroom” and the ideas that Sugata Mitra developed after his experiments with supplying disadvantaged children with technology.  A majority of the article is spent on supplying the background information on those new ways of teaching and engaging students with technology. The focus of Correa’s teaching was very much in line with the ideas of inquiry-based teaching; he would engage the students with open-ended questions and let them work through the concepts until they supplied an answer. Although Correa drew inspiration from Sugata Mitra, he was not able to grant his students access to technology in the way he would have hoped. The school he worked in was very disadvantaged and technology classes occurred once a week and usually involved pictures of technology instead of actual technology. This article, though, speaks of the accomplishments that teachers and students are able to make even without the technology present. It reinstates the idea that bringing the technology to the students is not enough, we have to alter the way in which students are ‘taught’ by bringing them to the forefront of the process.

Collaboration with school librarians as mentors to student teachers

Lauren Frederick

Hunt, R., & Luetkehans, L. (2013). The Insider: School Librarians as Part of a Blended Professional Learning Community for Student Teacher Development in Technology Integration. School Libraries Worldwide, 19(1), 13-27.

In the last decade, state professional teaching standards and federal mandates have required teachers to enter the field proficient with technology integration skills. Concurrently, the American Association of School Librarians urges collaboration between teachers and school librarians. Based on previous research recommending teacher-school librarian collaboration begin as early as student teaching, this study looks at the contributions of school librarians as members of a blended professional learning community established to mentor student teachers as they prepare for a technology integrated lesson.

Results revealed that  the  definition of collaboration was consistent between librarians and teachers. Briefly stated, collaboration was defined as “shared thinking, shared planning, and shared creation of something new” (p.150). Using this definition, this investigation explored how school librarians and pre service teachers might collaborate in a blended professional learning community during student teaching.

The data showed many trends in supporting student teachers with technology integration by bringing together their peers, university faculty, classroom cooperating teachers, and school librarians in a blended professional learning community.

Notably the data found that School Librarians offer a value added in the blended professional learning community by having the contextual advantages of the Classroom Cooperating Teachers; knowledge of curriculum requirements; and the skills to integrate technology into the curriculum, making them a potentially significant participant in the professional learning community.

5 Ways to Support Teachers Skeptical of Technology

McCusker, S. (2013, July 18). 5 ways to support teachers skeptical of technology [Web log entry]. Retrieved from http://www.edudemic.com/2013/07/5-ways-to-support-teachers-skeptical-of-technology/

Regardless of where you teach, you will come across those teachers that will not ride the technology train.  Some may see technology as the latest educational flavor of the month. Others may be complete luddites.  Whatever the reason, how can we as librarians assuage their fears? According to this article, we can (1) identify their concerns; (2) listen; (3) build on what they are currently doing well; (4) help them to understand the meaningful use of technology; and (5) "Let them know the greatest 'Why?'" When these five steps are followed, teachers may be more acceptable of the school's technological changes.

For Better Or Worse? Technology and Student Writing

Michelle Windell

How Do Tech Tools Affect the Way Students Write? http://blogs.kqed.org/mindshift/2013/07/how-do-tech-tools-affect-the-way-students-write/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

The recent PEW Research report presents data collected from almost 2500 teachers on how they see technology impacting students’ writing. On the positive side, technology fuels students’ creativity and enthusiasm. Students are writing much more now than their teachers did in middle and high school. They are more inclined to be thoughtful in their writing, because new technologies give them a wider audience. They are also more inclined to improve their writing, based on peer feedback in shared documents. A downside of technology on student writing is that it tends to be more informal than in the past...a carry over from facebook? Also, students have shorter attention spans, and they struggle with writing longer pieces. And of course there is the matter of citing one’s sources, which most students do not do well. This issue is difficult for teachers to address, as they are often unclear themselves on proper citation of digital resources. In spite of the negatives, most teachers view affects on student writing favorably, and are willing to address the negatives. This article didn’t hold any surprises, but we would expect to be the case is now supported by this research.

20% Me Time

Gualano, Gabriela

Juliani, A. J. (2013, June 25). Why “20% time” is good for schools. [Web log post]. Retrieved from http://www.edutopia.org/blog/20-percent-time-a-j-juliani

Google has a policy where their employees are given 20% of their work time to spend on something else other than assigned projects. The article proposes carrying this idea over to schools, and giving students 20% of the day to work on something that fits their interests. The 20% time gives students time to work on their own projects while still meeting standards and grade level skills.

I think this model, if used properly, could go a long way in making school more applicable for students. The idea is also rather revolutionary for schools, and I wonder how it works for various subjects. Thinking back to my own school experience, I would have loved having 20% to myself in history or English, but would have been utterly lost in science or math. I could follow a lecture and memorize information, but I would have hated having to devise my own project and learning outcomes. Without an interest in the topic, I would not have been able to come up with something to learn. Even now I often equate success with an “A” on a test. Success in high school was earning an A on my report card; not creating some project that may or may not be successful. On the other hand, some might argue that by being able to create my own assignments I would gain an interest in these subjects. Perhaps so…the only time I remember being truly invested during science for its own sake and not a grade was in 7th grade. We were supposed to trace hemophilia through Queen Victoria’s family. The genetics and historical implications were endless fascinating! Would more assignments like these piqued my interest more? Giving students 20% of the time also allows them to work at their own pace. Differentiated instruction is a key buzzword, but it is difficult to achieve meaningful DI in practice. 20% would inherently solve DI. Some would speed ahead, while others would be able to take their time until a concept was truly understood. Plus, students who are invested and interested in their work will actually learn something. My biggest concern is for the students who, for whatever reason, do not care about school in any capacity. Will 20% reach them, or will it be just another opportunity to waste time?

Great Teachers Don't Teach

Duncan, Laura

Johnson, B. (2013, June 28).  Great teachers don't teach.  [Web log comment.]  Retrieved from http://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson?utm_source=facebook&utm_medium=post&utm_campaign=blog-greatteacherquote

This article drives home the point that, while there are many important qualities that make an excellent teacher, perhaps the most important quality is a willingness to put the student in the driver's seat.  The author's sites his own learning experiences, describing a class he took in college, in which the students participated in a number of psychological experiences.  Rather than merely being lectured to or simply discussing theories, the students directly participated in psychological theories, and the author argues that this form of learning had the greatest impact on his long-term knowledge.  Thus, he encourages project-based learning, in which students learn and apply skills in a real scenario, rather than simply thinking about them theoretically.

This is a valuable article - it emphasizes the value of participation, engagement and higher order thinking and encourages teachers to move away from a passive teaching approah.

How to Apply Design Thinking in Class, Step by Step

Duncan, Laura

Stevens, A. (2013, June 26).  How to apply design thinking in class, step by step.  [Web log comment].  Retrieved from http://blogs.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article walks the reader through the basic process of transforming the classroom environment into a design thinking classroom.  First, the author says that a space needs to be created that invites possibility, creativity, surprise and engagement from the students.  Typically, a gym is often a school's "space of possibility," since there is little imposing material in a gym that dictates its use.  The challenge is making the classroom environment produce the same effect.   The author recommends holding "studio time," in which students are invited to freely create and adjust to the new set of expectations for this more flexible time.  Further, teachers can engage students in creating a new design thinking curriculum, by encouraging them to brainstorm about design careers (e.g. interior design, architecture) and then start thinking like designers.  Students should be invited to contribute how they'd like to develop the new classroom and what tools they'd like to add.  Concept development is an important part of the process.  Teachers should help students through the creative process, giving them up to an hour to think, brainstorm and draft out their ideas.  At the end of studio time, it's important for teachers to engage students in reflection about their work and the experience of studio time.

This article is useful, though not as step by step as it claims, in my opinion.  Since the concept of design thinking and studio time is somewhat abstract and probably fairly unfamiliar to most readers, it would have been helpful if the author had spent more time elaborating on the concepts of design thinking and studio time themselves.  Nonetheless, it's a creative concept and inspires teachers to think outside the box and promote flexibility.

Can Digital Games Boost Students' Test Scores?

Duncan, Laura

Barseghian, T. (2013, June 17). Can digital games boost students' test scores? [Web log comment].  Retrieved from http://blogs.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article addresses the huge presence that video games hold in most children's lives, and whether they can positively impact students' achievement.  According to a new study, which analyzed 77 peer-reviewed journal articles of students, digital games, as compared to forms of instruction that did not include them, showed a positive effect on students' cognitive competencies - particularly in science, math, engineering and technology.  The author noted that integration digital games into classrooms is becoming increasingly popular, with organizations like the Gates Foundation launching labs to "prototype and develop games formative assessments."  Recent studies show that digital games are becoming one of the most popular types of technology integrated education and teachers are observing the positive impact that these games are making. Still, the author acknowledges that some teachers remain skeptical, pointing out the value of feedback and live interactions in the classroom.

This article is valuable, as it shows yet another example in which technology is moving into the classroom and  the positive potential that this integration could engender.  Worth reading for an appreciation of the role of video games in particular, and how they can be used in an educational manner.

What Does 21st Century Learning Look Like in an Elementary School?

Duncan, Laura

Jukes, I. (2013, June 18).  What does 21st century learning look like in an elementary school? [Web log comment].  Retrieved from http://fluency21.com/blog/2013/06/18/what-does-21st-century-learning-look-like-in-an-elementary-school/?utm_source=Committed+Sardines&utm_campaign=deaddffec8-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_f244ccc9d2-deaddffec8-188994535

The author notes that tech integration is often focused on high school and middle school settings but is an equally important topic for elementary schools.  The article argues that teachers must emphasize Communication, Collaboration, Creativity and Critical Thinking to students, ensuring that students are actively participating in their education rather than "consuming passively."  Technology has a big role in these goals, as it can connect students to each other and the outside world, to share and participate in the creation of ideas.  Further, the author argues that technology allows students to learn according to their own needs and learning styles, rather than forcing students to all learn via one unchanging route; it allows for the differentiation of instruction.  Thanks to the presence of technology, a fifth goal (in addition to the 4 C's listed above) is to get students producing and consuming content that provides a meaningful connection to the greater world.
The author provides a brief list of resources about teachers who have focused on this last goal, such as teacher blogs.  He encourages the teacher to integrate his/her integration of technology instruction according to the availability of tech tools, the curriculum and the students' needs.  Teachers are encouraged to enact a few small steps that won't break the bank, such as using just a couple tech tools for a couple subjects to get started.  Further, teachers should make use of websites like Google, which provides a wealth of free tech services.

This is an inspiring little article about how to start thinking like a 21st century doer and helping your students to in that mindset, too.  It offers some practical tips about implementing ideas in the classroom and also emphasizes the broader goals that teachers should keep in mind as they set their goals and directions.

Why Teachers Should Be Trained like Actors

Duncan, Laura

Schwartz, K. (2013, July 1).  Why teachers should be trained like actors.  [Web log comment]. Retrieved 
from http://blogs.kqed.org/mindshift/2013/07/teaching-as-acting-a-performance-profession/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

The author makes the argument that, although performance is an essential component of teaching, there is little professional training for teachers on this particular skill.  As school director Ken Lemov notes, "Knowing what you want to do is a long way from being able to do it."  Lemov has started providing teacher workshops in which beginner teachers can role play and practice teaching in front of one another, while the group acts like a class of students.  Lemov believes in encouraging teachers to respond in "real time," learning how to think on their feet, receive feedback and use that feedback immediately to adjust their approach.  He notes, however, that teachers often have trouble letting going of old habits.  He notes that there is an apparent correlation between the quality of instruction and the quality of content.  He says that a "A teacher who pays enough attention to make instructions clear is probably also paying close attention to how academic discussions and projects are structured."  

These points all rang true to me.  I've met many school librarians who say that their biggest complaint about their MLIS/school librarian education was the lack or limited amount of focus on behavioral and classroom management.  Being comfortable in front of a class of students, sometimes unruly, sometimes bored, sometimes confused, is one of the foundations of excellent teaching, and yet it's something that teachers - and school librarians, especially - have little training on.  This article is worth the read, as it encourages you to reflect on your own teaching style and presence in the classrom, and to keep an open mind about your approach.  

Eight Ways of Intelligences

Gualano, Gabriela

Paul, M. A. (2008, June 10). Eight ways of looking at intelligence. [Web log post]. Retrieved from http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/

The article explains eight different scenarios or possibilities that help make people smarter.  These eight are situations, beliefs, expertise, attention, emotions, technology, bodies, and relationships. 

Situations: I have very mixed feelings about this section.  One sentence I found particularly confusing.  Paul writes “situation intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body” (p. ).  Perhaps I am misunderstanding the argument.  If Situation intelligence is the only kind, or all other kinds come through situation intelligence, then why are there seven others in this article?  What I found more compelling is the Nature vs. Nurture argument, and I believe both play a role in intelligence. 

The beliefs aspect was one I had previously not considered.  However, I would change beliefs to outlooks.  I associate the word with religious and ideological beliefs, although the article considers more mindsets or outlooks.

I found that many of these intelligences overlapped or were obvious.  Of course paying attention and expertise make you smarter.  An inattentive individual is generally not going to learn as much as someone who is paying attention.  That idea is behind any parent, teacher, adult, or peer who yells out “Pay Attention!”  I would also say that one who is in an expert in some area is rather knowledgeable.  After all, that is the definition of an expert.  Then if someone already has a strong background in a subject, new information is more easily understood and processed.  A fifth grader does not yet have an expertise in mathematics and will not be able to calculate 3D shapes on a graph, but a math professor, an expert, will.  As for the bodies section, I thought it was fairly well-known that sleep is necessary for learning.  Studying before bedtime, getting enough sleep each night, sleeping well before a test, avoiding cramming are all repeated to students. 

Emotions also affect how intelligently one thinks and acts.  Anxious and negative moods take away from working memory capacity.  Teachers who have students do brief exercises or breathing techniques are appealing to their emotions, in hopes that a more relaxed state will produce better achievement.  A positive mood goes a long way in learning.  Though not exactly mentioned, I would imagine that a negative mood also shows resistance to learning and acts as a kind of gate preventing new information. 

Technology is an interesting aspect.  Too often it is used in ways that assist in the short-term such as ‘just Google it.’  When used to their full advantage, technological devices can assist.  The article did not offer any suggestions on how to do this, just that it is possible.

Relationships are the last topic discussed.  People learn from others.  It can be as simple as asking when the test is, or the answer to Question 5, but others are necessary.  Peers can also be more helpful in explaining concepts.  A teacher has the academic knowledge, but may be unable to phrase this knowledge in a way comprehendible to the students.  Peers might share the same language and be better able to help. 

At the end, educators should create situations that foster relationships, positive emotions, utilize technology wisely, and foster engagement to keep attention.

A critical eye on the teaching infographic

Dr. Loertscher just sent out this link to an infographic about what makes a great teacher.

I read over it and it has some great ideas. The information about the number of teachers increasing was noteworthy, and the the strategies running along the right-hand side are important to think about:
-adjust teaching strategies and lesson plans to cater to their student's needs
-identify ambitious goals to improve the effectiveness of their teaching
-encourage family participation in their programs and advocate learning opportunities outside of school
-focus on student learning & increasing the value of class time
-treat standardized tests as a target for students, not as a metric for lesson plan development

Yep, these are some of the very important qualities that make up a good teacher. Some others are missing:
-the ability to collaborate with colleagues to increase student achievement
-respecting and embracing the many types of diversity found in our classrooms
-choosing to engage with professional development to continuously improve our practice

There are so many others, and obviously this is just a small infographic (although a very wordy one--I don't think it's very good).

There are also some very problematic ideas on here. I am not comfortable with these actions being promoted as qualities of a great teacher--in fact, the national teacher of the year. These type of expectations set up teachers for burning out and leaving the profession. In parentheses I wrote what I have personally seen as the impact of some of these actions.
-giving up lunch periods to help students (not having a break at work and ending up stressed and hungry)
-ensuring that every student has a ride (allowing students to depend on you, rather than helping them find a sustainable way to get to and from school)
-doing her students' laundry when their clothes have been dirty for some time (I've only seen this go on at the gym...but how do you get a kid to give you their dirty clothes?)
-working more than 20 hours per week outside the classroom (not having decompression time, putting a family and friends on hold)
-spending $2,000 to $3,000 on students (giving up potential retirement savings and stressing about money)

I was under pressure from my school and other organizations to sacrifice extraordinary amounts of time, money, and energy for my students. I did it for four years, but then I recognized that it was not sustainable for me. I'm grateful to still be in education as a teacher librarian, and to have time to spend with my family and relaxing. I feel very strongly that we should not be encouraging new teachers to continue working in this type of way. I would rather see someone develop more slowly as a teacher, but make a commitment to it as a career. The things that Ms. Mielwocki does are exactly what leaves classrooms with new teachers year after year after year.

I've chosen to support new teachers in the past and this year I am training to be a new teacher mentor with the Beginning Teacher Support and Advise (BTSA) program. I won't sit by and watch wonderful teachers burn out year after year.

What do you think?

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Posted by Allyson Bogie

Retrieved from http://www.topteachingcolleges.net/great-teachers/