Appropriate, Engaging & Relevant: Helping student be less distracted when using technology

What struck me about reading Are Your Students Distracted by Screens? Here’s A Powerful Antidote (by Tom Daccord) was a feeling that we spend too much time blaming the internet and computers / devices for students not concentrating on their work. We've had this discussion before, but this short article brings it all together nicely, and the obvious is more obvious.

Essentially, our lessons should be appropriate, engaging, and relevant. They should be meaningful.

No doubt teachers can be frustrated with policing what students look at on their screens. The author is against blocking internet sites. I'm torn on this one, because I've experienced a school that blocks, and though students will find something to occupy their 'disengaged moments', fewer options may help. (I stress, may help) I'm against remotely monitoring screens. Daccord notes that some educators have cleverly suggested that pulling up games, apps, and social networking sites when bored is simply doodling of the 21st Century. This leads me to a belief I've had since I started teaching: students will find a way to deal with boredom. Some act out of line, some doodle or write poems, some pass notes, others skip classes, and some might sit and daydream. (I did all of the above)

A point the author makes is one I've made a million times: adults do it, too. How many of us have seen faculty (often ones who complain about student engagement) checking e-mail, prepping lessons, or on Facebook during faculty meetings? Perhaps some faulty meetings need to include more of an emphasis on teaching teachers to develop engaging lessons.

So what is a good lesson, Daccord asks us? One that is challenging and has high expectations. I'll add to this what I wrote above. Lessons also have to be appropriate, engaging, and relevant. Students have to be asked to solve problems, to troubleshoot, to create, reflect, and collaborate. (I could write many a verb here) Lessons (content?) must be as personal as possible. Moreover, which Daccord also notes, students should be told why they are studying or doing something. Doesn't it make sense to be able to explain why? I would think many students (and parents) want to how a teacher arrived at a grade, so it makes sense to me that we should be able to explain the purpose of lessons and assessments, and do it beyond 'it's mandated in the curriculum'.

So, as  a final comment, I'll give my view that we shouldn't be blaming technology. People will seek ways to handle boredom regardless of the level of technology available to their school, so we have to put purpose into what we're doing as educators.

Looking Under the Hood: Tim's Bajarin's Argument for Coding in School Curriculum

I just read a great article, written very cogently, on why coding should be a required part of the school curriculum. Tim Bajarin takes us decades back, reminding me of the old IBM computers I didn't learn to use until I was a university student, to those typing classes we had in high school. A clear point is that we use that same keyboard on all of our devices.

Bajarin takes it a step further, however, noting that learning some basic code will help us get more out of our devices we use today. "Looking under the hood" will help us make our smart phones and iPads the powerful computers they are designed to be. (admittedly, I've only started to sync my Google calendars with my phone, and started receiving reminders - when I get back to school next year I won't be forgetting important deadlines, which embarrassingly happens once or twice a year)

There's something more important in his commentary. Understanding basic code helps develop logical thinking. I'll add, critical thinking and trouble shooting skills. (or confidence to "try" new things without fear that the device will explode) Moreover, as Bajarin says, coding helps us understand how software is developed - important knowledge for the workplace of today and the future. He points to the work of Codeacademy in developing an greater appreciation for coding in schools. (check out their free programs) He quotes author Hank Pellissier, saying it's time we "begin treating computer code the way we do the alphabet or arithmetic." (read the article on greatschools.org) The rising demand for skilled tech workers will not fade, but grow, and with more people crawling out of poverty worldwide, I would argue the demand for technically skilled workers will grow in incredible numbers.

I'll add one more comment related to code. We need the use of technology to be integrated in schools. This isn't to say that a device should be used for every task, or even should be used more as children grow older. Pen and paper, cardboard projects, and everything else has a place in learning. But coding and understanding how devices / technology play a role in our lives is critical. (I'm hoping eventually to my school offer an IB class called Information Technology for a Global Society - ITGS)

Essentially, I'm saying every grade level and program needs to also offer some kind of technology integration, giving students more tools for their toolkit. (sorry for the overused cliche, but it's a good one)

Flipped Learning
Based on a workshop with Aaron Sams, co-author of Flip Your Classroom.

I recently attended a flipped classroom workshop held at Seisen International School in May 2014, conducted by Aaron Sams, co-author of Flip Your Classroom. Though we may think we know a lot about an area of education, I always pick up a few new practical ideas when I attend professional development workshops. 

With a lot of the buzz around flipped learning in the last 5+ years, I’m surprised nobody wrote a book on the concept earlier. As much hype as flipped learning has, I think teachers have been doing it for decades. Though not as deliberate, nor with the same breadth as today, I do recall those nights where we had to go home and watch something on television, or do something with the purpose of discussion in class where the teacher facilitates collaboration and cooperative activities: lecture and homework are reversed; learning is active, not passive. This is flipped learning. 

Of course, with digital technology, YouTube, and a plethora of apps, you could argue it’s a more accessible model today. Something I appreciated about Mr. Sams’ workshop was that he acknowledged that a flipped classroom isn’t simply viewing a video at home, but rather doing the “easy stuff” at home, while classroom time is for facilitating learning by clarifying the “difficult stuff”. The flipped model, however, does tend to be regarded as viewing a video or listening to a podcast at home, preparing for class discussion or project work. Ultimately, it’s about getting away from the “teacher presentation station”. “The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.” -source

Sams suggested teachers create and curate. (create and host on YouTube, for example) Students tend to be more engaged with teacher-made material, being more personal. Aside from videos and podcasts, online quizzes and activities can also be developed for homework, helping students to identify what they don’t understand, again allowing for the teacher to act as an advisor or facilitator. (in class, students would work in groups to work through the difficult material) Class time is devoted more to understanding concepts than listening to a lecture. 

A flipped model, or even simply producing some flipped lessons, takes time. Videos, podcasts, or activities for home take time to prepare. Preparation also requires a careful consideration of how it will tie into the classroom activities. 

How am I employing the flipped model?
I am developing flipped lessons. Going back into the History classroom this year, my intention is to start with using the textbook and some general research skills. These are things that can be done on a video, so class time will be devoted to practicing. I’ll move forward with this to more content-based video lectures and podcasts. I'm going to have students create their own videos, as well. They’ll be basic, concentrating on the student proving they understand the content, but with little “production”. (I find students tend to get bogged down on the production side of slide presentations and videos, and spend less time on research, analysis and synthesis) The flipped version of my class will aim to have student-led collaboration. 

Purchase 'Flip Your Classroom' from ASCD

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Things you should know about flipped classrooms.

A take on flipped learning from the University of Queensland. 

Cycles of Learning

educreations (app)

Things That Highly Creative People Do

Where do we get our inspiration? How do learn to think creatively? (or can we?) A colleague shared an interesting article with me months ago. Being a musician, and hopefully a creative problem-solver, I thought I'd comment on it.

For myself, creativity isn't limited to what I think we often attach to the fine arts. "She's a very creative artist." "His songwriting is so creative." These are simple examples, but creative thinking is similar to design thinking, in that we seek a need or identify a problem and attempt to deal with it effectively. It involves a great deal of patience, reflection, and revision. (like the fine arts) Creative thinking also happens in Math classes, Science classes, etc. I'm not reading Dana Boyd's "It's Complicated", and she quotes Ezster Hargittai who suggests teenagers are more likely to be "digital naives" rather than "digital Natives". The idea may also imply that creative thinking and problem solving amoung youths isn't happening to the degree that adults may think.

So what is it that creative thinkers do? Here is a summary, which in the article (I think) is intended to reflect more of an arts approach, but I'd like to think there are broader applications. (ie) "I've got to figure out how to use this application" or "This is a tough problem, so what formula will work?"

• Daydream - apparently similar brain processes to imagination / creativity
• Observe / people watch
• See possibility in a wide range of situations
• Work their own hours - ever been to a Google office? (I'd also suggest that they work at their own pace - tough to do in time-restrained schools and workplaces)
• Take time to be alone
• Try new things
• Turn hardship into opportunity
• Persevere - failing is learning (my favourite Japanese proverb is 七転び八起き- Fall down seven times, stand up eight; I even wrote a song with this as the title)
• Take risks
• Seek opportunities for self-expression
• Follow their passions, not someone else's
• They focus