Tag Archives: teaching

Expressive Arts Project-Based Learning Project

Map of Project Steps

 

I working again this semester with a faculty member at UNI that teaches an Expressive Arts Integration teacher education course and thought I’d share the project map I’ve created the more or less maps out everything we’re doing.

To give a little context to what we’re doing and what we’ve done in the past, this is a project where small groups of UNI teacher candidates are paired up with small groups of elementary students. The UNI students teach a series of lessons to the elementary students using one of the following art themes: drama, music, visual arts, and dance and movement. This is a project that the professor has done for a number of years, but since the closing of Price Lab School, I’ve been involved in making this project happen from a distance.

While this semester is logistically a little different, what happens is that the UNI students learn about using the arts to teach content in meaningful ways, by preparing lessons for when they travel to the school to teach to their small group. These lessons are done collaboratively, both planning and teaching. In the meantime, commercials are recorded and posted online for the students in the schools to watch. I think both the UNI and elementary students enjoy the videos, especially when the students respond, either in their letters or by creating a commercial of their own and sending it to UNI. We also do some low tech handwritten letters to the students to help them get to know each other more. I am actually a big fan of handwritten letters since it seems everything else is so digitized. It’s always fun to get real mail!

Finally, after the students go out to the school and teach their lessons, they create some kind of documentation artifact, such as a book, poster, etc. that documents their day and the learning that took place. The elementary students are then each provided a copy of the documentation as a form of capstone to the experience.

What I like about this project is that it is a real project. Everything that’s done in this course centers around preparing for this experience. I also like amount of autonomy and student choice that the UNI students have in creating their lessons. There are some requirements, but overall, they have a lot of choice in what they teach and how they do it.  Like all good projects, it takes a lot of time and planning, but it’s worth it, because it’s real.


Knowing When and Why, Not What and How

I was reading this article today and thought it summed up my beliefs about technology. The real challenge is convincing others to believe the same.

Knowing when to use a particular technology for activities such as collaboration, or why to use a certain technology for acquir- ing specific disciplinary knowledge, is a vastly more important, transferable, in- finitely relevant type of knowledge, one that will not quickly become antiquated with ever-changing technological trends.

-Kereluik, Mishra, Fahnoe & Terry, 2013, Pg. 133

Kereluik, K., Mishra, P., Fahnoe, C., & Karr, J. A. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21. Journal of Digital Learning in Teacher Education, 29(4), 127–140.

 


Making Distance Collaboration Work

Video Conference with CALWe hear often today that we need to be collaborating with others outside of our classrooms. It isn’t enough that we only talk within our own schools and districts. We should be talking with other educators and students outside of our schools, but what does that really mean? Until recently I really didn’t know what it meant, even though I believed we should be engaging in those kinds of activities. So I thought I’d briefly describe my recent experiences facilitating collaboration between UNI students and CAL elementary students.

What we are doing here at UNI is connecting with rural schools and one of them is the CAL school district. One of our courses takes all of the UNI students out to CAL towards the end of the semester for a full day of the arts. Leading up to that culminating event are a number of smaller events and one of them is a video conference between CAL and UNI. We are doing that today in fact and my biggest take away is ensuring that we make every moment a learning experience, both for the CAL students, but also the UNI students.

For CAL students, they are excited to learn more about who the UNI students are: What’s your favorite color, do you have any pets, what’s your favorite thing to do outside? These are just a few among a host of questions the CAL students have had. For the UNI student, their learning surrounds becoming a teacher. What questions should we ask? What do we do if they don’t say anything? How do you relate to students on their grade level? What do I do if I freeze up and don’t know what to say? These are just a few of the things we talked about here at UNI between groups.

As I look at the learning that’s taking place for students at both ends, I can see truly see the value of collaboration, especially with those outside the school. Which brings me to my point. If we are really going to take advantage of collaboration and not simply collaborate in name only, we really need to be deliberate about what the students are learning when they collaborate. It isn’t enough to open Skype, the Polycom, or Google Hangout. There has to be substance to what the students are doing. It sounds so simple, but even today it took us a minute to really discover where we needed to target our learning for the day.

What I’m trying to say then is that collaboration is only as good as you make it…so make it good. It truly makes a difference.


Are we worried about becoming irrelevant?

I asked a group of people yesterday if we were worried about becoming irrelevant and the response has stuck with me. We were talking about the big push in K12 for 1:1 computing. As the discussion unfolded I threw it out there and asked at what point do we become irrelevant if we don’t meet the needs of learners coming from 1:1 schools and if we aren’t preparing our graduates enough for teaching in a 1:1 school? Nothing specific about the response from the people in the room stood out, but rather it was more what wasn’t said. The looks on some people’s faces said more. It felt as if some in the room thought that what I said was absurd or that I’m out of touch with the demands of the higher education classroom.

But here’s the thing, I can see a future where students either transfer away or simply don’t attend colleges and universities that don’t create the type of learning environments where students can work together with other students and experts to solve real problems. The needs of students are changing. They have different interests, different learning preferences, and they aren’t afraid to shop around for education that meets their needs.

As we talked yesterday, one thing that came up was that a number of the 1:1 schools in Iowa aren’t being effective, which I can’t argue with. I know there are schools in the state that just bought a bunch of computers, gave them to the students, and hoped for the best. But, there are a lot of schools that are doing amazing things with the technology, whether they have 1:1 or not. They are implementing learning environments where students are the focus, not the teacher. The students are doing all the work. The students are guiding their own learning. Is it happening everywhere? No. Does that mean we shouldn’t respond, knowing that this type of learning is best practice? No. We need to respond and respond loudly. But we aren’t. Most colleges and universities aren’t, or if they are, we don’t hear their stories. I know we get hung up on the technology and how that is only going to distract from learning. But what if it doesn’t or even better, what if it does distract? Not from learning, but from the way we used to learn. What if learning changes?

I’m in a curriculum theory and development course right now and something we’ve been talking about is that the curriculum should reflect three distinct groups: the subject matter, society, and the learner. My concern isn’t that instructors aren’t teaching their content well, but rather that they might not be considering the needs of society and the learner. They are experts for sure. There’s no debating that. However, how they leverage their expertise depends on their consideration of the learners and the society in which we all live. These things do effect the way we use our expertise. But for many instructors, they are teaching to the past without look towards the needs of the future or even the present. I think we’ve been too quick to discount the latest generation. They are unique and with that have unique needs considering the changing landscape within which we live.

So how are we going to respond?

 


Technology without PD is like a Car without a Driver

2013-01-16 11.54.02
If you’ve been following over the last year or so, you might remember that I was given the opportunity to create a learning environment that provides the means to create learning experiences that are transformative in nature. For more information about what I mean, go here and scroll to the middle of the page to the Emerging Qualities of Effective Teaching Continuum.

As the last year has progressed, we were actually able to implement my design in a classroom (the TEE room or Transformative Education Environment) in the College of Education and this semester is the first semester where we have teachers using the classroom. I’m extremely excited and happy with how things have turned out, but this is just the beginning.  Because all I’ve done is bought a bunch of stuff and then put it in a classroom. Remember, my task was to create the means or the potential for transformative teaching and learning to take place.

The reality is that transformative education doesn’t just happen because a bunch of equipment and furniture was put in a classroom. Rather, there has to be professional development around what it means to be transformative, which is now going to be my focus moving forward with the grant.

I’m currently working with faculty on in the college to create and implement a PD series that is aligned to the TQP Transformative Model (see link above). As I was designing the room and aligning it to the model as much as I could, I clearly could see a connection for needing a certain amount of technology in the classroom. Therefore, as I move forward with creating PD I’m being very conscious of the role technology has and how it can be used effectively. Therefore, I’ll be leveraging TPACK as I work with others on campus to offer PD for faculty and students.

TEE PD is in it’s infancy and I’m hoping to take this semester to do a small pilot and then ramp up in the fall. This is certainly an exciting time for me and will certainly be an exciting path ahead.


It’s the Total PACKage that matters

BoxI’ve started to realize that as I work with more and more teachers to use technology in their courses that they really are only interested in developing one of two types of knowledge. The first is Technological Knowledge. They just want to know how to use the technology. What steps to do I need to go through to make this work. The second is Technological Content Knowledge. An example of this would be the teacher wanting to know what the good math apps are.

There’s an implicit problem with both of these approaches to integrating technology…they don’t address teaching. If our goal for any professional development is to help teachers become better teachers, then we need to make sure we are talking about teaching. But here’s the problem, there are a lot of teachers who don’t want to talk about teaching. They’d rather just keep on keep’n on. I think this is the biggest challenge I, and I assume others, face. We need teachers to talk about their teaching. Oh, and it needs to happen more than once a month.

 

Image: https://store.usps.com/media/images/products/store/RRBC-01-main-746×746.jpg


Take Aways from Class

Tapping a Pencil
The semester is in full swing and this has been my first week back in the Ed.D. program.  Here are some take aways I came up with while sitting in class.

  • Students come to school (K12/College) expecting to be engaged, however, when they come to school they aren’t engaged, at least not in the way they want to be engaged. It’s no wonder students drift off to Facebook, Twitter, texting, or even sleep. Sitting in lecture/discussion is not engaging and as the size of the class increases, motivation and accountability to be engaged decreases.
  • Just because students stray from lecture/discussion does not mean they have short attention spans. Rather they have better things to do than participate. How engaged would you be if someone talked to you for an hour or more and didn’t interact with you in any way. Saying they have short attention spans and that technology is to blame is a copout for the traditional teacher. See how attentive they are when you engage with them in meaningful ways, perhaps using technology. You might be surprised.

Image Credit: http://flic.kr/p/5y2Uqm


Involvement

What does it mean to be student centered? Can we still consider a lesson student centered if the learner isn’t involved in the planning process? At what level does the learner become involved? These are some questions I’ve been reflecting about for the last day or so. The more I think about learner involvement and student centered instruction, I begin to feel like there is a continuum. On one end we have high student involvement throughout all aspects of the lesson, from planning through lesson evaluation. On the other end, we have low involvement throughout the entire lesson.

Traditionally, I’ve thought that student instruction was somewhere in the middle of these two points. Probably more towards the high involvement than then low, but not all the way to the extreme points. As a rule of thumb, I never go all in to one extreme over the other, but I’m wondering how student centered a lesson really is when the learner isn’t interested in the content being learned?

I understand the fact that the more relevant a lesson is to the learner, the more engaged and committed he or she will be to the learning process. But is that enough? What if the learner sees no value in the content or sees value, but wants to be more involved in the selection and design of the lesson? As I reflect on how I’ve taught in the past, rarely have I considered the value learners place on the content they are engaged with (I’m not going to say learning because I’m not sure they really are learning the content if there is a philosophical barrier between what I’m selling and what they’re buying). The content is important to me, but maybe not to everyone else.

I’d make the argument that if faculty (and probably students too) don’t believe in the content or how it is being disseminated, then minimal learning can take place. I don’t feel it’s enough to be student centered in the way that the learner is actively engaged, or even to the extent that the lesson is hyper relevant to the learner. I think there is another factor involved that is preventing a number of new ideas from being implemented. And I think that factor is full disclosure involvement from content selection, through design, and implementation.

I wonder how many of us that provide learning opportunities for faculty (as well as students) do this on a regular basis? I know I don’t…perhaps it’s time that I start.


Leadership Day 2012: Don’t Adopt Technology on a Whim!

My message for this year’s leadership day is going to be simple: Stop making decisions to adopt technology on a whim! You are damaging your school every time you decide to adopt a new technology initiative, because your faculty, staff, and students cannot be expected to change every time you attend a conference and come back with the latest flyer from the vendor hall. Gather a team that represents all stakeholders in the school and work together to create a vision that has student needs at heart.*  Once you have that vision, bring every resource the school has into making it happen, including technology.

I may seem a little harsh, but I have become frustrated with both administrators and teachers, who lack the common vision for where they need to be and how they are going to get there. When this happens, numerous initiatives are started and the disconnect is so great that it is difficult from an organizational standpoint to support everything everyone is doing. The cliché, a mile wide and an inch deep, is very reflective of where many schools find themselves. Everyone has their vision for what needs to happen, but since many of these visions compete against each other, no one can do them well, not to mention enact meaningful change.

If you find yourself in any leadership position, I urge you to stop and take a step back. Gather key stakeholders that represent your school community and take a deep breath and consider where you want to go. What’s important? What skills do your students need to leave with as they enter college or the workforce? What is the light at the end of the tunnel that each student needs to reach when they leave? Define what that is, and then begin talking about how you can get there. How will you use every resource the school can leverage, including technology resources and funding, to make that vision happen? Most important, how are you going to  build capacity within those around you? Figure out what it is that you need do and do it extremely well. This isn’t going to be easy, but it has to be done.

I want to conclude by saying that once you have made your plans and it comes time for implementation, be sure to encourage a culture where change is embraced. Any meaningful change you implement is likely going to be different from what has been done in the past. Teachers are going to need support and lots of it. If a major technology initiative is being implemented to support the vision, be sure to support a culture where teachers and administrators are willing to work with each other and willing to fail together. Perfection isn’t achieved on the first run, so be willing to re-invent your plans, your techniques, and most important, yourself. The road is going to be bumpy and mistakes are going to be made. Lead by example and take risks that could end in failure,  learning from your mistakes. Be willing to move on to find the right solution.  And above all, be true to your vision and stick it out. Don’t let the static of vendor halls and technological novelties interfere with your vision. Don’t adopt a technological innovation on a whim.

 

*Yes I know schools have these teams, but I often question their effectiveness. How much is what these teams accomplish for show and how much is for real change? Is the culture present within these teams to allow for failure without blame? Is this team really helping your school move forward? If not, maybe it’s time for a change? Certainly not all schools are like this, but I’m sure too many are.


PBL: An instructional strategy or instructional design model?

Yesterday at work I began pondering whether PBL (project-based learning, not problem) is an instructional strategy or an instructional design model. This question reappeared early this morning while I was trying to get my 10 month-old daughter back to sleep. I successfully was able to coax her back to bed, but I couldn’t do the same for myself. I’m left wondering about PBL and what it really is. So in a vain attempt to go back to sleep before I have to get up in just over an hour, I’m going to expand upon my thoughts here and see if I come up with an answer that pleases me enough to put my mind at ease so I can sleep.

My general thought is that PBL is an instructional strategy. Much like any other instructional strategy. Say cooperative learning or differentiated instruction. There are a variety of characteristics related to PBL that make it different from other teaching methods. In short, PBL is one of a number of strategies I can use to teach my curriculum.

Where my dissonance emerges is with the design aspect of PBL experiences or units. I learned PBL from the Buck Institute and always refer to their terms and their characteristics of PBL when I’m explaining PBL or helping someone implement a PBL experience. Where I think I’m being thrown into chaos is with the way BIE has packaged the design aspect for creating PBL units through their project planning form. This form is a nice, compact guide that walks the teacher step-by-step through all the components necessary to make PBL work. Much like an instructional design model, it has all the major players: goals, curriculum standards, strategies, assessments, assignments, etc. However, as I work through the PPF, it feels like I following an instructional design model.

Now it probably feels like I’m following an instructional design model because I am. However, my instructional design model is not PBL, but rather something that better resembles a Dick and Carey or ADDIE flavor. As I’ve thought more about PBL and what it really is, it would seem that PBL truly is only an instructional strategy. But the way BIE has packaged their materials has confused me for some reason into believing PBL was an instructional design model. I’m not sure why this has preoccupied me so much, but it has.

And with that, I’ll go back to bed hold Nora because she just woke up…


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