There are two kinds of teachers — ones who have ALWAYS loved school, and ones who found school an endlessly boring challenge, and yet, at some point, usually do to the mentoring of a great teacher, found themselves teacher. I fall into the first category. I have always loved school. I love the smell of new books, and fresh worksheets. I used to line my stuffed animals up and teach them.
I had been meaning to earn my Master's with the support of Napa Learns, since I first heard of the opportunity, but kept putting it off. I kept telling myself, "I'm too busy." The truth is, I AM too busy, but another truth is that I am ALWAYS going to be too busy! I have really enjoyed the challenge of being a student AND a teacher. It has reminded me of the struggles that my own students go through — trying to mange their school work, their friends, sports, and clubs. I have also love/loathed pushing myself to write in a style fairly foreign to me -- the Research Paper. As I fight my way to the finish line, I can say that even IN the struggle, I am appreciative of the ways that it has stretched me. I determined a few years ago that I would begin to push myself to try new things — to say yes to opportunities as they present themselves. This is how I moved from being a language arts teacher to the teacher in charge of the Technology Design Lab. I love being exposed to different types of learning apps and to all kinds of technology. I've spent the last two weeks, learning, using and even teaching classes on Google Classroom. I really enjoy breaking down new things to learn all the parts. I've enjoyed, so much all the tools that we've been exposed to this semester. I keep showing up at work saying, "Let me show you this new website I found where you can . . ." One of the biggest issues that I continue to think about is the idea of the opportunity/technology gap. It is clear that students from poverty are cheated if they have little or no access to technology. This could become a tremendous and deadly divide. Imagine a child from poverty who only has access to tech when at school -- she cannot get free tutoring apps unless at the library. She cannot play computer games like Prodigy which not only help her master basic facts but offer free test prep, she cannot access live homework help that is offered on thousands of websites, she cannot email her teachers, or work collaboratively on a project with her classmates. It is if the door to educational opportunities is closed to her -- worse still it is a sliding glass door; she can SEE the opportunities are there, but cannot attain them. This is troubling. Often when I talk about this opportunity gap, it is pointed out to me, "Everyone has a cell phone." This might seem true, but just because someone is holding a device in their hands — it doesn't meant they have the same access as everyone around them. My students have phones but they don't often have data plans, or sometimes even service. The phone gives them the appearance of normality, and while I might use my phone for quick research and to check my emails, I am NOT writing my paper on it. As I move forward in the program I am looking forward to learning more about innovative ways to use technology in the classroom — and especially to be exposed to more apps, websites, and tools for the classroom. I know that if I am going to remain effective as an educator - I must always keep moving forward.
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The idea of CBL is filled with hope and inspiration. The idea that students - even elementary students could not only recognize a problem, but come up with solutions to resolve it is powerful. Research shows that students who are engaged in a real-world problem not only are more engaged but the type of learning the experience is deeper and more meaningful. Students who struggle with rudamentary skills worksheets, will tackle complex math equations in order to solve a problem. If you've never read the story of Emily Pilloton - you should! It is the perfect example of how much learning can take place when students tackle a problem. Her first project took place in a rural community that had no where to sell the fruits and vegetables they produced. Pilloton had her high school students design and build a farmers market. Students had to study so much in order to manage this task, and then after months and months of hardwork they got to STAND in the building they had created. This deep learning will carry with it lasting effects. You can learn more about the project here: I've witnessed, first-hand the power of CBL. My own 5th grade students were tasked with solving a community problem. Our school was unsafe because of a lack of street lights and sidewalks. They spent months trying to manage the complex world of local politics -- WHO IS IN CHARGE OF PUTTING IN LIGHTS AND SIDEWALKS? They created health reasons and safety reasons based on reserach and then began reaching out to the community. In the end, they were able to stand under the light of street lights that they helped add to our campus. They not only learned tons of academic skills - computer research, letter writing, presentation skills, math and engineering skills - but they also found that they could have a voice in their own community - they became empowered because the problem that they solved was real, and therefore their efforts significant.
Like the educators in the Wired video, I was overwhelmed by what my young students accomplished, and had to remember to take a step back, and really see all they were accomplishing, but I've no doubt of the research associated with the CBL approach - first hand exposure made me a believer. Part One: John Seely BrownThe last thing I expected to hear from a talk on creativity in the classroom was the story of the success of a "cohort" of groms. You don't expect your educational examples to come from the world of surfing. As a side note, I should mention that although I've only surfed once, I love. Surfers are probably some of the most creative people on the planet - finding a space to move, and fly where there appears to be none. So, I guess it shouldn't be a surprise that John Seely Brown, used surfing as an example. The idea that modern learning has become collaborative and collective is pretty profound. Looking back on my own education I can only imagine how powerful my learning life would have been if I had been able to turn to my desk neighbor and ask, "How did you figure that out?" or "What should I do next?" Brown argues that the best predictor of college success isn't test scores or grades, but the ability to find, create and build study groups. The modern learner must be able to build a collaborative, supportive cohort of learners with the common goal of propelling themselves forward to success. I have a personal connection to all of this (beyond a love of the art of surfing). In an attempt to better arm my students with real life skills, I had to learn computer coding. So, I taught myself, and then began teaching them and then this amazing and wonderful thing happened. As we struggled together our understanding and skills grew leaps and bounds. I've learned more about coding WITH my students than on my own. When I got stuck, or another student got stuck, we would collaborative join forces to code our way out. Collaborative learning which can involve social media and the power of digital learning groups multiplies learning beyond what one individual could ever manage alone. This kind of learning doesn't just spark creativty, but sets it aflame. That is the kind of learning I long to build into my own classroom, and inside my own consciousness - a learning that is always expanding and growing. Part Two: Sir Ken RobinsonI watch Sir Ken Robinson's TED talks often. I find both "Do Schools Kill Creativy?" and "Bring on the Learning Revolution" inspiring and so watch them often to remind me about the important things that need to happen in the classroom. Watching them was the beginning of expanding my PLN beyond teachers that I actually knew and could talk to, to a virtual world of educators all over the globe. My journey has led me to twitter chats, on-line conferences, and a daily goal of watching a TED Talk each day. Sir Robinson tops the list. He is able to communicate how important it is to allow our students the freedom to discover, enjoy and explore in their learning. It has reminded me the importantce of stepping back and letting students try and fail, as well as letting them try and succeed. My students grow so much more when they are free to ask and answer questions on their own. This has led to some interesting discoveries:
All of these were the direct result of exposing students to various ways to communicate both digitally and without digital technology. Once students were exposeds to different skills and tools, I then allowed them to decide the best way for them to express understanding. These students put more thought and effort into the products they produced for me, and more than that, many of them are still working on these products to this day. In other words, they did not simply produce something for their teacher and set it aside, but rather learned to communicate their ideas in a way that was empowering, and therefore they continue to build on that understanding and communication. Sir Robinson's argument that we must fan the flames of creativty by allowing students to explore those things that fill them curiosity. I think often about the story he tells about the young ballerina. If her mother had not been so proactive in her daughter's education, she would've spent her life trying to surpress her natural creative spirit just to conform to what was expected of her in a "standard" classroom. The world would've lost a great artists. This of course lines up completely with concept of equity. We need to ensure that the needs of all our students are met. We need to listen to all the voices, not just the ones that understand quickly or speak eloquently. The classroom should be a place where everyone matters. We cannot ignore the creative dispositions of our students - we shouldn't. We should instead encourage them. Real innovation happens in classrooms where creativity and questioning are encouraged. Why does that work? How does that work? Why are we doing this, this way? The modern classroom should be filled with millions of questions and very few answers. It should be place where students turn to one another for support and innovative approaches to problems are considered. Last year, I asked my students (3rd- 6th) to come up with an idea that would benefit their community. Later, I found myself in the Mayor's office, while a group of 5th graders explained that our school need to add some street lights and sidewalks. I was stunned to find myself there, and thrilled when just three weeks later, the peaceful quiet of the neighborhood was interrupted by the sound of bobcats, digging up dirt to lay the foundation of a new stretch of sidewalk. If I work late, I walk out to my car in a halo of pale yellow light from three new streetlights. They exist only because a small cohort of 5th graders pursued their installation relentlessly. Everyone loves a success story and my Lights and Sidewalks Project experience certainly is that, but to be honest my favorite cohort, was a determined group of 4th graders. I asked them to pitch me their project idea. "We are going to cure cancer." They explained with wide-eyed seriousness. When I asked them what kind of cancer, they responded emphatically, "All of it." I stood blinking for a long moment trying to determine the best way to explain that their idea was impossible, and then I said nothing. Should I only allow students to work on projects that had clear success in their path, and if I did what was I teaching my students? So much learning can come from a difficult struggle; so much learning can come from failure. Those 4th grade girls did not cure cancer - or at least they haven't yet, but they know more about cell replication and biology than any 9 year old you've ever met. They were able to create an informative web site that explained the process of cancer growth, and tip-toed bravely into the waters of connecting with research scientists through email. They built relationships with some very patient scientists who answered their questions and responded to their emails. They learned more than they or I could have possibly imagined, and a million times more than what they would have learned if I had stopped them. A cohort of determined students is a powerful thing.. They can accomplish so much more if we allow them the freedom to explore their creative ideas, and to express themselves fully. Both those groups worked harder on their projects than on any schoolwork they had ever done. I asked one of my 5th graders, a tall, thoughtful quiet girl, what was next for her. "What do you mean?" She asked. "Well," I told her. "You had a private meeting with the mayor when you were in the 5th grade, so what is next?" She considered the question thoughtfully, and then said with a firm, clarity, "The White House." Students who are allowed to use their voice and dive deep into their own creativity are empowered to do great things; they are people who believe they can change the world. |
AuthorJen has been teaching school for awhile now. She's learned some stuff, but she's got tons more to learn. Archives
October 2017
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