The Freedom to Make

Every classroom should be a makerspace.  Every teacher should embrace constructivism.

Constructivism, the theory that knowledge is not something to simply be delivered to the learner, but something that is actively constructed inside the leaner's head through experience, makes the most logical sense when one stops to consider how to learn best. It's not a curriculum or set of rules, but a sound way of looking at the development of human knowledge and understanding. It seeks to free learners from their dependency on being taught. In the process of making and constructing, students are empowered to connect with everything they know, think and feel. Learning is socially constructed, as students share their ideas and enthusiasm with one another. The act of making brings confidence and joy. It replaces the mundane worksheet or cookie cutter project with something truly meaningful and personal to the student.

It is the theory that underlies all learning.

While there is something to be said for multiple learning styles, if we examine our own learning, most of us acquire new skills through tinkering, experimenting and building. We learn through doing, not through listening to someone explain it to us. And yet, this is how the majority of education operates and how the majority of teaching is structured. School ignores the realities of how we learn best and dismisses the realities of how most organizations and businesses operate, in favour of a more manageable and controllable style of learning.

The constructivist approach to learning is how children are first taught, but is quickly discarded and lost as they progress through the grades. If you look at any kindergarten classroom, constructivism is alive and well. Students are given the freedom to design and play; to construct worlds limited only by their imagination. There is no focal point in the kindergarten class. Instead, the whole room is an active learning environment, with various stations to tinker, design and make. In contrast, the middle or high school classroom is typically centered around the teacher transmitting from the front. Movement is usually restricted and collaborative tinkering and making is often not encouraged.

As students advance through the grades, teaching to the test and other so-called "priorities" take precedence, effectively removing the aspect of play from classrooms. There is just no more time to play or so they say! Students' enthusiasm for school is at its highest level in kindergarten and slowly decreases as they progress through the grades. I strongly believe there is a direct co-relation between the decreasing freedom and play afforded to students and their increasing levels of dissatisfaction with school.

It is our responsibility to bring back this love of learning for our students. To give them the freedom to play and make things that they are passionate about. To provide them the opportunities to construct meaning on their own terms.

The problem of student disengagement in schools needs to be addressed, and it needs to be dealt with now. It is not going away. If anything, it is only getting worse.

Transforming our classrooms into makerspaces is the solution.

Provoking Reflection

Reflection can be very challenging. It's not something that is typically fostered in schools, as usually someone (most likely the teacher) tells you how you're doing. Students often become so reliant on the teacher for feedback that the ability to be introspective about their learning is very difficult. It's almost a completely foreign idea to them. Most students can simply describe what they did or what they learned. They have a hard time thinking abstractly about their learning - to understand and see patterns, connections and progress. For student reflection to be worthwhile, it must be metacognitive, applicable and shared. As teachers, one of our responsibilities is to ignite this reflective thinking in our students. To give them the ability to experience growth as learners through meaningful reflection. As Donald Finkel wrote, teaching should be thought of as, "providing experience, provoking reflection."

Reflection is what helps us to grow - personally, academically and professionally. Without it, there is little hope for improvement.

The Taxonomy of Reflection, developed by Peter Pappas, provides a good framework for helping both students and teachers to become more contemplative. It is aligned with Bloom's Taxonomy and gives questions for each level to prompt students to develop metacognitive skills and to help us to examine our own teaching practice.

Additional questions for the higher levels of reflection:

Create - Student: How can I best use my strengths to improve? What steps should I take or resources should I use to meet my challenges? Teacher: How would I incorporate the best aspects of this lesson in the future? What changes would I make to correct areas in need of improvement?

Evaluate - Student: What have I learned about my strengths and my areas in need of improvement? How am I progressing as a learner? Teacher: What are we learning and why is it important? How am I progressing as a teacher?

Analyze - Student: Were the strategies, skills and procedures I used effective for this assignment? Do I see patterns in how I approached my work? Teacher: Did I use the right instructional strategies for this assignment? Do I see patterns in my teaching style?

Why Are You Doing It?

All learning must have a strong sense of purpose - linking it to the why. The difficulty arises when projects, problems and situations that teachers present to students do not yield lasting and transferable learning because too little attention is given to meta-cognitive and idea-building work that turns a single experience into insight, and then later, application. Teaching becomes more focused and effective when we encourage students to be meta-cognitive and reflective about what they have achieved in relation to their intended goals. We should explicitly explain to students, "we're doing this because... and we're learning this because...", otherwise any intended sense of relevance is lost. We must always strive to make our teaching as focused and intentional as possible.

Anyone should be able to walk into a classroom, ask students the following questions and have them give meaningful and thoughtful answers. Answers that show a real sense of purposeful learning. If they can't, then we need to rethink our teaching.

What are you doing?
Why are you doing it?
What does this help you do that's important?

Choice is Not An Option

Lately I have been thinking about student choice and how it really plays out in schools. The right to make choices is such a fundamental part of being human and yet, if you think about a typical school day for most students, there is very little choice afforded to them. School is often a rigid and structured environment, regulated by bells and required classes. Electives are usually out of the question, at least until high school. While students are given a few options, the majority of them are superficial and inconsequential. There is nothing inherently wrong with structure. It can be a very positive thing. The problem arises when schools and teachers box students into a fixed system that allows for no choice; where everything is strictly dictated to them. Giving students choice doesn't mean they choose everything, but it does mean that the curriculum respects the preferences of students and tries to honor them as much as possible.  Like many aspects of life, the middle ground and striking a balance is often the best approach.

If we look at choice in various professions, there is a real disconnect between school and the working world; that "real world" we are preparing our students to enter and thrive in. The most prestigious careers involve a level of freedom and choice which makes them sought-after. Those professions reward innovation and creativity, based upon one's ability to effectively navigate through a myriad of choices. Highly successful people in those fields have the ability to make good decisions from a variety of choices that they encounter on a daily basis. In contrast, the jobs that offer little to no choice, such as customer service or assembly line work, are often considered mundane and tedious. No wonder students often describe school as boring. Give someone few options, with a steady diet of mindless tasks, and of course they will find it boring. Give someone little freedom and of course they will rebel. Give someone little control over what they learn and of course they will disengage. 

The integration of technology in the classroom has enabled teachers to provide students choice with ease. Their devices and smartphones can offer choice at a micro level. Technology has afforded students with a degree of choice that was unimaginable a few years ago. In the past, student choice was often limited and teachers were required to have a planned and intentional approach. That's not to say that individualized learning wasn't possible before technology, it's just that technology has made it much easier to implement. It has given new meaning to differentiation and provided a whole new realm of possibilities for personalized learning. There is no longer a need for students to all be on the same page. They can pick and choose what they want to pursue and learn.

If we start to trust students more and allow them to make more meaningful decisions about their learning, I believe they will rise to the occasion. In the process, they will become more invested and engaged in school. The intrinsic motivation that choices provide will stimulate learning and a real excitement for school. Students will no longer view it as boring and something to be tolerated and endured.

UnGoogleable Questions

UnGoogleable questions are the kind of the questions we must be posing to students. The kind of essential questions that, while they offer results in a search engine, don't have any easy or quick answers and can't be resolved in one lesson. The big picture questions that really drive learning and inquiry. At its most basic, inquiry is about asking questions, but to define inquiry as just asking questions would be too reductive. For inquiry to be successful for students, we must provide them with the space to identify and explore the questions, as well as the problems, that motivate them to learn. We can't allow them to be satisfied with stopping at the first answer that Google provides them in a search. This is taking the easy way out and it offers the students no real meaningful growth as critical thinkers. Google search questions just skim the surface and fail to give students the opportunity to dive deeper into their research. Essential questions allow students to be engaged in uncovering the depth and richness of a topic.

   

 Essential Questions in Language Arts                                   
-Why am I writing?                                                                    

-What do good readers do?

-How do good writers hook and hold their readers?
-What is the relationship between fiction and truth?
-How are stories from other places/times about me?

 Essential Questions in Art
-What influences creative expression?
-What can artworks tell us about culture/society?
-To what extent do artists have a responsibility to their audience?
-What's the difference between thoughtful and thoughtless critique?
-Do audiences have a responsibility to artists?

 Essential Questions in Science
-What makes objects move the way they do?
-Why and how do scientific theories change?
-How can we best measure what we can't see?
-How do we decide what to believe about a scientific claim?
-Is aging a disease?

 Essential Questions in Math                                                        
-When and why should we estimate?
-Is there a pattern?
-What do good problem solvers do?
-How accurate does this solution need to be?
-What are the limits of this math model?

Inspiration from Pinterest

Pinterest is a great tool for teachers to get inspiration, share ideas and create resource boards.

Lesson Plans
-swapping and adapting other teachers' plans
-locating images to enhance a lesson
-pinning students ideas on a class board
-creating online field trips through boards
-assigning photo journal and other projects
-downloading printable resources
-finding hands-on project ideas for science class
-discovering read-aloud and novel study recommendations
-searching by grade specific boards

Professional Development 
-collaborating with other teachers through boards
-commenting on pins to start conversation
-sharing favourite classroom projects
-finding innovative new teaching methods
-promoting your own teaching or blog
-reading other teachers' thoughts and blogs
-keeping current with educational trends
-accessing tutorials on a specific technology or project

Using QR Codes

A QR (quick response) code is a type of image that holds information (up to 4296 alphanumeric characters) that can be scanned by mobile devices, such as tablets and smartphones. It can contain many forms of information including: text, contact details, website addresses, links to YouTube videos, references etc. There are many applications for QR codes. Here are some examples:

-Library book add-ons with links to info about the author and other books
-Scavenger hunts and webquests with codes placed around classroom or school
-Homework add-ons with links to helpful sites and sources
-QR stations for self-directed learning with codes revealing tasks
-Assistive technology giving alternative access format for reading and writing support
-Classroom hotspots to access videos, websites related to curriculum and lesson plans
-Handout links for further reading & research
-Extension activities for students who finish assignments early
-Interactive classroom calendar for upcoming events and reminders
-Parent communication with links to school website

Creating QR codes for your class is easy. Once you've decided on the content you want to put into your QR code, just follow these steps:

1) Open this QR code generator:  QR Stuff
2) Paste your URL under the "Content" section
3) A QR code will be generated under "Preview" section
4) Download, save and print QR code
5) Use QR code reader to scan image Top 10 QR code readers

Word Clouds

Using word clouds to incorporate key words into your lessons has real merit. Word clouds are a collection of words tiled together that are easy-to-use and have an impact on learning. They are a great tool for showing key words, building vocabulary and assisting with reading comprehension. Word clouds can also be used to: showcase the learning outcome for a lesson, introduce yourself in an icebreaker activity, solve a riddle for students, examine a rubric or poll your class on something. They are an engaging way to make your displays more appealing and they really bring a text to life. They speak to the visual affinity that we all have. The size of the words in the cloud depends on the frequency of the word in the text. This acts as an effective learning tool for analyzing key themes in any given text. To create a word cloud, you will need a generator. While most teachers are familiar with Wordle, below are links to three other good word cloud generators.

Click on the icon:

    

Impressions of a Digital Footprint

The impact of one's digital footprint is an issue which often doesn't receive enough attention. Given that students are among the most frequent users of social media and online tools, it is imperative that we teach them about the potential consequences of what they post online. A whole generation of students can be held accountable for their virtual missteps, as everything they think and do is  "Googleable". Students' posts, photos and comments (often made in passing or as a joke) have become a matter of public record that is permanent and easily searchable. Their thoughts and actions are on display for the whole world to see. While Chris Betcher's quote about digital footprints carrying more weight than a resume may seem like a bit of an exaggeration, there is no question that one's digital footprint has a significant effect on how we are perceived by others, whether it be friends, strangers or future employers. The reality is that universities and employers really do check students' digital footprints and the fact of the matter is that many students are unaware of this. As Seth Godin says, "The best plan is to overload Google with a long tail of good stuff and to always act as if you're on Candid Camera, because you are."

Teachers can have a positive influence on how students construct their digital footprint. It is important to inform students about digital citizenship and what it looks like. A good approach for them to adopt before posting anything is the THINK questions acronym (Is is True? Is is Helpful? Is is Illegal? Is it Necessary? Is is Kind?) Students should be learning how to create informative and respectable profiles that they can be proud of showing as a representation of themselves. They should be directed to good examples of other students' online identities, so they can model their virtual presence in a similar manner. We should teach them how to keep private information private. Helping students build a positive digital footprint is a skill that teachers can't overlook.

It must be impressed upon students just how crucial their digital footprint really is to their future. Students must understand that if they're not actively managing and defining their online identity, someone else will do it for them.

SAMR is Not a Ladder

The SAMR model, developed by Ruben Puenterdura, provides teachers with a framework to help them move from an introductory (substitutional) use of technology to a level that is more transformational. It is based on Puenterdura's research from observations of 1:1 laptop integration. The SAMR taxonomy enables teachers to think about how learning takes place in their classroom and how technology can be integrated to provide deeper and more extensive learning. There are four different levels - from substitution and augmentation to modification and redefinition. As you move through the four levels of SAMR, there is a shift from teacher-centered to student-driven learning.



At the bottom level, substitution, one thing is simply exchanged for another. An example would be having students type an essay instead of writing it. This level of ICT is obvious very common in classrooms and has been utilized for many years. When substituting, there is no real functional change. At the level of augmentation, learning tasks are expanded through technology. If we take the previous example of typing and move it to the level of augmentation, some examples would be: adding speech bubbles to each paragraph to explain the meaning, adding images next to key words, hyperlinking text to information online etc. The next two levels, modification and redefinition, are where the really interesting and exciting applications of technology take place. These levels include activities that would not have been possible a few years ago, given the limitations of technology at the time. Some examples are: videoconferencing, movie narration, screencasting, global collaboration and networked blogging. While redefinition may be a bit of a hyperbole, it puts the emphasis on creative applications of technology and not simply just consuming it. It seeks to ensure that we don't just employ these tools for mindless "edutainment" and busy work.

Using the SAMR framework as a planning tool is an effective way for teachers to map out and plan their usage of technology in the classroom. It focuses on pedagogy and moves away from the notion of allowing the technology to drive the curriculum. The use of technology becomes more purposeful. Teachers shouldn't approach the SAMR model as a linear progressive ladder, but instead think of it as pool to wade in. As teachers become more comfortable with each level, they can seamlessly and fluidly move among the different levels.

Visual Learning

Infographics are an engaging way for students to creatively present content and can be used for practically any topic and in any class setting. The visual nature of infographics gives a more lasting impression than a simple text-based essay or presentation. It provides the opportunity for students to research topics, synthesize information and draw conclusions in a style that is interesting and entertaining. The layout can assist with the spatial-temporal reasoning of the reader which makes learning easier. The combination of visuals and text is a powerful learning tool.

1) Think of an idea - make a list of possible ideas for your infographic
2) Create a skeleton & flowchart - this will be your initial draft
3) Choose eye-catching graphics - visuals attract more than text
4) Research - use a variety of reputable sources
5) Provide facts and conclusion - illustrate statistics, make it simple
6) Edit, edit, edit - filter through everything and try to create a narrative

Tools for Creating Infographics (Click on the icon)

  

Digital Learning Compass

The Digital Learning Compass is a visualization of the relationship between learning goals and technology tools. The compass also provides possible performance assessments that can be used for students to demonstrate understanding and mastery of the competencies highlighted on the compass. It helps teachers develop clear, purposeful goals when integrating ICT.

Online Discussion Tips

Online discussion is a great social constructivist learning tool for students. It gives students a place to express their opinion and understanding. It also allows them to challenge one another to think deeper. The teacher acts as a facilitator to ensure that the discussion is engaging and focused. Students often need direction on how to approach a discussion board, so it's a good idea to explicitly teach them the etiquette of this medium. It's also important to encourage them to be active participants and make them realize that the more they contribute to the discussion, the more they will get out of it. The transition to an online format can be challenging for some students as there can be a tendency for the students to feel less connected to the content and the teacher. The suggestions and questions listed below are some ways to improve the online discussion experience.

Here are some prompts to stimulate conversation:

Do you think...?
Do you agree with...?
Have you seen...?
Can you clarify?
What do your classmates/friends think?
Where did you hear that?
Do you need anything else to answer this?
Do you have a reference for that?

A New Approach

Education is still holding on to its old ways while trying to incorporate new technologies.

Even though the role of technology in society is rapidly evolving, schools are hesitant to reflect this change. Technology is forcing us to rethink how we learn, what we learn, when we learn and who we learn with. It is bombarding us with seemingly endless bits of information everyday and we need to be wary of taking a too "infocentric" approach to education. For too long, education has focused on the "expert" teacher delivering information to the student. We have to let go of this obsolete transmission approach. Technology can not just keep replicating this old model, but must be used for creative transformation. We should harness the power of these tools to help design and build new things. We should allow the innate creativity of students to imagine and innovate new possibilities. We should use these tools for re-inventing what school is really meant for. Experimenting and tinkering should be integral aspects of this new approach to learning. Students should be given the space to fail and fail often. The knowledge that students gain from reflecting on these mistakes will lead to a greater sense of ownership and an empowerment that is often lacking in today's schools.

Learning should be about an active construction of new knowledge.

Not a passive filling of minds.

What's the Purpose?

Everyday brings a shiny new app or tool which professes to make learning better, faster and more engaging. As teachers, we need to take a step back, pause and think about how all this technology will impact our students' learning. To not just use technology for the sake of using technology. To not get caught up in the all hype. There's no question many of the recent advances in technology can benefit and enhance learning, but we need to be discerning and selective when choosing which tools to use.

When deciding whether or not to use technology in your classroom for a potential project, consider the following questions:

What is the purpose? (Is it purely aesthetic?)
Can it prevent students from sharpening important skills?
Do you have the time to integrate it fully and completely?
Is the project missing a technological student learning outcome?
Have your students already demonstrated mastery of the task?
Is there a better way for students to creatively and accurately illustrate their learning?
What is the learning curve for using the program or app?
Will it contribute to information overload? More does not always equal better!
Can the project compromise student problem-solving skills or critical thinking?
Will it create harmful shortcuts?

Twitter - 24/7 PD

Twitter is a great tool for connecting teachers.

Think of it as a virtual staff room where teachers can share best practices. It's a sounding board - a place to bounce ideas off of each other, discussing both successes and failures - what worked in our classrooms and what didn't. It acts a support network for like-minded teachers. It also challenges many of our beliefs about how we learn and what education really is. Through reading other teachers' tweets, you begin to reflect on your own teaching and start to incorporate the suggestions and thoughts of other influential teachers. It encourages you to always be learning.

Instead of spending all day at a workshop and coming away with maybe one or two useful things, Twitter provides 24/7 professional development. In a few minutes, you can access a stream of good links, resources and opinions. You can connect with teachers around the world, providing you with a diverse perspective on ways to improve your teaching practice. Teachers by nature enjoy sharing, so there is no shortage of amazing posts to inspire you to become a better teacher. The 140 character limit acts a good discipline to help you clarify your thinking and get to the point.

Source:langwitches.org