Learning Experiences: One that change my life

Six years ago I moved with my husband and sons to a new area and began teaching at a new district. The technology blew me away. I learned quickly, but to be honest, I was not always sure if I was using technology in a way that would truly benefit my students. 

This was one of the reasons that I chose to get my Masters of Arts in Educational Technology. Now two years later, I am less than a week from graduating, and I will never be the same teacher again.

Learning experiences that change our life come once in a while. As I reflect on my journey in this program, I realize how profound this experience has been. There have been books, articles, programs, theories, software, experiments and research that have challenged me and forced me to think outside my box...outside my world. They have also taught me how to rely on others for support and work together to complete a project.

As much as I have learned, I am constantly reminded how much more there is to learn. Yet, I feel prepared with the tools to continue to learn and develop as an educator. Technology is just a tool and through this program, I feel both more confident in how to use and facilitate student use of technology effectively. But I know that I cannot stop with what I have learned. Technology, society, and the world are changing and as an educator, I must continue learning too. 

Lifelong learning is essential educators. Whether we learn through our peers, conferences, or formal educational programs, the value is learning.  May we all continue to learn for both ourselves and our communities. 

5 Principles of Knowledge Building

Ideas are spread from one source to another. Sharing knowledge and ideas has always be a integral part of society. Yet, the 21st century has rapidly expanded this ability with readily available knowledge and information. 

Recently, I learned about learning theorists and researchers Marlene Scardamalia and Carl Bereiter work on Knowledge Building. Though there is a wealth of knowledge about Knowledge Building the key concepts include a focus on intentional learning to create and improve knowledge in a collective process for the greater community.

In education, students often view their teachers as knowledge givers and themselves and receivers. Knowledge Building seeks to use technology to collectively investigate and improve knowledge for both education and professional organizations alike. 

Knowledge Building requires a shift in thinking from What do I need to know? to How do I contribute and create knowledge that is valuable to the community. 

In an effort to support the collective knowledge of this research, I thought I would cover five of the important foundations that Scardamalia and Bereiter describe as principles of Knowledge Building:

1. Use Real Idea, Authentic Problems. Students need to understand there are real problems and ideas out there in the world, and they can learn and investigate them  

2. Investigate Improvable Ideas.  A foundation of  Knowledge Building is that ideas can be improved on. 

3. Idea Diversity. Understanding one idea leads to another idea. Ideas are developed and improved in relationship to other ideas. 

4. Community Knowledge.The goal should be to bring valuable knowledge to others, not just the learner.

5. Knowledge Building Discourse. Knowledge is shared, refined, and improved upon in discussion online or in person. 

The 21st century has problems our students need to solve. Creating communities of Knowledge Building, may in part, work to build their capacity to do just that.

Thankful to Learn

Recently, I have been posting about communities and learning based on my studies in my learning theory class. One thing I am continually surprised by is how we are constantly learning and often learning from others. 

In this thanksgiving season, it makes me feel grateful for all of those in my life that have helped me learn. There are many extra special people who always push me to learn, refine my learning, or try something new.

We often take for granted the ability to learn, grow, and adapt. Yet, it is amazing that our minds can learn at any age. I came across this Ted Talk and it is inspired me to be grateful for how amazing our minds really are. 

After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver

Experiences that affect learning

Powerful experiences affect learning. I will never forget in 5th grade receiving an F on a math test for fractions. I was ashamed, embarrassed, and immediately convinced that I was "bad" at math.  I do not remember feeling that way before that moment. Math became a struggle in that moment, and it stayed with me even through college.  At 10 years old, I did fail, but not at math. It was not understanding that failure is an opportunity to grow and learn.

Negative experiences stick with us, but so do positive ones. Experience is learning. We learn what to do and what not to do. 

John Dewey, an American educational philosopher, describes the value of experience in education. He believed that education should not simply be a prescriptive set of information passed down that a student may or may not use in the future. Instead educators should develop and facilitate experiences that encourage a love of learning.  Yet, he argues against experience without guidance.

 In the book, John Dewey Experience& Education, he writes that the facilitator has "the responsibility for instituting the conditions for the kind of present experience which has a favorable effect upon the future. Education as growth or maturity should be an ever-present process."

This makes me wonder as an educator what kind of experiences I am creating for my students. Do I put content over positive experiences? I wrestle to answer this question, but I also believe it is critical that I ask it. 

I want my students to have positive experiences and grow to be excellent writers and readers. Even as a teacher, Dewey's words ring true, growth and maturity is an ever-present process. 

Communities that shape our identities

What do you do?

Where do you work?

What are you involved in?

Questions of identity are common place when you meet someone new. Why do we ask identity questions? It is something I have wrestled with in the past. Yet, they seem to be easy surface level questions that we all default too. There are many elements that shape our identities. Here are a few:

• Career or job
• Family
• Beliefs
• Education
• Culture
• Communities

Though our identities are complex, I am going to narrow this post to how communities of practice shape our identities. There are many different types of communities of practice from a book club to church. In a community of practice there is both the individual and the collective part of the group.  People interact with others in the community and learn and participate. These interactions and belonging to the community shapes both the group and the individual identity. 

Etienne Wenger, author of Communities of practice: Learning, meaning, and identity and researcher from the Institute for Research on Learning discusses identity in a community of practice.  He states, 

"Who we are lies in the way we live day to day, not just in what we think or say about ourselves, though that is of course part (but only part) of the way we live."

What are the day to day experiences and communities you are apart of that shape you? 

I think about how my colleagues at my school have shaped my identity as a teacher. I am a more compassionate and passionate educator because of the interactions with other inspiring educators and administrators. 

Each community that we participate in has the power to influence our identity. This makes me think of the advice the high school counselors often give incoming freshman students. Get involved. Join a club, try a sport, and participate in school events. I think that advice may be something even as adults we could use because belonging to a community shapes our identity.      

Communities shape our learning

Community is all around us. Some communities we join intentionally. From book clubs to soccer teams, kids and adults regularly choose communities to participate in. 

Other communities are just part of the everyday life of work or school. Students do not get to choose their classmates, but they are each part of a connected community. Adults are part of their workplace communities.

Whether we choose the community or not, it drastically impacts what and how we learn.  In the book, Communities of Practice: Learning, Meaning, and Identity, (1998) Etienne Wenger states that "engagement in social practice is the fundamental process by which we learn and so become who we are." As people interact and participate in community they are shaped by the people and processes that are part of that social group. 

We may not often think about our day-to-day interactions as learning. However, learning is something we never stop doing. Our experiences and interactions with others shape our learning. 

How do we learn?

If you needed to learn something new, how would you do it? Tonight I asked my three- year-old son that question. He said, "I would watch you mommy!" When I asked my eight-year-old, he responded, "I would practice, practice, practice."

Learning is an amazing phenomenon. How we learn and engage in new knowledge is fascinating and complex. I am far from an expert. Yet over the next four weeks, I will deepen my understanding through a class on learning theory. 

Just like my two sons, no two people learn exactly the same way.  That is why there are multiple learning theories. 

Show me how

Modeling or demonstrating is an effective way to transfer knowledge. A learner can observe the process and learn from others. This is an important part of the social learning theory. We learn from one another. The 21st century has expanded the opportunities of modeling for society. No longer do we need to learn only from those in our day-to-day world. Through websites and apps such as YouTube and Khan Academy people can learn from some of the best and brightest minds in the world.   

Practice, practice, practice.  

Learning from direct experience is another aspect of social learning theory. As people make choices they are given input that they may use to direct their path the next time. If a person makes a decision, and it has a positive outcome, he or she will learn from that experience. These outcomes are reinforcements that shape learning. In education, students can learn through practicing skills and receiving feedback. Using educational games on websites, such as Xtra Math for multiplication facts or Quizlet for vocabulary words, can be particularly effective. 

Being connected

Connecting with others facilitates learning. There is a difference between reading about a topic in isolation and reading and discussing it with colleagues.  As people process their learning with others, they can solidify new knowledge and make connections to other ideas. The theory of connectivism focuses on how learning is derived in part from connections. Social media has allowed connections beyond face-to-face encounters. People can connect through a variety of topics or ideas and share their own. 

Motivation Matters

I will never forget my first F on a math test. I was in 5th grade, and in that moment, I knew that I hated math. (Growth mindset was not a hot topic in the 80's.) This negativity followed me throughout the rest of my education. I love problem-solving, probability, and strategy yet I never connected that back to math. Therefore, I never learned mathematical strategy. The mental block I created, followed me. So much of learning is mindset. If a person is motivated, then they will find a way to learn. This is seen in many computer and video games. When my son loses in a computer game, he doesn't give up. He tries again and again. He is motivated to learn how to win. Motivation impacts learning in both positive and negative ways.  

Flipping your Classroom-Part 5 Here is a little research study

I decided to get my Masters of Arts in Educational Technology for many reasons. Doing a formal research study and writing a thesis was not one of them. I knew it was part of the deal, but it was not even on my radar until I was faced with my Intro to Thesis class.

Yikes! I am a teacher, not a researcher was my first thought. Unfortunately, it was part of the program and I learned a lot about research in general, and my topic "Flipped Classroom" specifically. I am going to spare you the 75 pages and get right to basic outcomes.  I hope that I translated the big ideas of the study in this Google Presentation on Flipped Learning.

The study was based on the 8th grade three week career unit.

Flipping your Classroom Part 4 -Learning Curve

So maybe I made it sound simple in my last post. Let me make one thing clear...it is not easy at first. There is a learning curve. The first time I made a short screencast it took me 45 minutes. And I hated it. So if this may seem daunting, as change often does, let me tell you that it gets better and easier.  The other day I made a screencast in 5 minutes. In fact, it was easier to make the video then write out the directions or instructions. But it did not happen overnight, there is a learning curve.

Be patient. It’s worth it.

3 Parts of Flipped Learning that may have a learning curve

Technology

Whether you find or make videos or slides, it takes time. Curating videos is often a time consuming. Looking for the right video that captures the lesson your student needs requires the time to watch and evaluate other’s ideas of your content. The light at the end of the tunnel is that once you find a valuable video you can use for years.   

Creating videos requires learning the tools such as screencasting software, editing tools, microphones, and cameras.  Neither one is without its challenges. However, once you identify the right tools the process becomes relatively simple.

There are exceptional online tools to help turn a passive video into an active process with questions, polls, and more. Though these tools are excellent accountability and engagement tools for students and teachers, they require the time investment to learn how to create questions, link to students, and more.

Communication

Learning how to communicate with students and parents about the flipped learning model has been a challenge. Students need strategies to watch videos for learning. Many students watch videos regularly, yet it is with a different purpose. Parents need to understand how and why their children have different homework. This takes trial and error to be effective.

Role Shift

One of the goals is to transform what is happening inside the classroom, but how to manage that shift takes time. How do I check homework? How do I know they watched the video? What if they don’t get? But what am I supposed to do if I am not upfront teaching? To move from direct instruction to facilitator is challenging. It is an adjustment, and it may take some time like it still does for me at times to make it run smoothly.

Flipped learning has so many advantages for many lessons, but there is a learning curve. If you identified with one of the challenges or questions in the Why Flip post, don’t give up, ask for help, and get support so you can reach your goal

Flipping your Classroom Part 3-Not one way

Since the main goal of the flipped learning model is to more effectively use face-to-face time with students, there are many models that can help achieve that goal.  

The flipped model does not need to be strictly used for outside of the classroom or used as a pre-teaching method though that may be beneficial for some content.  Instead, flipped learning allows the instruction to be available when the learner or teacher identifies it as a need.

Flipped the Homework: Knowledge acquisition at home---Practice/Application in the class

A traditional approach or strict definition of the flipped classroom is that students watch video lectures or instruction for homework and then practice or apply the concepts in the classroom. This may be a great approach for you, if you teach a subject that has a lot of content and information that students need to know before applying or practicing.

• Assign a video, slides, or even reading (or a combination of those) students for homework.
• Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
• Students “turn in/show” the teacher they have completed the task at the beginning of class.
• The teacher does an activity to start class.
• Do a warm-up (Poll, Google Form questions, student discussion, students ask questions they have from the video, game)
• Students who did not watch the video start watching the video
• Students begin active learning
• Practice with the problems
• Socratic Seminar
• Projects
• Research
• Group poster
• *This could be a long list. You get the idea.

My Flipped Lesson on Integrating Quotes into Writing

One way I have tried it this approach is to have students watch a video on how to blend or integrate quotes with their writing. When they came to class I checked to see who watched the video using a video interactive website (I will save that explanation for another post). Those students that watched the video did a warm-up sentence, the students who did not watch the video started class with that. After we reviewed the practice and the students began working on integrating the quotes into their writing.  I was then able to answer questions as students had them, guide students when needed, and correct misconceptions immediately. The majority of class time was spent on the student working and practicing the skill.

Old way: I spent twenty minutes explaining the rules of integrating quotes with writing. Then modeling and spending a few minutes answering questions. Students would begin working...the bell would ring way too soon, and off to the next class they went. They would finish integrating the quotes in their writing at home. The majority of class time was spent on explaining, modeling, and answering questions.

Flip the Classroom or Project: Direct instruction through video/slides--Small groups or one-on-one instruction with the teacher

This might work well if there is a need to work help teach students a process or differentiate instruction. Project-based learning could also possibly benefit from this model when certain skills/knowledge is needed. The key for this approach is to flip the direct instruction from whole class to independent or group work to allow more one-on-one or small group instruction.

• Assign a video, slides, or even reading for students to complete independently, partners, or groups.
• Students watch and take notes, ask questions, or do a simple task that reveals they watched the video.
• The teacher can pull students individually or in small groups
• Teach or model more complex task>
• Differentiate instruction based on needs
• One-on-one writing conferences
• Check progress on a project
• At the end of class, end with an engaging closure, activity, or questions from the students.

My Flipped Unit for a Career Project

Last year, during our 8th grade class career project, another teacher and I flipped the entire unit. Sometimes the videos were homework, but often they were during class. Having the instruction for each step of the project on video, allowed students to work at their own pace. I was able to work and conference with students on the project continually. I was able to identify and help students who needed extra support immediately.    

Not one way

There are many adaptations and variations beyond the above two models. Most importantly if you are going to try to flip a lesson, unit, or class it should use face-to-face time with students differently. These models can foster a student-centered approach and active learning strategies such as collaboration, discussion, problem-solving, and hands-on learning.

Flipping your Classroom Part 2- Why Flip?

Many who try the flipped model are looking to solve a problem or answer a question that they have about in their own classroom.

For me, the question was about time. Time is a precious commodity in the classroom.  Particularly in secondary classrooms, the teacher’s time with students in the classroom is limited to an hour a day or in a block classroom a couple of hours every other day. This presents a significant challenge to impart knowledge to the students while also support the higher cognitive levels of learning and application.  

I wanted my students to be actively engaged and focus on higher order complex tasks, but it was hard to find the time. I found myself spending too much class time giving instructions, reviewing terms/homework, explaining, or modeling and did not have the time to get to the active learning or guided practice.

Maybe you have felt the same way. Or maybe you have a different question or concern. Some of my peers and I came up with common questions or problems that might entice you to think about trying the flipped classroom instructional approach. 

Here are the Top 6 Questions:

1. How can I get more time in class to do complex, creative tasks? Engaging projects? Debate or collaborative discussions?                          
2. There must be a better way?!                                             
3. How can I get my students to actually DO their homework?                      
4.  Do I care more about my students’ success than they do?                                
5. How do I get them to take ownership of their own learning?
6. So many students are absent, how can catch them up without reteaching everyone?

All of those questions are important and can significantly affect the classroom. Yet the most important questions that Sams, Bergmann, and other experts in the field believe we should be asking is:

What is the best use of face to face time with my student in the classroom?

At the heart of the flipped learning model is the goal of using face-to-face time with students more effectively. The model utilizes technology to promote a learner-centered approach to content.

Flipping your Classroom Part 1- Don’t Just Trust Me...Lots of Experts Agree

Flipping the classroom is one of many hot topics in the Ed-Tech world right now.  You might have heard about it or even tried it. When I became curious about the topic I decided to attend a conference session with Aaron Sams, one of the co-founders of the modern concept of flipping the classroom.  

Throughout the full-day session, I learned valuable information and received tools and tips to get me started on my own journey of flipping the classroom. One year later, I have researched the topic extensively and done some of my own research in a middle school environment for my Masters of Arts thesis in Educational Technology.

Though I am far from an expert, there are few lessons and ideas I thought I would share in this five-part series on flipping the classroom. However, if you are looking for an educational “silver bullet” then you might need to find a different source to read. Over the course of the next 5 posts, I hope to impart a balanced analysis and support for this important instructional approach.

Part one- Don’t Trust me...Lots of Experts Agree

I wanted to focus on reading more information about the topic. There are many approaches, methodologies, and tools. Read up. Research. Find the information that fits with your current teaching practice. Then push yourself to try a new instructional approach or find more information to help you on your journey. Hopefully, after reading the following quotes you will want to read the articles and learn more from the experts.

Three Truths about Flipping the Classroom

#1 There is not just one way to “flip your classroom.”

“The term flipped classroom implies that a teacher is recording all lectures or direct instruction for students to view outside class. This across-the-board approach is neither necessary nor beneficial. Terms like flipped lessons, flipped learning, or flipped thinking more clearly convey what "flipping" actually means. A teacher must carefully consider which lessons lend themselves to time-shifting direct instruction out of class—and which do not. A selective use of video where appropriate will provide students with a better learning experience than a blanket use of video when video is not the right tool.”

- “Flip Your Students' Learning” by Aaron Sams and Jonathan Bergmann

#2 There are benefits for students, but it requires intentional planning.

“While flipping the classroom requires planning and preparation in advance, the benefits of choosing this pedagogical style have lasting impacts on students and teachers. Not only does the flipped model address many important issues such as differentiation, teacher support, and fostering students' critical thinking skills, but it also enhances in-class learning by engaging students in authentic learning experiences and enrichment activities.”

-“Research article Making Heads or Tails of Classroom Flipping” by  Tracey S. Hodges & Nancy Dubinski Weber

#3 There is a growing body of research on the Flipped Classroom instructional approach.

“Not only do many more teachers report successfully implementing the Flipped Learning model, but the initial empirical evidence is promising. In several of these studies the Flipped Learning model is associated with increased student learning and positive perceptions of the unique elements, such as presentation of material outside of class and increase in active learning activities.”

- "A Review of Flipped Learning." By Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M.