I am very proud of the class for the hard work they put into creating a great site and for the creativity they showed in their approach to the site and to the videos.

The hope is that this site will not only be valuable to them as they study this semester for their assessments, but that it will also be a resource they can refer back to in future years as they study Geometry and Algebra 2.  At the beginning of this year, I had a number of my past students who were just beginning Algebra 2 come and ask me to quickly remind them how to factor using the technique they learned in Algebra 1.  While it was a privilege to help them, next year I can just send the students back to this site.

As with all technology, the Google site is not perfect.  For example, there are difficulties with uploading some material.  Though the students found ways to insert graphs, there are other graphics that did not work when inserted into the Google site.   Also, mathematical notation is limited in the Google site.  This was a minor inconvenience in an Algebra 1 class, but would be a major distraction in a Calculus class.  Whether this issue was only a problem because Algebra 1 students are not always aware of the importance of notation remains to be seen.  (Hopefully next year when I get my IB Higher Level Year 2 class to create their own site they will find ways around the limitation.  YES, I already have plans to continue and expand my technology use!)

The other issue that caused significant problems related to the mistakes that inevitably ended up on the overview page.  Because editing access for each chapter was only given to a select few, other students could not post comments when they detected an error.  This meant they could not work towards correcting the error.  To overcome this, each chapter was given its own “Comments” page that the whole class could edit.  The goal of this page was for the class to become editors and proof-readers.  If they found a mistake they would post a comment alerting the chapter creators to the error, and giving a correct solution.  Other students could then agree that a mistake had been made, or they could offer their own reason for why the original approach was correct.  The idea was to start a dialogue where students had to justify their mathematical reasoning while helping to improve the site.  (It sounded like a good plan anyway.)  Students did end up using the comment section in an unexpected way though … for the chapter on exponents they each ended up writing about their own misconceptions.  They would say what they were struggling with and how an example on the overview page helped them to understand the concept better.  Cool!

Being human, there are guaranteed to be some mistakes on the overview pages that do not get identified.  Regardless, it was a step in the right direction.  Now I just have to figure out how to improve the editing and correcting process.  Since at least one group creating a Google site for me next year will be seniors, I will most likely give all of the students in the class full editing rights to the whole site, rather than restricting access.  Hopefully at that stage of their development, the students are mature enough not to erase or mess with other peoples’ input.  (Though time will tell I guess.)

One of the unexpected benefits of this project (besides once again having students complete my course homework for me), was watching their joy and excitement as they were given some control through the editing rights to their chapter, some freedom to learn and study in multiple ways, hopefully finding a system that worked for them, and some creative opportunities, on a large scale through the video production as well as through simple things like the font, color and organization of their pages.  They truly rose to the challenge.  (I just hope that they learned some important math along the way.)

So that is what the students did.  Now, for me …

A year ago, I would never have attempted this project.  I would have appreciated the benefits and marveled at the options, all the while justifying why I could never do that!  Yet here I am!  There is still a long way to go on the technology journey, but that first big leap has been taken …  Let’s see where it all goes from here.

Before ending this course I have to thank Jeff for persevering with me.  I am sure there must have been many days where he hung his head in despair and longed for the simpler world of dealing with adolescent digital natives.  Thanks for opening up a whole new world to me Jeff!  I hope to one day make you proud!

It is hard to believe that the journey begun nearly two years ago is coming to an end.  We have run the race and the finish line is within our reach.  Or is it …

The official, graded portion of the journey is definitely coming to an end.  A mere two year marathon …

You Can Do It by sirwiseowl Keith Davenport

But the true journey to implement up-to-date technology into the classroom … that is a long road.

The long road ahead! By qmnoic (Matt MacGillivray)

It is not always an easy road, as challenges and obstacles are faced …

long hard road compressed by alvazer (Alvaro Vega F.)

But there are definitely rewards along the way that make it all worthwhile.

Monument valley by Vvillamon (Vicente Villamon)

So let’s not just ride off into the sunset!

The Long Road Home by Stuck in Customs (Trey Ratcliff)

Late Night Gamer by 2create Louis du Mont

It has been quite a few months since Loren first brought the idea of gamification to my attention, as discussed in the earlier post Gamifying Education.  His enthusiasm and prodding has lead me to plan to rethink my approach to homework over the summer (Radical Revamp … in Small Increments).  But I need to take the time to research this concept.  Hopefully I can then avoid making some basic mistakes in implementation by building on the insights and research of others.  With this in mind, I was intrigued to see the article Study’s the name of the game by Megan Johnston in The Sydney Morning Herald.

The article begins:

Inside a school laboratory, students gather around the bench for today’s lesson: how to create a chemical reaction. Yet instead of turning to their worksheets, these young investigators try some role play. Each budding scientist dons a lab coat and begins to experiment until – voila! – beakers erupt all over the room.

Their reward? Not a mark or score but a handful of special tokens. The student who makes the biggest explosion also wins the title of professor.

Who would not want to be part of that Science class?  Megan continues:

A growing band of teachers and researchers is already using games to boost student motivation and engagement, borrowing the structure of a typical computer game in which users overcome small challenges to collect points. Players – or in this case, students – work through levels of increasing difficulty until they reach their goal.

”Computer games have almost perfected the art form of ‘incentivisation’,” says the director of innovation at Northern Beaches Christian School, Stephen Collis.

From this, my challenge is to figure out how to structure course challenges so students are gaining knowledge, learning to think critically, and developing their mathematical understanding, not just accumulating rewards.  This is the part I need to look into over the summer.  How do I make sure my rewards system has a higher goal?  Though since I am focusing simply on increasing student motivation to do homework appropriately, I might be overstating the outcomes I hope to see.

It is encouraging to know that

Game-based learning is ranked as one of six ”technologies to watch” by international organisations New Media Consortium and Educause Learning Initiative in their annual Horizon Report, citing its potential to foster student collaboration, problem solving and procedural thinking.

This article intrigued me so much that I am tempted to quote the whole thing here, but I will try to resist.  Instead, here are some of the key points that the article brings up.

• The game system allows differentiation to occur as students’ progress at their own pace.
• Gamification allows self-directed learning, and helps students manage their time better.
• Students are motivated by seeing their friends’ progress as well as by the rewards they gain for themselves.
•  One study showed that students learning through playing a game retained more information than those who read the same content in a book.

My thought:  Retention is not the same as understanding, analyzing or synthesizing.  Does gamification help with these higher-order skills too?

Ok … I admit temporary defeat.  Megan begins to addresses some of my questions, so I need to just quote her:

The theory is that games boost students’ motivation – and thereby their learning – by leveraging cognitive, emotional and social needs. The narrative of a game helps players master difficult intellectual tasks, for example, while also invoking emotions such as pride and frustration and letting students test out new social identities that grant them academic credibility.

”It’s actually much more complicated than just adding points and badges to the classroom,” Lee says.

”There’s nothing inherently wrong with extrinsic motivation but we really need to couple that with trying to cultivate intrinsic motivation – so getting students to love learning and see themselves as successful at what they do.”

Games are especially useful in helping students overcome their fear of failure, Lee says. In fact, many games require players to fail repeatedly until the correct answer is found. And, unlike traditional exams, games give frequent feedback and keep the stakes low.

Too often in schools where I have worked students are no longer allowed to fail.  I, as the teacher, am expected to do everything in my power to ensure they “succeed”, where success is measured in terms of grades rather than in terms of learning.  (I obviously have my own very strong feelings about this, but this is not the place to vent them!!)  I love the idea of allowing students to fail while motivating them to keep trying and proving to them that they can come back from apparent failure, and they come back stronger, smarter, and wiser!

Though this article does not answer the question of how can I restructure my homework grading system, it highlights current thinking and research in the field of gamification, letting me know that this is a worthwhile avenue to pursue.  Not that I ever doubted Loren of course!

My plan to implement a systematic rewards system is barely worthy of being titled as gamification, but I need to start small and see where it leads.  Stay tuned!

Embracing Change posted by Keri-Lee Beasley; From the original image Pupae by Moonrhino Quote by John Seely Brown, as seen in the 21st Century Learner video on YouTube.

As this school year and my COETAIL course comes to an end, I have begun the task of setting my “Summer Reflections and Actions List” … you know what I mean … that list of educationally-focused tasks that, in an ideal, perfect world, I will diligently work through over the summer.  In my dream scenario, before reality takes over, I begin with honest reflection on my current practices, identifying what has worked and more importantly what has not worked this school year.  After careful consideration and copious research (remember … dream scenario) I want to devise changes for improving the classroom experience for my students, refining what has worked and completely revamping what has not.  (Please note that I did not say “for improving my teaching” as I hope to move steadily toward a more student-centered educational experience.)  Having thoughtfully and thoroughly worked through the list, blogged about my reflections (a nod to you Jeff), and updated current lesson plans to accommodate my new direction, I hope my teaching next year will be vastly improved, … and since I am still in my dream scenario … the sense of being constantly behind will be a distant memory, and I will leave work at a reasonable time everyday knowing that I am fully prepared for every eventuality that could occur …EVER.  And, of course, my students, after a few hours of exposure to my new direction and outlook, combined with my calm nature, will be transformed into independent learners, with strong critical thinking skills … they will become effective collaborators and clear communicators … they will, of course, perfectly model our core school values of respect, responsibility, honesty and kindness … they will be held up as role models to be emulated by others, they will bring about world peace and an end to poverty … and when asked the reason for their radical transformation, the students will smile a knowing smile and say “Ms. Connor” …  Ahhhhh!!

Oops … sorry!  I think my dream scenario went a little too far!  Let’s get back to reality.

Seriously though, I hope to spend some time this summer reevaluating my current teaching practices and choosing a few small, yet significant areas of change to implement for next year.

Realizing that this may change in the coming weeks, I currently have three key areas that I want to consider.

1. I want to design a new homework system that will motivate and reward students rather than discourage and punish.  A system where positive reinforcement in the form of individual and class rewards can be worked towards.  (Unless Loren manages to finish his Gamification homework plan before he graduates, then I will just test out his plan.)
   

   The Joys of Homework by Cayusa

   At the end of last school year, a colleague and I were contemplating new ways to assign and grade homework.  We wanted to make it meaningful, efficient and authentic.  But after some discussion, we decided that there was no perfect way, and perhaps not even a “better” way to check that students were completing their homework in a manner that would enhance their understanding of the topic.  So this year I continued with my same old approach.  In all its’ unimaginative glory, here it is:  At the beginning of the year I use class time to carefully check homework for completion.  Student’s work is examined for evidence that every question is attempted and that work is shown.  Part of homework is to check the answers with the aid of the back of the book so  students can ask questions of me or a peer (preferably before class) for all those problems that they could not solve correctly.  Corrections are then done in a different color as a visual reminder of concepts to be aware of in the future.  Having used significant class time early in the year to establish my expectations, I then turn the task of grading homework over to the students and have them do peer grading of the homework at the beginning of class.  With that inauspicious starting point, there has to be a way to improve the process and the expectations.  Gamification seems like it could help, so I am going to start the reflection and research there.

2. I want to identify one key concept/unit/topic that can be taught using the flipped classroom model.  Once that topic is determined, I need to begin to plan the unit and hopefully record some of the lessons.  Currently I think that Vectors from the IB Higher Level Math curriculum might be suitable to be presented in this manner.

Vectors

1. I want to develop a plan for how I can use the Harkness Method of teaching to enhance the effectiveness of the problem-solving portion of each lesson.  (Coupling this with a reward plan might be investigated in the future, but I need to think the process and consequences through first.)  How can I use the challenging problems tackled during class to encourage collaboration and communication of solid mathematical processes, and make it student-centered?  The vague outline that I want to reflect on and develop involves blocking out set portions of time during all (or maybe just some) classes to have students present solutions to difficult problems, whether from the class notes or from the homework and then have them discuss alternate problem-solving strategies or more elegant approaches.  The idea would be to analyze each person’s work through open and judgment-free discussions, providing a safe place for students to ask questions.  A key to making this work is going to be identifying problems that can be solved by numerous methods as well as having questions that require the synthesis of multiple skills and strategies.  But as I said, this all needs to be thought through more carefully to make it a truly positive experience and to optimize the chances of it succeeding.  My original thoughts were that this would be diametrically opposed to the flipped classroom model, but now I am not so sure … something to think on further.

Students and instructor seated around a Harkness table

This time next year I want to look back and see significant changes in the experience students have in my classroom.  I don’t want to feel that it was one more year of doing the same thing.  I know that my current teaching practices meet the needs of some students, but there is always room for improvement if I am willing to step out of my comfort zone.  Some of the changes may fail miserably, but at least that will give me a new starting point for my “Summer Reflections and Actions List” next year.  So, armed with my new tech skills, a lot of reading and contemplation, I hope to walk boldly into next year.

Now, if I can just follow through on this brilliant summer plan and not get distracted by the thought of sitting under a palm tree, looking out over crystal blue water, and reading a book for the whole summer!

Beach, Nilandho, Faafu Atoll, Maldives. By Shazwan

Anyone Who Stops Learning is Old by Keri-Lee Beasley

Anyone who stops learning is old …

I, like most people don’t want to get old.  So if Henry Ford’s quote “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.”   is true, then I need to keep learning.

Fortunately, I have some great teachers challenging me to think and rethink ideas.  Some of these teachers are sitting in my classroom every day.  The discussions I have with students educate me in so many areas.  They teach me about the latest technology they are using, the games they are playing, and the thought processes they are evaluating.  They share what motivates and challenges them, what they find interesting, … and what they find BORING!  I have been introduced to books I would never have read and logic questions I would never have pursued by their queries and insights.  Some days it is more than I can take in.  But, it gets better.  While my students teach me so many things, they have now taken their role one fabulous step further …

Students are now doing my homework for me!  Sweet!

After an intriguing discussion with Loren about game design and future career prospects in the gaming industry (obviously for Loren and not for me), I received an email that said:

Dear Ms. Connor,

This might be something you would be able to write about on your blog post, and if not, is still very stimulating brain exercise.

Hope you enjoy it:  http://penny-arcade.com/patv/episode/gamifying-education

This video intrigued me as it provided some very simple steps to help students be more engaged in learning.  (The fact that a student recommended it also suggests that the concepts are on the right track.)  Next year I am going to try and readjust my homework grading approach in a similar manner to that discussed in the presentation and see what happens.

It makes sense that by gaining points for work done rather than losing them would increase motivation as students work toward specifically identified goals and rewards.  The idea of employing this reward system to encourage students to think, to research, to collaborate, to communicate, to learn and to be independent makes sense.  And considering the time students spend earning rewards in their game scenarios, it might engage some students who have otherwise not been involved.

Rewards from MrTPlus

The idea of having class rewards when certain goals are attained also encourages collaboration as the strong students want to help those that are struggling so they can reach the class goal faster.  And the weaker students cheer on the success of the others.

Loren and I have discussed these ideas at length.  In fact, Loren came back a few weeks later and told me some of the down-sides of gamifying education, comparing it to some of the rewards systems employed by airline and other commercial enterprises.  (I need to talk with him again to share further about this.)

Over the summer I hope to get a plan together for how this might be used in my classroom.  Only by testing it out will I truly see if it is effective.  Having Loren help design this plan to “gamify” parts of my class greatly increases the likelihood of it catching student’s attention as he knows what would motivate him.  He also looks at the implementation from a student perspective.  Loren found this site where R. Spicar shares how he has gamified his courses.  Since finding this, Loren has been working on a plan for me.  If his ideas come to fruition, I will share them with you as I know he is contemplating how to reward true learning and prevent cheating, how to motivate and engage.

To investigate some of these ideas, I hope to use some insights in the following papers:

Gamification of Education

What Games Have to Teach Us About Teaching and Learning:  Game Design as a Model for Course and Curricular Development by Kimon Keramidas

Gamification in Education:  What, How, Why Bother?

Gamifying Homework

I for one can’t wait to see his plan and look forward to learning from him for many years to come.

Fear the Dark by Stuant63

Fortunately, this year I was spared some of the agony.  I only have one Algebra 1 class and we very quickly looked at some of the quadratic formula videos from YouTube.  It was comparatively quick and painless.  But last year I had said that I might extend the technology use this year … so why not?  My nightmares have diminished and I can take it!  So students were asked to create a video of their own to help them remember the formula.  I was very impressed with the results!  The quadratic formula was put to music in unique and creative ways.  The music used included “Happy Birthday”, the “ABC Song”, a couple of raps, a song by “One Direction”, and some original music.  The creativity with the songs as well as the video editing skills of the class impressed me.  Once the videos were finished, students uploaded them to the class Google site.  One video was not able to be viewed after it was linked to the site.  Before I was even aware of the problem, another student has posted instructions on how to correctly upload the video!  Thank goodness, because I have no idea how to do that … it all seems like magic to me!

Here are some of the videos created by my class!

The bloopers and “historical perspective” added to the charm of this video.

This group could run a course in “How to Earn Brownie Points” for the way they ended their video, but it made me smile!!

This student did a great job of taking a well known song, adapting the words to fit the formula and using appropriate props!

Besides recording their videos, many students extended their production by including bloopers which is always good for a laugh. What a privilege to be blessed with such a creative group of students.

There were a number of other excellent videos submitted, but this gives you an idea of the craftsmanship of these students!

So next time those infamous words “Quadratic Formula” end up in front of me, there will be no need to panic … the students have got this!

Thanks to Jasper for allowing me to use footage of his airborne antics!

Having been motivated and challenged by the esteemed likes of Jonathan Bergman and Aaron Sams, the pioneers of the flipped classroom, Peter Pappas through his blog exhortation, and Brian Bennett through his google hangout interaction and blogging, it is time to figure out what this flipping process is really all about.

Jonathan Bergman in The Flipped Class Blog outlines the potential benefits of the flipped classroom saying:

“We believe strongly in the proper implementation of the Flipped Model because it has so many benefits which speak to the heart of education reform.  The Flipped Model allows for:

• ·         Students Taking Responsibility for their own learning
• ·         Students who truly learn topics
• ·         Students who are engaged in their own learning
• ·         More time for teachers to help out students who struggle.
• ·         True Differention in Class
• ·         And so many more benefits”.

Furthermore, Peter Pappas says:

“Instead of class time being filled with the pointless transfer of information from teacher to student, you and your students would have the time to apply and explore the content in a more engaging and project-based classroom.”

His statement is what started the rusty wheels of my imagination turning, as I started to dream of all the possibilities and benefits of this process for preparing my students for life after high school.  Actually, what it did was bring to mind the conversations I have recently enjoyed having with some of my students, as described at the beginning of my previous post Less is More.  Though we talk about student’s hopes, dreams and thoughts, it is not those particular conversations that I want to focus on.  Instead, it is the learning-driven, sometimes curriculum-based, problem-solving discussions I have been privileged enough to listen to and be part of.

To set the scene …

timepiece prime time clock closeup watch by zoute drop

When I think about the learning that I get most enthusiastic about, it is not the “learning” I hope is going on when I deliver my carefully prepared and scripted lesson.  This is teaching … not learning.  I don’t know (and probably don’t want to know) what is going on in the minds of my students as I lead them through our proscribed material for the day.  At the end of the class, I try to gauge how much they took in by seeing how effectively they can solve the examples.  Unfortunately, these examples are often straightforward as students need some proficiency in a topic before I can give them the more interesting questions and we just never have time to do these FUN questions.

But, I hear you ask, “Where is the problem-solving discussion you said you were part of?”  Where indeed!

I have had those discussions and enjoyed the thrill of hearing students engage in true learning.  Unfortunately, as indicated above, it is rarely happens during classtime.  Instead, this year I have experienced this pleasure in two unique settings.  Firstly, I have started offering bonus questions, when possible, to my BC Calculus and IB H2 students.  Students are invited to come and solve these problems with a partner after school.  The questions push the boundaries of what students know and provide them with the opportunity to try, and to fail, because they do not know exactly how to go about solving the problem.  But as they try and fail, and try and fail again, they start to truly share and discuss their problem-solving strategies.  They are engaged … they are motivated … they are INSPIRING!!  Some students have come back multiple times to work on the same question, making success that much sweeter.  Celebrating when someone succeeds after multiple attempts is a fabulous experience.

The second place where I have listened to and been part of such extraordinary conversation is in Math Team.  Each week multiple questions are proposed and groups of students work together to reach a solution.  They wander from group to group, questioning, arguing, analyzing, evaluating, THINKING, until they can eventually put all the pieces together and reach a solution.  One night a dedicated group worked on one particular problem for three hours, only to finally head home, not having reached a solution.  But each time we met in the hall or in the classroom, we would ask if anyone had made progress on the question.  I proposed it to students in my classes and they started bringing in new approaches to spark further progress.  Students not in Math Team or in my class were also bringing their ideas to me, having heard their friends talking about the question. What joy!!  To date, no one has reached a solution, but someone did find the solution online.  Despite this, many do not want to know the answer yet as they know their own solution is just around the corner.  Their next approach may just be the one that finally works!!

Problem Solving by Martino

Brian Bennett’s characteristics of an effective flipped classroom outline many of the outcomes that I find most invigorating about these problem-based conversations with students.  He says: In a flipped classroom

• Discussions are led by the students where outside content is brought in and expanded.
• These discussions typically reach higher orders of critical thinking.
• Collaborative work is fluid with students shifting between various simultaneous discussions depending on their needs and interests.
• Content is given context as it relates to real-world scenarios.
• Students challenge one another during class on content.
• Student-led tutoring and collaborative learning forms spontaneously.
• Students take ownership of the material and use their knowledge to lead one another without prompting from the teacher.
• Students ask exploratory questions and have the freedom to delve beyond core curriculum.
• Students are actively engaged in problem solving and critical thinking that reaches beyond the traditional scope of the course.
• Students are transforming from passive listeners to active learners.

What these articles have finally driven through my exceptionally thick skull is that a flipped classroom would allow me to experience that rush of watching students learn and grow and struggle and fail and keep struggling until, having passed through fire, they emerge victorious and empowered on a daily basis, not just after school or in Math Team.  So, rather than saving these questions for after school when only those who want the extra credit show up, the flipped classroom would make them available to everyone.  And all students would have the opportunity to be part of the discussion.  And who knows, maybe while I am having so much fun, my students might just learn some math, and more importantly, learn to be independent thinkers and problem-solvers that truly are ready for the real world.  WOW!!  I can’t wait to get started!

Click here to view the embedded video.

I loved the way Peter Pappas in his post “Teachers, Have the Courage to be Less Helpful” describes what students need for life in the “real world”:

“If students are going to be productive in a dynamic society and workplace they will need to be agile, fluid learners. Student(s) that are encouraged to explore their own approaches and reflect on their progress. Students who can work collaboratively with their peers to plan, implement and evaluate projects of their own design.”

Yet he says that:  “Unfortunately, most of our students get a steady diet of force-fed information and test taking strategies. We’re giving a generation of kids practice for predictable, routine procedures”.

So if I want to help prepare students for the future and perhaps have a real impact on them, I need to provide them with opportunities to learn rather than opportunities for me to teach!

Peter offers this challenge followed by an exhortation in the pursuit of the worthy goal of transforming students into true, lifelong learners, ready to think creatively, problem-solve effectively, and ultimately change the world.  (Yes … sometimes we just need to shoot for the moon in our dreams!!)

Full Moon at Perigee by Kukkurovaca

The challenge:

“Every summer, teachers get to re-invent themselves – to rethink their instructional approach. Here’s your essential question for the coming school year – “How can I stop scaffolding every task for students, and have the courage to be less helpful?””

The exhortation:

“So be courageous – remember, the same students who seem to be unable to function independently in school are highly motivated by the uncertainty of video game. You can retrain them to “figure it out” at school, as well.”

Reflecting on this challenge, it seems one of the most obvious ways “to be less helpful”,  and to encourage independent learning is through the implementation of the flipped classroom, as described by Jonathan Bergmann in his “The Flipped Class Blog”.  Of all the ideas we have evaluated for bringing technology into the classroom, this is the one that has me most excited!  With the school year well underway, the thought of trying to dramatically change my approach right now is overwhelming, BUT … this is a change that I want to see happen in my classroom in the future.

My goal and response to Peter’s challenge:  to try out a flipped classroom for a few lessons this year with the ultimate goal of rethinking my courses next year!

Photo by Susanica

Over the course of the past year we have been slowly, piece-by-piece, thought-by-thought, prejudice-by-prejudice, reexamining our view of what our classroom of digital natives should look like.  We have implemented small changes here and there to either integrate (or hopefully embed) technology into individual lessons, but it is now time to take that big step and create a unit that utilizes technology.

When considering options for this process the idea of a flipped classroom was very intriguing.  However, I feel it would be impractical to try and implement a flipped classroom for one unit so close to the end of the year.  As Brian Bennett mentioned in his google hangout presentation during our last COETAIL TAS face-to-face meeting, it takes time and patience to train a class in the ways that most effectively utilize the idea of a flipped classroom.  So before I flip, I want to take the time to work through the “training” stage for a class.  If I have not clearly thought through how to implement a flipped classroom, then I set the process up for failure. Whenever we take a risk, failure is a possible outcome, but I do not want that failure to be simply because I did not do my part in preparing.  To start getting a clearer picture of how the process works though, I am going to try and implement a flipped classroom on a small scale in a couple of individual lessons now but I will save a full unit until I have gained greater confidence with the process.

Hell Freezes Over by erutan

Instead, for my project I want to go back to an idea I addressed in Course I: the digital gathering of notes.  In the post “Shortcomings … and Hell Freezing Over” I said:

“The Techticker site maintained by Mike Bogle, Educational Technologist at the University of New South Wales contained one entry in particular that has inspired me:  “Student Engagement and Technology in the Classroom”.  Mike Bogle uses Richard Buckland as an example of how “the combination of an engaging instructor and empowering technology can have incredible results for student participation.”  Richard Buckland did what I am afraid to do.  Having identified that students were not taking notes in his classes and therefore had trouble recalling details in the future, he began to post his notes on a wiki.  Richard’s presentation “Wikis for Collaborative Learning and Teaching” on this problem can be accessed through this or directly from Youtube.  This presentation intrigued me because Richard Buckland began with some of the same fears that I have, yet his courage to open his notes to the world enhanced the learning experience for students in his class. …

So if you check my OLC, you won’t find my notes posted there yet.  I am still cautious, but I am considering the possibility of changing.  See … miracles do still happen … and I think you will see my “notes”, as generated by students in my classes posted long before Hell freezes over!”

So let’s make a miracle!

The current intention is to have either one or both of my Honors Calculus A classes take notes using googledocs for one chapter.  Though I have not worked out all the details, I intend to have one student responsible for taking notes each class.  These notes will be designed to present the main ideas of the lesson, the key underlying concepts to understand, the “tricks” or hints to look for or help with solving problems and connections with previous topics.  The number of examples they include will be up to them.  The reason for having only one student take notes at this point is two-fold.  Firstly, if the whole class is taking notes on one googledoc, there will be some students who will be off task, letting the rest of the class take their notes for them.  Having one or two official note-takers each class will hopefully help the note-taker stay focused despite having their computer open; and since the class will not see the quality of the notes being produced, they will hopefully be motivated to stay focused.  Secondly, once the notes have been taken, everyone else will have to write a summary reflection on the content of the class as presented by the notetaker(s).  The benefit of this reflection is that students will become reflective thinkers and learn to provide constructive criticism.

It is hoped that these notes will provide benefits for both the students and for me.

For the students, this experience will:

• Encourage collaboration as they build knowledge as a community of learners.
• Allow them to go back and revise their notes as their knowledge improves.
• Archive their growth as learners.
• Provide them with the same content from multiple sources (classtime, notes and peer reflections).
• Provide a valuable review tool in the form of a personalized textbook.

For me, this experience will:

• Provide me with an extra avenue of feedback for students.
• Allow me to rapidly identify misconceptions.
• Provide data that will hopefully highlight whether my current method of presenting notes is cumbersome and restrictive or beneficial and directed.

Some of the challenges will be

• Embracing the changes that occur in the classroom where one or two computers are always open.
• Structuring pre-project information so students know exactly what is expected of them.
• Surrendering the control!

Initially there is a strong potential for this to have a disruptive impact on the class simply because it is different from the way we have run class for the previous six months.  Anytime we change routine, there is a period of transition.  Strong scaffolding will be needed to help students know what is expected of them.  This relates to both the note-taking and the reflective comments.  A rubric for tone and quality on how they take notes and comment will be essential.  An example of notes taken in another class would help give direction; as would previewing comments that address both the content of the notes and any missing information, highlighting positives to encourage the note-taker and identifying areas for improvement.

Having started to think through the structure and implications of this project my innate fear is beginning to be transformed into eager anticipation.  I can see the possibilities and dream of the benefits that will result.  For example, how cool would it be if the note-takers began to supplement the notes with external resources they have researched and found, such as YouTube videos, or online university material?  Imagine if the reflective comments began to do the same.  The students would be creating their own version of a flipped classroom where the supplemental material directly addresses the issues they are having rather than the ones I think they might have.  Imagine if the person addressing their areas of uncertainty were their peers through the reflective comments.  Imagine if the reflective comments helped them gain a deeper sense of empathy for others as they see how positive and constructive comments can benefit, encourage, challenge and build up, but destructive comments tear down and destroy.  Imagine if they went back later and referenced where a particular days material was used (eg: “This content is important for when we study derivatives.”) or linked it to content they already know.  Imagine …

Well the groundwork has been laid.  Now all that is left is just to  … JUMP …

Two recent events have caused me to reevaluate an article read during the first COETAIL course.  “Living and Learning with New Media:  Summary of Findings from the Digital Youth Project” discusses ways in which today’s youth utilize technology and how this could influence “the future of learning and education in the digital age” (pg 5).  When reading the article, I always focused on the gaming side of technology for youth, and the formation of communities and languages based on these games.  Though games motivate students to “learn”, my limited perspective always connected this “learning” with gaming and social activities … never with what I would call valuable education (Yes … the arrogance of the aging)!

To confront my innate prejudices, it took a student and a Friday evening conversation.  So … two weeks ago Jasper and I were discussing a wide variety of topics, from the ever engaging field of mathematics, to wormholes, to time travel, to …  you get the picture; the unrestrained curiosity of an untainted mind. During this discussion Jasper started to talk about string theory and super string theory and the unifying theory of everything; topics which will generally blow your mind, but which on a Friday night will also make your head spin.  In a moment of pause I blurted out the question which had been on my mind … “Where did you learn about all this?  What caused you to go and look it all up?”  The answer: “Some game.”  This answer shocked and humbled me while also starting me on a rocky road of reevaluating my perceptions of gaming.  Jasper first started researching these advanced topics as a middle-schooler having had his interested peaked while playing a game.  With the passage of time his recollection of the exact game has grown dim, but he thought it might be a game called Epsilon.  It seems in Epsilon the gamer is testing a particle accelerator.  Though this game sparked Jasper’s initial interest, the level of material that he was researching was beyond his comprehension at the time.  Yet his initial interest has grown and his courses are now beginning to give him the tools to investigate these challenging topics.

Who knew?  Gaming as inspiration to explore such advanced topics as string theory!  While reeling from this revelation, Jasper continued his disclosures.  He spoke of how many games are based on real events, such as the Vietnam War, or World War II and how the game scenarios lead to genuine research on these topics.  He spoke of the problem-solving skills developed by other games, but at this point my poor brain could absorb no more!

There are numerous discoveries yet to be revealed in future conversations, as the student continues to school the teacher!

As a confirmation of the true value of gaming (I can’t believe I just wrote that), my conversation with Jasper was followed by the news article “Online gamers crack AIDS enzyme puzzle”.  Here gamers solve a long-standing problem that has had scientists stumped.  Their work may have valuable results as new drugs may be developed.  The creator of the game that brought about this advancement, Seth Cooper, says, “Games provide a framework for bringing together the strengths of computers and humans.  The results in this week’s paper show that gaming, science and computation can be combined to make advances that were not possible before.”

I look forward to continuing to learn and to have my prejudices challenged by the switched on minds of today’s youth!  Jasper … thanks for encouraging me to rethink my view of games … But I can’t write any more as I now have to go and figure out how to play one of these mind-stretching games so I can make sense of string theory too!

Amy used technology and MATH in the creation of an art project for her IB art course based on fractals.  A visit to her blog allows you to read how she combined math and Photoshop to create these stunning fractals.  A couple of pages from her research workbook have been included here (with her permission) so we can see the development of her thinking.  So what motivated her to use technology?  It was a combination of a factors, but primarily it was her passion for art and Math (yes, math!!  Yeah Amy!)  To create a project centered around her passions, she learned the technology that would support her (though as I recall, her reaction to the technology was not always complementary).

Kevin is my goto guy for computer programs.  I have mentioned him in previous blogs.  He has a passion for computer programming and has begun to put his programs on the web for others to utilize.  For the past two years I have presented Kevin with a problem connected to a Math assignment and he has written a program to help me with my grading of the assignment.  The first time this happened Kevin was in my class and created the program as part of his project and grade.  His program saved me hours of work.  He also updated and improved it as I identified different features that would help me grade his classmates’ projects.  The second time this occurred, Kevin was a junior and no longer in my class.  As I passed him in the hall one day I said I had a math problem that I needed to grade where every student had used different values and the calculations were painful.  Could he help me?  Within moments of my request Kevin had his computer out and was writing the program that I needed.  Why did he selflessly give of his time to help me?  Firstly, that is the type of person Kevin is!  Secondly, programming is Kevin’s passion and he enjoyed having the opportunity to put something he enjoyed doing to practical use to solve a problem.  Watch out for what Kevin’s programs in the future!!

Loren is another programmer to watch out for!  However, his passion is game design.  This passion has lead him to summer programs and courses that both help him become a better programmer and give him the big picture of how computer programmers need to combine their talents with artists, advertisers and marketing experts for a game to be successful.  Loren keeps me informed of developments in the world of gaming.  For example, last weekend a game company made the code for one of their games (possibly called Portal) free for a limited time.  The motivation behind this altruistic action was because the creators had heard educators were utilizing their game for educational purposes.  Loren’s passion for programming and gaming has led to me learning A LOT!!  It has been my privilege to sit with Loren after school on a number of occasions and discuss technology in general and games in particular.  (I would not have known what “Farmville” was without Loren!  I have to say though that Loren was intrigued by Farmville in the context of considering what makes a game successful rather than actually playing.)  Besides this, I have enjoyed testing out some of Loren’s games.  My theory is that he figures if I can operate his game, then it must be accessible to everyone!

What do these three students have in common?  Either they have a passion for computers, or technology is a tool that supports their passion.  They are therefore motivated to become independent learners of technology, and in the process they achieve the NETS for students.

But is this true of my students in general?  Unfortunately, the answer is no.  In many situations when I have assigned projects that require students to learn new technology, they will object.  They are gracious enough to complete the project anyway, but it is done under duress!  Since these projects are artificially assigned to meet my desire and not theirs, they would prefer to just use the tools they are already comfortable with rather than “waste” their time on new technology.  In my first year at TAS, I assigned a project expecting all these creative presentations to result.  Instead my students told me that “project” was synonymous to “PowerPoint”.  So now I specify that they must use other technology.  Students have many demands on their time and for those whose interests do not naturally connect to technology, they would prefer to spend their time on other pursuits.

To counter this, I liked David Warlick’s post “What Difference Might One “S” Make?” in this post he suggests that “students simply learn to apply computers to solve problems or accomplish goals …[in] an independent study type course … They would design a project that applies to something that they are learning in another class.”  The focus is not on ensuring that students master a required list of applications, but rather that they apply technology to problem-solving.   David even took it one step further and suggested doing away with a course and requiring “every student accomplish a significant project for graduation from each school level”.

As the comments following this post suggest, the educational community is divided on the benefits and effectiveness of his proposal of an independent project.  David’s proposal would allow students to apply technology to a subject they are passionate about and would thus activate students internal motivation to learn independently.  However, from my experience here I predict that many students would choose a task that only requires them to utilize skills and applications they are already confident using.  Designing a project that will push a majority of students to increased technological expertise and to encourage them reach the NETS for students would be challenging.  Until then, we will keep working on integrating the NETS into our regular classroom experiences.

Aside:  TAS does not have a Computer Applications Class where students learn a proscribed set of software.  In Middle School students are taught how to use OneNote and googledocs in the classes that will utilize these tools.  In Upper School there is a similar approach.  This has the benefit of teaching technology tools in a context where students will immediately utilize them, and thus they will hopefully see the benefits.  However, it does mean that there are huge gaps in their understanding of how to effectively take advantage of the technology.  And what is the point of having technology at our fingertips if we never learn how to unleash that power?