What is intelligence? Does it matter? What is an educator's role in relation to a student, and how does intelligence play into that relationship?
Merriam-Webster defines intelligence as "the ability to learn or understand things or to deal with new or difficult situations." Modern educators recognize the role of schemata- patterns of thought or behavior informed by experience- in a student's knowledge base. Schemata directly affect a student's progress in the classroom. A schema is, in a sense, trained behavior. When certain behaviors produce a consistent response or outcome, a new schema is created. While it is tempting to assess a student's progress as a measure of that student's intelligence, it can just as readily be attributed to the student's schemata, and how the instructor's method of teaching is received. Is the instructor factoring in a student's existing schemata? An excellent instructor adapts. An exceptional instructor can actually create new schemata for the student, as well.
Modern educators assume that all students are equally capable of learning or understanding new things. Modern educators postulate that if a student is not progressing, this is ultimately the fault of the teacher. While it is undeniable that there are factors outside of a teacher's realm of control- home life, parent involvement, the student's core values and beliefs- an effective teacher understands that in the classroom, a teacher has the ability to shape schemata. If a student seems reticent to put forth effort, does this mean the student is lazy? An effective teacher does not label a student who is not progressing, but rather strives to determine the underlying cause. Desire informs action. Understanding a student's motivations and aspirations can help a teacher adjust her approach.
While personalized and individualized education is clearly preferable to a student's ability to progress, it does put a heavy burden on the teacher. This is especially true when dealing with a large classroom of very diverse students from different backgrounds and with different educational needs. Technology can aid the teacher in adapting to an individual student's needs. Excellent educators continually look for new ways to use technology to better help each student progress.
Friday, April 3, 2015
Monday, February 23, 2015
The Jigsaw Approach
The Jigsaw method is a great way to involve students more actively in the learning process by having them teach one another. Students are divided into groups responsible for learning a particular topic. Then new groups are formed with a representative of each topic. In this way, students are more active participators in the learning process, as they must teach what they've learned to their peers.
Here's an example of how I could use the jigsaw approach in a classroom with only five computers. Let's say I have 30 students. If I organized them into six groups of five, I could then choose five topics for the students to research and teach to one another. Throughout the weeks, I could give the students computer time to research their topic. So group 1 gets the computers during class on Monday, group 2 gets the computers on Wednesday, group 3 gets the computers on Friday, and so on until all the groups have had their chance to use the computers for their research. Then, I would re-organize the groups so that a representative for each topic is in each group. They would then present their findings to each other within the group.
The challenge of doing the jigsaw approach in this way is that it takes a long time for the assignment to be completed. The advantage is that the students are working on the assignment in class, so there is less room for procrastination or failure to complete the work. One disadvantage of the jigsaw approach is that it requires the teacher to subdivide the lesson equally, and to find creative ways to make the five subdivisions relevant to the students during discussion of findings. It also presents a challenge to the teacher to combine the right personalities so that the students stay on topic and treat one another with fairness and respect. An advantage of the approach is that students who may not generally participate have a less intimidating audience of just four people rather than the whole class, and, with the proper guidance, it helps the students make connections in the material.
Here's an example of how I could use the jigsaw approach in a classroom with only five computers. Let's say I have 30 students. If I organized them into six groups of five, I could then choose five topics for the students to research and teach to one another. Throughout the weeks, I could give the students computer time to research their topic. So group 1 gets the computers during class on Monday, group 2 gets the computers on Wednesday, group 3 gets the computers on Friday, and so on until all the groups have had their chance to use the computers for their research. Then, I would re-organize the groups so that a representative for each topic is in each group. They would then present their findings to each other within the group.
The challenge of doing the jigsaw approach in this way is that it takes a long time for the assignment to be completed. The advantage is that the students are working on the assignment in class, so there is less room for procrastination or failure to complete the work. One disadvantage of the jigsaw approach is that it requires the teacher to subdivide the lesson equally, and to find creative ways to make the five subdivisions relevant to the students during discussion of findings. It also presents a challenge to the teacher to combine the right personalities so that the students stay on topic and treat one another with fairness and respect. An advantage of the approach is that students who may not generally participate have a less intimidating audience of just four people rather than the whole class, and, with the proper guidance, it helps the students make connections in the material.
Back to the Future
The videos below were produced over 30 years ago as an imagining of technology in the "classroom of the future." In many ways, this seems like self-fulfilled prophecy. Certainly, many works of science fiction have inspired innovators to attempt to make real what was once merely an idea. I was born in the 1980's, so I can't be sure what kind of technology existed at that time. I have vague recollections of what computers could do when I was young child. What I can say with confidence is that many of these predictions are spot-on. Video conferencing and readily available home technology are now commonplace. The ability to research any topic at home via a computer is a reality. The technology to display information to a class using a screen rather than a chalkboard is commonplace as well.
Some differences exist, as well. For instance, our technology is more lightweight in design and more portable. Instead of installing actual computer screens into classroom walls, we use projector screens that can be rolled up, or smart boards that (sometimes) can be moved. Instead of clunky screens that are voice activated, tablets are smaller, portable, and touch-activated. I doubt the filmmaker could have seen that coming. Our voice technology is slightly more advanced than portrayed as well; for instance, Siri can seem very conversational, and can follow some pretty complex instructions and commands.
The biggest difference is the internet. For the most part, we don't need to access special libraries and databases to do high school research papers. All of the information that the students researched could easily be found on the internet today. That being said, it doesn't mean that special archives and libraries don't exist today; as a college student, I needed to use the library to access some specialized information. In cases like those, the search functions we use today are not so simple as portrayed. We cannot use simple voice commands to access special databases. Rather, we use passcodes and typed search functions to access and sift through information. In fact, I'd say we have too much information to navigate, compared to the direct and streamlined portrayal in the videos. We don't have a computer to sift through it for us and spoon feed us the exact information we're looking for.
Classroom of the Future (Part 1) by donaldtheduckie
Classroom of the Future (Part 2) by donaldtheduckie
Classroom of the Future (Part 3) by donaldtheduckie
Some differences exist, as well. For instance, our technology is more lightweight in design and more portable. Instead of installing actual computer screens into classroom walls, we use projector screens that can be rolled up, or smart boards that (sometimes) can be moved. Instead of clunky screens that are voice activated, tablets are smaller, portable, and touch-activated. I doubt the filmmaker could have seen that coming. Our voice technology is slightly more advanced than portrayed as well; for instance, Siri can seem very conversational, and can follow some pretty complex instructions and commands.
The biggest difference is the internet. For the most part, we don't need to access special libraries and databases to do high school research papers. All of the information that the students researched could easily be found on the internet today. That being said, it doesn't mean that special archives and libraries don't exist today; as a college student, I needed to use the library to access some specialized information. In cases like those, the search functions we use today are not so simple as portrayed. We cannot use simple voice commands to access special databases. Rather, we use passcodes and typed search functions to access and sift through information. In fact, I'd say we have too much information to navigate, compared to the direct and streamlined portrayal in the videos. We don't have a computer to sift through it for us and spoon feed us the exact information we're looking for.
Classroom of the Future (Part 1) by donaldtheduckie
Classroom of the Future (Part 2) by donaldtheduckie
Classroom of the Future (Part 3) by donaldtheduckie
Blowing Up the Grade Book
Technology can help or hinder depending on how it's approached. The educational model is constantly evolving and being re-examined. It's important to reflect on the effectiveness of existing approaches, and to be open to adapting to changing technologies. I've seen how technology can be a distraction or an aid in the classroom. The difference, in my own observations, seems to be measured in duration of exposure, level of teacher involvement and guidance, and specificity of use. For instance, many classrooms allow cellphone use, while still others prohibit it. Computer classes held in computer labs provide opportunities for students to access the internet; this requires special filters and safety protocols to be in place, and it also requires the teacher to monitor student time-management.
Many of the issues brought up in the video below could be seen as radical. The idea that students aim to "win" does ring true; most of us want to succeed. Many lose interest if success seems out of reach or impossible. My personal philosophy is that balance means taking into account a variety of learning styles. This means that for some students, technology will be quickly embraced and desired in the learning process; for others, it will be a hindrance and distraction. The key, I feel, is to vary the approach enough to allow different methods for different students. Due dates may be a problem for some students and an aid for others. Some students abhor a rigid structure; others crave it. Often, teachers believe that their own learning style will be a good fit for their students. They draw from their own learning experiences as a student, and use them to inform their teaching approach. While this empathetic approach can be a healthy way to explore new teaching methods, it can also be limiting if it prevents reaching students who do not relate to that teacher's paradigm. Teachers who are too structured find some students struggle with the rigidity of expectations. Teachers who are too free-spirited in approach will have some students struggle with the lack of specificity in expectations.
With that in mind, I'm of the opinion that homework and due dates are not inherently detrimental, nor are they inherently beneficial. The same goes with student choice. How does an educator truly measure a student's progress? Are there ways to assess growth beyond the traditional grading scale of A's and B's? I believe so. Yet, we as educators could also be doing potential harm in customizing too much, to the point of handicapping our students. In the business world, tests are still administered and performance is still graded, even if not with A's and B's. So students still need to learn how to meet a rubric and how to recall knowledge without open resources. A balanced approach is key, as is an ability to identify which skills are being developed or cultivated with which activities. I don't believe throwing out the grade book is the best solution. I do believe being flexible enough to improvise is a healthy thing. I believe metrics should be rethought. Having experienced the quest-based model that Dr. Haskell pioneered, I see merit in it. I don't think it's without downsides. I think it, like other teaching models, can be beneficial if used in conjunction with other teaching resources.
Many of the issues brought up in the video below could be seen as radical. The idea that students aim to "win" does ring true; most of us want to succeed. Many lose interest if success seems out of reach or impossible. My personal philosophy is that balance means taking into account a variety of learning styles. This means that for some students, technology will be quickly embraced and desired in the learning process; for others, it will be a hindrance and distraction. The key, I feel, is to vary the approach enough to allow different methods for different students. Due dates may be a problem for some students and an aid for others. Some students abhor a rigid structure; others crave it. Often, teachers believe that their own learning style will be a good fit for their students. They draw from their own learning experiences as a student, and use them to inform their teaching approach. While this empathetic approach can be a healthy way to explore new teaching methods, it can also be limiting if it prevents reaching students who do not relate to that teacher's paradigm. Teachers who are too structured find some students struggle with the rigidity of expectations. Teachers who are too free-spirited in approach will have some students struggle with the lack of specificity in expectations.
With that in mind, I'm of the opinion that homework and due dates are not inherently detrimental, nor are they inherently beneficial. The same goes with student choice. How does an educator truly measure a student's progress? Are there ways to assess growth beyond the traditional grading scale of A's and B's? I believe so. Yet, we as educators could also be doing potential harm in customizing too much, to the point of handicapping our students. In the business world, tests are still administered and performance is still graded, even if not with A's and B's. So students still need to learn how to meet a rubric and how to recall knowledge without open resources. A balanced approach is key, as is an ability to identify which skills are being developed or cultivated with which activities. I don't believe throwing out the grade book is the best solution. I do believe being flexible enough to improvise is a healthy thing. I believe metrics should be rethought. Having experienced the quest-based model that Dr. Haskell pioneered, I see merit in it. I don't think it's without downsides. I think it, like other teaching models, can be beneficial if used in conjunction with other teaching resources.
Realm of Creativity or Succubus of Dread
The first chapter of "Guide to Surviving the Zombie Apocalypse OR The First Year of Teaching," outlines the importance of a teacher's vision of her classroom. Without such a vision, it's unlikely the classroom will have the environment the teacher hopes to facilitate. The beginning of the school year is the most important, because expectations are established. If the students are able to understand the classroom vision from the beginning, the teacher has a better chance of maintaining the desired tone. It's also important to have realistic and relevant expectations that are specific enough to be understood and followed, but also broad enough to encompass many variables and situations. It's best to choose goals that are in alignment with one's personality and values, as it will feel more natural to fulfill expectations that don't feel insincere.
Assistive Technology
The following videos highlight some tools and technologies that aid students in need of assistive technology.
In the first video, "Assistive Technology in Action - Meet Mason," a six year old boy with a visual impairment uses a special kind of typewriter called a Mountbatten brailer, that types in braille instead of ink letters. He also uses a smart tablet and a SmartBoard. The smart tablet and the SmartBoard have larger letters and utilize sound, making it easier for Mason to read from them. This way, Mason can participate with the rest of his class. He is also learning braille so that he'll continue to be able to keep up with his classmates as he gets older.
In the second video, "Assistive Technology in Action - Meet Elle," a 14 year-old paraplegic student tried many assistive technologies with varying results until achieving the most success with the DynaVox. The DynaVox allows Elle to communicate through pictures. A camera tracks her eye movements, and the picture she looks at triggers voice software that "speaks" for her. The DynaVox allows Elle to communicate more rapidly with her peers and teachers.
In the third video, "Assistive Technology Makes a Difference for Lukas Bratcher," a high school student is able to participate in band even though his limbs have limited movement capacity. An innovative descendant of a disabled musician invented a special tool that allows Lukas to play the euphonium using a joystick control. Lukas has become an accomplished musician and hopes to get a scholarship to continue his music education at the collegiate level.
The prevailing theme of these examples is that innovative technology has allowed these students to experience the same level of growth, advancement and enrichment that their peers without disabilities enjoy; without such technologies, it would not have been possible for Mason, Elle, and Lukas to experience education so fully. These children have flourished because these tools have given them an opportunity to participate in educational activities with their classmates that would otherwise have been out of their reach.
In the first video, "Assistive Technology in Action - Meet Mason," a six year old boy with a visual impairment uses a special kind of typewriter called a Mountbatten brailer, that types in braille instead of ink letters. He also uses a smart tablet and a SmartBoard. The smart tablet and the SmartBoard have larger letters and utilize sound, making it easier for Mason to read from them. This way, Mason can participate with the rest of his class. He is also learning braille so that he'll continue to be able to keep up with his classmates as he gets older.
In the second video, "Assistive Technology in Action - Meet Elle," a 14 year-old paraplegic student tried many assistive technologies with varying results until achieving the most success with the DynaVox. The DynaVox allows Elle to communicate through pictures. A camera tracks her eye movements, and the picture she looks at triggers voice software that "speaks" for her. The DynaVox allows Elle to communicate more rapidly with her peers and teachers.
In the third video, "Assistive Technology Makes a Difference for Lukas Bratcher," a high school student is able to participate in band even though his limbs have limited movement capacity. An innovative descendant of a disabled musician invented a special tool that allows Lukas to play the euphonium using a joystick control. Lukas has become an accomplished musician and hopes to get a scholarship to continue his music education at the collegiate level.
The prevailing theme of these examples is that innovative technology has allowed these students to experience the same level of growth, advancement and enrichment that their peers without disabilities enjoy; without such technologies, it would not have been possible for Mason, Elle, and Lukas to experience education so fully. These children have flourished because these tools have given them an opportunity to participate in educational activities with their classmates that would otherwise have been out of their reach.
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