Learning is a journey, and your students want to know you are with them. How do you let them know you truly are? In my experience, this is done by creating learning experiences that mean something. Experiences that live in real space. Experiences designed to be seen by more eyes than yours as the teacher. What do the other students think about the issue? What about experts in the field? I am a longtime proponent of designing lessons that do not live on the page alone. And yet, I also understand that every lesson on every day cannot possibly live such a contextualized life. There are skills to be learned. Basic facts to comprehend.
And yet, even these basic facts and skills can be presented in such a way that they feel intended for the learner alone. Customized. Toasted. A recent post by Seth Godin posited the value of things being “toasted.” In this brief post, he defines “toasted” as this:
“Here’s a little treat, something extra I did that wasn’t necessary, for you, right now, here, I made this.”
He’s right. As a fan of good food, I can honestly say that whether via restaurant chef or home-made, anything toasted carries with it that extra bit of “just for you” at that very moment. This can apply to every single experience in the classroom. But first, what might be the alternate view? McDonald’s burgers? Textbook-company-created worksheets? Lesson 3.1.1?
I remember many of my first experiences as a teacher back in 1993 as clear as if they happened yesterday. Back then I was handed a textbook and a course title. “Biology” is a really vague direction without articulated standards and learning targets to define the scope. I must state that my district had actually produced a curriculum charting the path more than others. However, it would be some years before strong instructional leadership helped to not only define the K-12 pathway, but also to align it with local assessment to check progress along the way. Prior to that time, my colleagues generally marched forward along a path prescribed by the textbook company we had adopted. And this… this led to stepwise assigning of tasks, number by number until the end of May. Students catch on to this. And they catch on quickly.
It is here that I must say unequivocally that the job of a teacher – 100+ students of all abilities, defined time spans, the sum total of the “school experience,” etc. – is massive. I know the depth of that reality because I lived it for 25 years. I lived it in both face to face and blended environments. I lived it as a teacher, and later as a school instructional coach, a district instructional technology specialist, and a district instructional coordinator. I know the time it takes to design a solid lesson. Luckily, I did this for many years prior to the national standards movement, as well as for many years under such external pressures.
One thing I can honestly say I learned in year one: never photocopy a blackline master worksheet. No matter how well constructed or designed. Even prior to the equalizer we now know as the dawn of the Internet, students could easily see through the McDonalds-like automation of the worksheet. If they were asked to complete a task on paper for me… it was designed by me. It was designed by me, and customized directly for them… and I made sure in construction that they would know it.
Today we know far better. We have long lived in a world where media is created by anyone and everyone. Students know when you are creating a task specifically for them, and they appreciate it. The appreciate it by responding to a level we desire because they buy in to reality far more than into a false construct. Fast forward to today… where I lead a virtual school of 19 teachers offering a total of 34 courses to a district of nearly 20,000 students and many more in the region we serve. And so, I ask the simple question: to teachers near and far: how toasted are your offerings for your students? How do you put those dark delightful grill marks onto your designs for learning?
What makes you smarter? I bet you have a pretty good idea by now. Personally, I get a little smarter every time I’m behind the edit pane of this blog. I have a new bit of research to share that might even help reaffirm this little claim. Now, I don’t really know if you are actually getting smarter by being where you are right now, on the outside of the blog looking in… reading. I can assume you are getting smarter by reading this blog with about the same level of certainty that I can say my students got smarter by listening to me talk.
For most savvy educators, the metacognitive power of reflecting upon learning is no secret. I think few in the business would refute that assertion. And yet, I have long believed that we do not take this practice serious enough to truly nourish it until it flourishes.* The practice of careful and explicit reflection embedded throughout the process of learning is a far, far cry from the practice of merely assigning reflective thinking. As dialed-in to this practice as I am, I can’t say I’ve personally nailed it down to the: “Four Steps to Winning via Reflection.” Believe me, if I could write that blog post I would. The reality is that most of what it takes to support deep, meaningful learning is far too nuanced for a bulleted blog post hitched to a cocky title.
What I can say, however, is that at some point in my teaching career, I stumbled upon the advantages of thoughtful, coached reflection. If you’re tackling a concept sophisticated enough to require a bit of struggle, then you can benefit from careful reflection. Thankfully, I discovered this early enough in my career to be able to figure out -by trial and error- some thoughtful ways of encouraging, supporting, and embedding this type of thinking. I later learned this to be the seventh of the Seven Strategies of Assessment for Learning by Jan Chappuis:
Strategy 7: “Engage students in self-reflection, and let them keep track of and share their learning.” – Long-term retention and motivation increases when students track, reflect on, and communicate about their learning. In this strategy, students look back on their journey, reflecting on the learning and sharing their achievement with others.
Again, contrast this embrace of the nuances of learning with the mere practice of assigning reflection. I reiterate this to insure that you don’t simply read the linked article, start assigning it on Monday, wonder why Friday’s quiz scores are no better, and then drop the practice as another failed attempt at smartering**. In fact, I would have to say this reminds me of a rather worn out practice within online/blended modes of schooling: the “post once, comment twice” approach. That protocol arises out of the fact that we would like to see a back and forth exchange of information in these new spaces. We’d like to see students engaged in conversation as an additional mode of learning. We’ve spent a great deal of time and effort to figure out how to support this sort of discourse in physical space. I’m guessing most of us would be far happier if it just “happened” for us in online spaces as well. It makes sense that we’d rather not have to spend the time and effort figuring out yet one more way to interact when we’ve already got this surefire way that still “works.” And thus, attempts at online learning experiences often fall far short on most measures of authentic engagement.
In short: without at least a measure of careful attention to fostering content conversations and open self-monitoring of learning… reflection becomes yet another hoop to jump through. Experience tells me that assignments created without either input from or options for the learners themselves… are a hoop. And before you label me a radical constructivist, I do believe students should engage in “path shaping” experiences designed by a learning expert. The degree to which those experiences are seen as “hoops” is entirely dependent upon design. Photocopy it from a text resource? Hoop. Include little more than low-level regurgitation of dogma? Hoop. Fail to help build a context for the work? Hoop. Require it to be done as a movie, merely because you can? Hoop. Every student in the class looking for the same “right answer?” Hoop. Less than timely and non-descriptive feedback on said assignment? Hoop.
Now More Than Ever
The list goes on and on. It takes serious effort to design learning ecosystems and experiences that are more than a collection of hoops to jump through. Teaching and learning are sophisticated endeavors. The world has changed. We don’t need to attend school to collect facts anymore. We can do that from our handheld devices. If you are still caught in a tell me things on Monday-I write it all down-you quiz me on Friday cycle, your approach has been seriously disrupted by the modern world and is ripe for reinvention. Start by studying self-reflection strategies. Perhaps now more than ever, what we do need to attend school for… is to seek wisdom: the quality of having experience, knowledge, and good judgement. I would further suggest that the road to wisdom is paved with reflection upon thoughtful reflection.
Getting down to specifics, purposeful self-reflection can help students on the path to wisdom in many ways. Coaching students through self-reflection on their learning process can help them…
see changes and development over time
deeply appraise their own learning process
take ownership of their own learning
diagnose gaps in their learning
select strategies that support their learning
find confidence in risk taking and inquiry
set goals for future learning
This Just In
The reason for returning here to think deeply about reflection was an EdWeek post from a few weeks ago entitled, Post-Lesson Reflection Boosts Learning by Ellen Wexler. The post outlines a study done via the collaboration of researches from HEC Paris, Harvard, and the University of North Carolina. The original paper, Learning by Thinking: How Reflection Aids Performance, can be directly downloaded on the Social Science Reasearch Network. The author highlights the measurable boost in self-efficacy which is thought to be much of the fuel for the results shown. That is no doubt a significant factor, but I think there is more to it than that. I believe there is still much work to be done in this area.
To be clear, I don’t usually put a great deal of stock in the educational application of research fresh out of business school. Learning is learning, however, and this reminds me of so many practical action research projects my former students and I conducted along the way in any given year. Explicitly engaging students in my personal quest to learn more about learning was full of win. Tossing aside the mystique of schooling and involving students in the process helps to put them front and center in the classroom… where they belong. Get a start this summer. Read this article. Read the Stiggins and Chappuis stuff. Design one small way to make rich student reflection on learning more than another classroom hoop.
*Nourish it until it flourishes: I think I’ll use this phrase again. It has an almost musical-internal-rhyme-Marshall Mathers-sort of thing going on. Or something.
After stumbling upon the article, “Switch to e-books was ‘an unmitigated disaster,’ says school principal,” in my feed this past week, it occurred to me that there are increasingly predictable patterns surrounding stories of failed “innovation” in digital learning initiatives. Schools have been assigning computers to each child for some time now. And still, we continue to see stories like this in the media.
In short: we can do better.
The real target
But how? Unfortunately, none of these stories are terribly surprising. Many who read this article will likely slide straight into: “The HP Elite Pad? No wonder this was a disaster. That’s clearly the wrong device.” Don’t get me wrong. I wouldn’t recommend such a purchase for most classroom situations. My preferences over the past five years can likely be mined from the pages of this blog. But keep in mind: most outright failures of a digital learning initiative aren’t about the laptop/tablet you choose. I’ve noticed that time after time, most of these stories of failure in the media seem to arise from schools that set their sights upon a “digital conversion.” To me, this usually indicates a black hole of vision within the system. Making a massive systemwide purchase all in the name of trading out paper textbooks for digital textbooks is drawing your aim at the wrong target. Carefully consider this point: adopting computing devices as front-line learning tools is not the end game, it is one strategy in building a modern and responsive educational ecosystem.
It is true that a move from a dearth of access to one where every student is saddled with a laptop/iPad/Chromebook/etc. is a significant one. Because of this, it is easy to sit back and bask in the satisfaction of tackling the access issue. It is certainly a celebration worth having. Computers are everywhere on day one of a 1:1 rollout. Access is the easiest box in the plan to check off. It is true that getting to this level of access requires significant logistical, financial, and political struggles. The real festivities should happen when, and not before, the entire learning environment has changed for the better. The issue at the heart of all this is where you want to be when all of these hurdles are cleared. If you cannot envision the details of the learning ecosystem you are seeking, go back and dig into what this means for a learning institution. The last thing you want to do is try to figure this out after every child and teacher possesses a digital device in support of yesterday’s educational ecosystem. Start at the top.
Get out the telescope
Ask yourself what it is you really want for the children in your charge. Are you still comfortable with the following?
Textbooks being the central resource for course content
Student tasks submitted for an audience of one: the teacher
Every child learning the same thing in time with every other child
“Creative” experiences consisting entirely of document creation
Online learning that consists of a checklist of independent tasks
School as defined by what is taught as opposed to what is learned
Measuring seat time and percentage grades as indicators of academic success
If you can say “yes” for many of the above, you might not find the logistical, financial, and political friction required by a move to 1:1 worth the trouble. If you’re still comfortable with many of these elements, you are still content with school as it has been for decades, and so often continues to be. Changing any of these characteristics takes more than a pocketbook and a five-step rollout plan. Developing educators as leaders on top of a shifting paradigm of what learning can be today is a far different task. This requires a plan with a robust framework for professional development and a built-in ability to be responsive to the needs of educators at each stage of the process.
We already know this to be true. Outstanding teachers effectively plan on two levels: 1) designing a long-term framework for learning built directly upon standards, that 2) includes a system of short-term responses to react to individual student needs based upon authentic formative assessment of learning. You read it right, a two-tiered plan involving both proaction and reaction. The best planning at any level involves a complex interplay between the two. The long-range and the short-term. The big picture as well as the detail. Education is serious business, huh?
Plug in the microscope
The same attention to proaction and reaction applies to the planning needed to move any learning organization into new territory. If you are truly no longer comfortable with the seven elements listed above, the next step is to dig into the details of your vision. Ask yourself and your team the following questions:
What resources for learning are available today? What would an ideal mix of resources consist of? Who is responsible for vetting said resources?
How can we best harness the power of the Internet to cultivate authentic audiences for student work and learning? What does open inquiry look like today?
What is the ideal progression of learning for a child? Do we plan for this at the student level? Do we react to this at the student level? How do we facilitate this?
What is an authentic learning task? What does creativity look like today? Does your definition extend beyond the realm of documents? How do you feel about digital “poster projects?” Study the TPACK & SAMR frameworks together.
Define “blended learning.” What do you think of when you hear the term, “online course?” What should define an “online course?” Where and how does conversation fit into the description? Talk about space and time. Talk about the Carnegie Unit.
Is a 1:1 implementation an opportunity to study standards-based grading? If you’re really daring, try considering… why grade?
Can you sketch three scenes depicting what your ideal school should look like? What is happening in those scenes? What is not? I’m really not kidding here. Do this. Don’t just discuss it. The value is in the slow process and the conversation.
If you really commit to an open study of these questions and tasks, then you will have a far clearer picture of what you believe today. You will possess the raw mental material for the next step. The next step will be to design the framework for the future. This is the fun part; the good stuff. This is the step I cannot even attempt to deliver generic bullet points for. This is the stage that, based upon your responses, moves in a unique direction for every learning community. How do you know when your educators are on the same page? How will you know your broader community understands what you’re trying to do? Quickly get beyond the jargon. Disclaimer: There is nothing inherently magical or official about the above set of mental metrics. They are merely questions I believe lie at the heart of this work.
It all comes back to your vision for and philosophy of learning. If you continue to see school as a top-down endeavor where knowledge is first owned by the teacher and then somehow magically transmitted into the brains of students, then that will guide (no: govern) your mission of bringing modern technology into classrooms. However, if research and experience have led you to the idea that perhaps real learning happens within the mind of the learner and is influenced by many inputs (one of which is a skilled teacher)… then you’ll likely make significantly different decisions for the future.
Design the process
This morning’s stream of thought reminds me of a post I logged four years or so ago. I can actually say I still stand behind those “four pillars” after considerable experience since that time. Like I said back then, “It’s not that dark in there anymore. Trust that there are others who have proceeded down this path before you, and they have learned many important lessons.” Get the right people into the room from the start. If you fear, “we don’t know what we don’t know,” get some outside experience into the room. Represent all levels of your organization. Think big, and think little. Ask the big questions first. Then work through the details before even mentioning “the device.” Many will want to jump there. Stay strong. Design protocols that help protect the conversation. Develop a true vision. Let it guide you. Under our best progressive lens “unmitigated disasters” rarely happen.
When we look ahead to the sorts of things that could be happening (especially where every learner is saddled with an Internet-capable device) in our classrooms and beyond…
I just caught this image in a Facebook post by Will Richardson and it made me return here to record and share a few thoughts.
I think the infographic above begs this question:
“If this is already happening- if this is a truly a baseline average of what is currently happening online in a rather generic way, how do we harness the power of participatory culture for learning?”
It begs questions relating to relevance. It also begs for discussion about meeting kids where they are. It also makes me reflect on the theme of a rather powerful meeting this morning regarding “culture.” Is the culture we seek to create in school… from scratch and of our own doing? Or are these questions also an element of the debate? How can we also credit the culture being created today, and not only bring students into the fold of our vision, but also join them in new places to co-create a culture of learning for the future?
From where I sit, it is no longer a question of if we should. It hasn’t been. A few are already embracing these channels for good, and have been for some time. In my reality of classrooms soaked in the ubiquity of personal computing, I could easily be misled into thinking this is already the norm in many places. I’ve seen some pretty wise examples of this firsthand with teachers I work with. Yet, the reality is: the sort of smart, purposeful embrace of new media for learning I’m talking about is still existing only in pockets.
And yet, I think that if we aren’t yet at least asking these tough questions, we’re behind. Television captured attention in its day. Digital gaming was perhaps the next cultural crack to vie for the attention of youth. Today it is the web. Each of these entities was potentially more all-consuming than the previous… or potentially liberating. Yes, much of what is in this graphic is still little more than noise. That says little of the potential here. I believe it to be your mindset that largely frames the issue.
Do I think life and learning does or should exist solely in a virtual world? No. Not even close. Trolling back through the hundreds of posts here will show this to be true. I have been a life sciences teacher for 21 years. I have been a parent for the past six. I want all children to learn by touching, smelling and interacting with the real world. I want them to learn deeply and rather slowly at times.
I also want to credit the modern world that currently engulfs us. I want smart teachers leading the way. I want balance in these things. I have long been of the opinion that playing “defense” and plugging away on a path that doesn’t credit modern communication channels is just, well… nearly malpractice. Truly embracing these changes might be down the path for you and your organization, but that doesn’t mean you cannot engage in these tough questions as you strive to build a nimble and complete learning environment for the young people you serve.
Thank you……….. drive through.
*Will Richardson, who has pushed my thinking for well over half a decade.
*Dr. White’s Leadership Team address today that heavily featured the topic of school culture.
*My wife, Erin (pictured above) for being that kind of Mom to our girls.
Much has been said in the past five years or so of the diminished importance of raw memorization. The rise of mobile Internet devices has put “Google” in virtually everyone’s pocket. The practice of having kids slave over the memorization of certain sets of information has long seemed inappropriate to many. A few of our most superfluous classroom tasks from an afternoon Twitter conversation today were: U.S. states matched to their capitals, U.S. presidents in order, a litany of decontextualized historical dates, or the correct spelling of the first 36 elements of the Periodic Table. Do these things matter? Is memorization ever appropriate in a wireless, connected, 24/7 world? And if so, how are you tackling it using modern tools?
Allow me to attempt to do a few things here:
Draw a line in the sand between rote memorization as an end goal and contextualized memorization as a key step in transfer.
Characterize an important element of my Marine Biology course that requires really rigorous memorization.
Demonstrate a novel application of iOS Shared Photo Streams that has amplified our work in a really fun and effective way.
I cannot count the times during my own schooling when I was asked to commit a list of facts to memory. Similarly, it would be impossible to recall every time I was required to log hours and hours of practice reinforcing my ability to complete what seemed like a task or skill that I might never revisit in either higher education, nor in real life. Of course, I now recognize this as decontextualized learning; the focus on an element of content or process that lacks an obvious connection to a larger body of context or importance. Thus, I know today to do everything I can to avoid such disconnections between classroom processes and tasks and the wider body of knowledge, inquiry and purpose my course is designed to address.
Sometimes I think this country has lost its potential for nuance in general. We’re just so divided anymore. We’re divided between “ban guns!” & “guns for all teachers!” We’re divided between “no taxes ever” & “spend until we’re broke.” There is no room for a “purple” state in the current national dialogue. It seems at times we’ve lost our capacity to even register shades of gray at all. Pick a side. Stake your claim. Then be sure to get those earplugs buried in nice and tight. We just can’t imagine a scenario where the other side might be right. We make such poor arguments so full of holes because we cannot even bring ourselves to grasp an opposing viewpoint.
As polarizing as this “memorization” debate has been for much of my career, I found it very encouraging that, after tossing out the following tweet with somewhat-loaded language:
…what followed was a balanced, sensible, and informed back and forth on the role of memorization in the wider scope of learning and schools. If you spend enough time honing your follower list, you can have smart people of all walks on the other end of the line at a moment’s notice. Subtopics touched upon today were: relevance, authenticity, transfer, decontextualized learning, alignment, fact fluency, Understanding by Design, etc. I suppose, rather than a microcosm of reality, my Twitter feed is still skewed toward a set of rather wise and seasoned educators. I try to seek diversity in following, but then again I like the signal to noise ratio to be tolerable as well.
Yes: Still Teaching
My main professional focus today is at the district level of a school system making measured and sensible moves toward 1:1 computing for all children. Some might call our 13+ one-to-one schools a “pilot.” And yet, the reality is that they are only a “pilot” in terms of being smart about strategy and implementation. There are a rapidly decreasing number of citizens left that cannot see the landscape of the classroom changing toward the embrace of modern, relevant tools and access. It is no longer about whether we need the access and connectivity of computers in the hands of the learner, it is about implementation, fidelity, and crafting the best ecosystem for learning that is possible. It is easy to forget that textbooks for all kids was also a transformation of the system at one point in the past.
As the point person of a hardworking team of four, I am in charge of making the big picture vision and mission connect to the ground level in our classrooms. This is implementation, and implementation’s linchpin in professional development. If PD has its own linchpin, it might just be classroom relevance – relevance that comes from tested strategies. I still cling to the one course I teach. I think that matters. With all of my other tasks and responsibilities this presents a significant logistical challenge. However, my Marine Biology class is a Monday night course, and has been since 1999. That simple fact allows me to continue to moonlight as a classroom teacher… a teacher of a class that has by design existed to soften the walls of the traditional classroom. And yes, to answer a friend’s question: I really do have a much broader reach today than I ever did before.
My students are representatives of each of our three district high schools. At 6:30pm on 23 Monday nights throughout the year they roll into class… sometimes with a bag of Subway, sometimes still sweating from an athletic practice. We have followed this same schedule since 1999. This schedule goes a long way toward explaining why we were early to develop social technology strategies that were rooted in curriculum & instruction. We’re digitally connected 24/7/365 until the last week of March… when we’re disconnected from the rest of the world and living without outlets on sailing yachts in the remotest reaches of the Bahamas… snorkeling and exploring the coral reefs.
The “What For”
This course seeks a brain-friendly engagement trifecta of novelty, relevance, and authenticity of purpose. Every element of the program was designed with those goals in mind. An authentic science course seeks not only to learn about science, it seeks to conduct science. A big focus for this class for so many reasons is the characterization of reef fish populations. This requires direct sight identification of coral reef fish species in the field. Since our focus ecosystem for the course is the coral reef, and since we spend a week immersed in the reef, why on Earth wouldn’t we do some real data collection on the reef.
A decade ago, my students would learn to identify a few of the main coral reef species if for no other reason than to have a way to connect to such a foreign ecosystem. Today I require my students to be able to sight-identify approximately 125 species of reef fish before even setting sail. To make this even crazier in some respects, reef fish often look radically different from the juvenile, to the intermediate, and finally the adult phase. That kicks the number of visual patterns needing recognition almost by a factor of three. Why would we do such a thing in a high school science course? Why would I push students this hard at what seems so… “knowledge level?”
The answer is simple: This has never been an ordinary high school course. I have used it as a testbed for what a classroom could be since day one. When the carrots of relevance, authenticity, and fringe exploration are this large, you can ask students do more. When you get beyond the grade -and the entire team realizes that you are working on something bigger than a letter- you aren’t held down by a score. And instead of getting less performance, we get more. These students want to deeply understand what they are experiencing. They must operate at this level, or else the data we submit to REEF.org will be less than accurate and precise. That’s not good science, and all of a sudden, “good science” isn’t something to read about, it is something for all to actively protect.
Don’t get me wrong: identification, classification, and memorization at this level is not an easy task. This is not the 50 U.S. States & Capitals. This is 125+ vibrant, living animals darting in and out of crevices in a living coral reef. This is breathing underwater through a fat straw. This is recording data with pen & pencil while submerged beneath the ocean waves. This is not wanting to send bogus statistics to a national dataset that is worth protecting. This is science, and real science in the field often requires really specific skills. This is not your father’s 9th Grade Biology class.
Enter: Shared Photo Streams
As you can imagine, a classification, identification, and memorization task of this magnitude is not easy. Even with big student buy-in, this is a monster endeavor. Students soon learn the relative ineffectiveness of the hours-long “cramming” sessions they are accustomed to. This is deep knowledge-level learning. This is pattern-recognition in a very chaotic world. This is bacon-wrapped learning at its finest.
We have searched far and wide to find best-practices for a memorization scheme of this magnitude. One thing we learned early on is that no matter what strategy we employed, working often and in small chunks is a key. So, I’ve poked and prodded. I’ve been a nag using all available tools to intervene as a coach throughout the day. We use a shared GroupMe space for communication. I tap on shoulders using this, but still, nothing I tried felt like more than digital nagging. That is, until iOS 6 debuted with Shared Photo Streams.
Now, to be clear, Shared Photo Streams (SPS) were not crafted with such a purpose in mind. The Photostream itself was created as a way to sync photos across iOS & OSX devices. Shared Streams were merely an extension whereby you could instantaneously share a subset of your Photosteam with others. It is a great tool for families, but so is Instagram, right? We started off by kicking the tires on SPS just to see what it could do. Each of my students have a 32GB 3rd Generation iPad. We were quickly taken aback by the speed and elegance of the notification system. As soon as I would add an image to the SPS in class, 20 novel ringtones were set off. This was immediately amusing, and caused everyone to want to add in a comment to that image to set off another 20 ringtones. It was a huge spontaneous revelation for all of us. The immediacy of it all soaked in quickly.
Since that time, I’ve been adding images to the SPS one or a few at a time and managing the feedback for learning along the way. From about 6:30am until bedtime I gently poke and prod the fish ID nerve of my students at random times. We quickly moved to a rule where the first responder with the correct species would earn an “extra point.” Nothing like making a bit of a game out of it to entice the competitive nature in a few of the students. And what’s even better… when you look through the few screenshots posted here, you’ll see that I am able to subtly coach within this setting. You’ll notice a few friendly redirects here and there for all students to see. Can’t do that with flashcards now, can you?
In The End
For me, here’s the all-important metric: authenticity. Memorization of this scale “just because” would be ludicrous. It would amount to “rigor” in all of the worst possible connotations of that word. The fact that this work directly translates to being able to record a species of a reef fish that momentarily pops out of a reef crevice… and slides safely back in… makes it all worth the effort. A statistically significant database of species, and abundance overlaid with geographical data, etc., is the scientific “real deal.” When you promise real experiences, you can ask for real work. Even if that real work includes an almost insane amount of “memorization.” It sure is nice when potential tools emerge that can be repurposed for such needs. This is a fun time to be in the business of education. Check out the time & date stamps on the responses here.
No, your students might no longer respond to “homework” outside of class if it smells anything like a worksheet. Stop doing that. You’re kidding yourself. The one real consequence of having “Google in our pockets” might just be that anything lacking relevance & authenticity is a tougher sell today.
1) You don’t have to be a biology teacher to take advantage of the affordances of this tool. True, you need all to have access to an iOS device outside of school… but a large and growing number of students and schools are there. How might you use iOS Shared Photo Streams to support a frequent and informal discussion around the content of your course? If you don’t have this system, are you doing something similar? Compare and contrast that with what you see here. Let’s talk…
2) If you’d like to follow along with this Photostream, send me a private email with your Apple ID and I’ll certainly add you in. I do believe it helps to experience these things from the ground level. (My email is on the “About” page.)