Meeting mania...a normal staple of academia. As a professor of 17 years, I have had days where all I did was travel from meeting to meeting...many with little action or momentum. I have become a master of the productive day dream, in some instances. But I digress...
Today we had our school meeting, which fluctuates from some mind-numbing university business directives to some energizing meaningful conversations impacting our work. TODAY was the latter. We took some time to really reflect on our inclusion/diversity persona...how are we doing being inclusive, welcoming, supportive, diverse? Good reality check...we have work to do.
THEN we had an opportunity to band together in smaller groups to connect throughout this semester focused on a common interest/goal. I am choosing to do a common read of the "Most Likely to Succeed: Preparing our Kids for the Innovation Era" book. https://www.amazon.com/Most-Likely-Succeed-Preparing-Innovation/dp/1501104322
I am SO looking forward to taking some quality time to meet with 12 colleagues to share ideas about forward motion...making a difference...igniting a vision!
Now...off to another meeting. :)
Tuesday, January 16, 2018
Friday, October 27, 2017
Teacher As Maestro
I have been getting some push back lately, as I converse with colleagues about the focus on personalized learning and/or competency-based education. While many acknowledge that learners benefit from choices and flexible timelines, they argue that our traditional educational structures are just too rigid to allow for these modifications.
In order for teachers to maintain their sanity and keep "control" of classes, some of my friends in academia support a streamlined curriculum and more standardized activities and assessments. In some ways, our accreditors also prefer this type of approach. While this viewpoint may provide a "clean" path to an identified educational credential, the authenticity of learning for students may be lost during the journey.
With the tools currently available, I believe it is possible to support individualized, relevant learning opportunities, without succumbing to chaos. What might this look like in a college course? Let's start with Learning Outcomes. If learners know what the end game is, then they can work to accomplish what is expected. As teachers provide appropriate resources (curating content), suggested activities, and options for assessment related to the learning outcomes, learners can identify how to achieve and demonstrate their learning. Expecting students to communicate their learning paths and choices, and providing various avenues for communication and collaboration, facilitates this work. Using the digital resources in our Canvas LMS, resources, activities, communication networks and assessments can be organized for students to evaluate and implement.
While each student may be participating a bit differently, all have the focus on the identified learning outcomes and ultimately providing evidence of the accomplishment of these. My current simile is : Teacher as Maestro. Each student is an orchestra member, playing their own instrument, and perfecting their unique part, as the instructor coordinates the efforts into one grand, beautiful sonata. What ensues is lovely music, not chaos. Anyone with me?
In order for teachers to maintain their sanity and keep "control" of classes, some of my friends in academia support a streamlined curriculum and more standardized activities and assessments. In some ways, our accreditors also prefer this type of approach. While this viewpoint may provide a "clean" path to an identified educational credential, the authenticity of learning for students may be lost during the journey.
With the tools currently available, I believe it is possible to support individualized, relevant learning opportunities, without succumbing to chaos. What might this look like in a college course? Let's start with Learning Outcomes. If learners know what the end game is, then they can work to accomplish what is expected. As teachers provide appropriate resources (curating content), suggested activities, and options for assessment related to the learning outcomes, learners can identify how to achieve and demonstrate their learning. Expecting students to communicate their learning paths and choices, and providing various avenues for communication and collaboration, facilitates this work. Using the digital resources in our Canvas LMS, resources, activities, communication networks and assessments can be organized for students to evaluate and implement.
While each student may be participating a bit differently, all have the focus on the identified learning outcomes and ultimately providing evidence of the accomplishment of these. My current simile is : Teacher as Maestro. Each student is an orchestra member, playing their own instrument, and perfecting their unique part, as the instructor coordinates the efforts into one grand, beautiful sonata. What ensues is lovely music, not chaos. Anyone with me?
Friday, October 13, 2017
Reviewing the Evidence
As a prof, a good portion of my time is spent in assessment, both of students' performance and of colleagues' performance. In both instances, I often dread beginning the review of assignments and portfolios...that is...until I jump in and start examining the work.
Just this week, my dynamic media students submitted digital media presentations highlighting their explorations and analysis of emerging technologies in education. As I listen to their voices and view their visual compilations, I am encouraged by their insights. They are critical, yet hopeful, as they face the disruptions occurring across our educational structures. These students are open to innovation and unafraid as they begin to construct new approaches for teaching and learning that leverage the technical infrastructures that can make a difference for learners. Though I put off "grading" these representations because of the hours I knew they would take, once immersed in this evidence of graduate student learning, I was energized. Thanks for working and thinking, students! You made my day.
A parallel experience occurred as I reviewed the "giant notebooks" of tenure and promotion portfolios compiled by colleagues moving through the review process in our higher ed tradition. I realized that each candidate provided hundreds of pages that I needed to carefully read and assess. The task seemed overwhelming and exhausting. However, as I dove into the reading and note-taking, I was overwhelmed by the evidence of the expertise of my fellow professors. These men and women are clearly engaging educators, critical scholars, and powerful professionals. I am somewhat in awe of their many accomplishment.
Evidence of learning and evidence of professional contributions and growth can be so affirming! Because of this realization, I am wondering if moving to a more competency-based higher educational model might be exhilarating for faculty. If most of our time could be spent in documenting student accomplishment of learning outcomes by assessing their evidence of competence, would we be pleasantly surprised at the many ways learners are accomplishing their goals? I would like to give it a try.
Just this week, my dynamic media students submitted digital media presentations highlighting their explorations and analysis of emerging technologies in education. As I listen to their voices and view their visual compilations, I am encouraged by their insights. They are critical, yet hopeful, as they face the disruptions occurring across our educational structures. These students are open to innovation and unafraid as they begin to construct new approaches for teaching and learning that leverage the technical infrastructures that can make a difference for learners. Though I put off "grading" these representations because of the hours I knew they would take, once immersed in this evidence of graduate student learning, I was energized. Thanks for working and thinking, students! You made my day.
A parallel experience occurred as I reviewed the "giant notebooks" of tenure and promotion portfolios compiled by colleagues moving through the review process in our higher ed tradition. I realized that each candidate provided hundreds of pages that I needed to carefully read and assess. The task seemed overwhelming and exhausting. However, as I dove into the reading and note-taking, I was overwhelmed by the evidence of the expertise of my fellow professors. These men and women are clearly engaging educators, critical scholars, and powerful professionals. I am somewhat in awe of their many accomplishment.
Evidence of learning and evidence of professional contributions and growth can be so affirming! Because of this realization, I am wondering if moving to a more competency-based higher educational model might be exhilarating for faculty. If most of our time could be spent in documenting student accomplishment of learning outcomes by assessing their evidence of competence, would we be pleasantly surprised at the many ways learners are accomplishing their goals? I would like to give it a try.
Thursday, September 21, 2017
The Tyranny of Tests
My tech team is working on redesigning our curriculum with an eye to innovation. I met yesterday with the K-12 tech specialists that are on our team to discuss our current courses and what they see as important areas to pursue in graduate teacher education. We had a lively conversation and enjoyed talking about the "state of education," as we are experiencing it. What is clear: we are all under what I would like to call the Tyranny of the Test.
Our task for the evening was to review the graduate students' (current K-12 teachers) scores on the state tech test and determine what type of curricular changes might be made to ensure higher scores on the test. The conundrum? THEY ALL PASSED ON THEIR FIRST ATTEMPT! Yes, there are areas where they might have scored higher, and we had a good talk about what that might mean for our course content and delivery...but, really, how important is a higher score? As we examined test items, we also confirmed that best answers on the multiple choice items were sometimes difficult to identify. We also know, as master test givers ourselves, that some errors are accidental in test-taking. And, there is the element of test phobia, which impacts some students in their abilities to complete such a test accurately. Bottom line: we want more from our students than test prowess.
As we also discussed the K-12 schools and their use of digital technologies for teaching and learning, the Tyranny of the Test was also evident. One tech director noted that their social studies teachers were more innovative when integrating digital technologies possibly because they didn't have a state test looming over their heads. They felt freer to challenge students with active learning activities, and encouraging a diverse use of digital technologies to explore, create and converse.
I strongly believe that if you provide students with challenging learning situations (many using digital technologies) that they will develop into critical thinkers, effective communicators, and magnificent creators. This type of student will also be able to pass the tests we throw at them, but they will not be beaten down with a curriculum that is test-centric. I will continue to teach my students in this manner, and hope that the practice will spread.
Our task for the evening was to review the graduate students' (current K-12 teachers) scores on the state tech test and determine what type of curricular changes might be made to ensure higher scores on the test. The conundrum? THEY ALL PASSED ON THEIR FIRST ATTEMPT! Yes, there are areas where they might have scored higher, and we had a good talk about what that might mean for our course content and delivery...but, really, how important is a higher score? As we examined test items, we also confirmed that best answers on the multiple choice items were sometimes difficult to identify. We also know, as master test givers ourselves, that some errors are accidental in test-taking. And, there is the element of test phobia, which impacts some students in their abilities to complete such a test accurately. Bottom line: we want more from our students than test prowess.
As we also discussed the K-12 schools and their use of digital technologies for teaching and learning, the Tyranny of the Test was also evident. One tech director noted that their social studies teachers were more innovative when integrating digital technologies possibly because they didn't have a state test looming over their heads. They felt freer to challenge students with active learning activities, and encouraging a diverse use of digital technologies to explore, create and converse.
I strongly believe that if you provide students with challenging learning situations (many using digital technologies) that they will develop into critical thinkers, effective communicators, and magnificent creators. This type of student will also be able to pass the tests we throw at them, but they will not be beaten down with a curriculum that is test-centric. I will continue to teach my students in this manner, and hope that the practice will spread.
Tuesday, September 19, 2017
None of us is an A Student
A recent exchange at a university committee meeting prompted this realization: None of us is an A student...not all the time in every circumstance. I (and many other faculty members, apparently) have often encountered this statement from students when they are offended, confused or upset at a recent evaluation of their performance on a task or assignment. "But why did I miss this point? I couldn't have been incorrect or below excellent on this. I am an A student!"
What? I am always careful to define "A" ratings in my courses, and frequently, students earn this designation. In my world, "A" means ... excellent, outstanding, way above par, super, devoid of mistakes. Well, to be honest, most of what we do is not at the "A" level. Don't get me wrong. Many of us work hard and do good work, work of which we can be proud. But honestly, is it an "A?" Are we really doing our most excellent, error-free accomplishments day in and day out. I know I am not. But I don't think it's a bad thing.
I have many tasks to face in a day and deadlines on many of them. If I can review a manuscript, answer 100 emails, attend a few committee meetings, teach 20-50 students, evaluate student submissions, advise students regarding course and program questions, write a conference proposal, and work on course redesigns, AND I accomplish all of this at a "B" level (that is, good quality work), then I am satisfied. I might have hit the mark of excellent on a few of the items, but I can honestly say that on all I do each day, I am not an A student, are you?
So, students of mine, if you are truly dedicating complete focus and energy on your work for my class and have, indeed, demonstrated that you have accomplished the extraordinary in what you have achieved, then, congratulations! You earned an "A." But believe me, it won't happen all the time.
What? I am always careful to define "A" ratings in my courses, and frequently, students earn this designation. In my world, "A" means ... excellent, outstanding, way above par, super, devoid of mistakes. Well, to be honest, most of what we do is not at the "A" level. Don't get me wrong. Many of us work hard and do good work, work of which we can be proud. But honestly, is it an "A?" Are we really doing our most excellent, error-free accomplishments day in and day out. I know I am not. But I don't think it's a bad thing.
I have many tasks to face in a day and deadlines on many of them. If I can review a manuscript, answer 100 emails, attend a few committee meetings, teach 20-50 students, evaluate student submissions, advise students regarding course and program questions, write a conference proposal, and work on course redesigns, AND I accomplish all of this at a "B" level (that is, good quality work), then I am satisfied. I might have hit the mark of excellent on a few of the items, but I can honestly say that on all I do each day, I am not an A student, are you?
So, students of mine, if you are truly dedicating complete focus and energy on your work for my class and have, indeed, demonstrated that you have accomplished the extraordinary in what you have achieved, then, congratulations! You earned an "A." But believe me, it won't happen all the time.
Thursday, September 14, 2017
PBL and Accreditation Dilemmas
I have been thinking too much lately. So much that it makes my head hurt! As our BGSU Graduate Classroom Technology Program coordinator, I have taken on the responsibilities of leading major curricular revisions of our program. At the same time, another area of responsibility that I have been given is preparing for another round of national accreditation for the program.
In some ways, revitalizing our curriculum (creating new and exciting ways to support graduate student learning!) and showcasing what a great program we are (via state and national accreditation standards) should go hand in hand. As we continue to provide awesome courses and programs, and students affirm that they value their experiences, pulling together the evidence needed for accreditation should be simple, right?
Nope.
Here is the dilemma. I am absolutely convinced that education is about empowerment. We possess the resources and tools to support learners in identifying their needs and interests, growing their knowledge and skills, providing individualized feedback on their progress, and producing evidence of their learning. We are ALL learners and we can grow in our learning without the boundaries of school walls and narrow "standards." However, our institutions are caught in the trap of documenting our worth through standardization. Reliable and valid testing structures do have a place in some professions, but when the tests do not keep up with the reality of our educational circumstances, they become a distraction, at best, and a deterrent to real learning, at their worst.
I am currently being asked to craft a strategy to support our graduates in getting even higher scores on the Ohio Assessment for Educations (OAE) Computer Technology Endorsement exams. This might seem like a great use of my time, until you consider these facts:
In some ways, revitalizing our curriculum (creating new and exciting ways to support graduate student learning!) and showcasing what a great program we are (via state and national accreditation standards) should go hand in hand. As we continue to provide awesome courses and programs, and students affirm that they value their experiences, pulling together the evidence needed for accreditation should be simple, right?
Nope.
Here is the dilemma. I am absolutely convinced that education is about empowerment. We possess the resources and tools to support learners in identifying their needs and interests, growing their knowledge and skills, providing individualized feedback on their progress, and producing evidence of their learning. We are ALL learners and we can grow in our learning without the boundaries of school walls and narrow "standards." However, our institutions are caught in the trap of documenting our worth through standardization. Reliable and valid testing structures do have a place in some professions, but when the tests do not keep up with the reality of our educational circumstances, they become a distraction, at best, and a deterrent to real learning, at their worst.
I am currently being asked to craft a strategy to support our graduates in getting even higher scores on the Ohio Assessment for Educations (OAE) Computer Technology Endorsement exams. This might seem like a great use of my time, until you consider these facts:
- Our graduates are already passing these tests on their first attempts at a 100% rate.
- Our graduates are reporting that many areas of the test are antiquated and are asking about teaching resources and tech tools that were current a decade ago. Most of the assessments are not aligned with current ed tech standards for students, teachers or tech coaches.
Tuesday, September 5, 2017
Being Constructor of Knowledge
In our current world, we learn by doing...seeking, questioning, building. So how is that playing out in my classrooms? Again, since I am teaching adults...most of whom are teachers...my modeling not only impacts their professional learning, but, ultimately, the experiences they provide for their students. Yikes!
Another ISTE Student Standard focuses on students being Knowledge Constructors and I am unpacking that a bit more today. According to this standard:
Another ISTE Student Standard focuses on students being Knowledge Constructors and I am unpacking that a bit more today. According to this standard:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
I like the descriptor "curate." We shouldn't be quickly and randomly collecting resources that support our learning adventure, but rather, carefully and thoughtfully assembling the tools and resources that most aptly move us forward in our intellectual growth.
I am challenging my students to do this by asking them to review (skim) a variety of blogs, websites, digital publications, and social media feeds. We are seeking the sources that provide ideas and paths that intrigue us and that align with our passions.
So it's OK that we start from different places and end up at various destinations. Meaningful learning is too important to be compressed into predetermined templates. Let's be knowledge constructors today. It will be fun!
Subscribe to:
Posts (Atom)
