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?

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.

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.

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.

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:

• 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.

I do not want to waste my time (and, more importantly, my students' time) perfecting our expertise in historically obsolete trivia. We are moving towards personalized and empowered learning. So, on we go... My sense is graduates will continue to pass the required tests and be baffled by some of the content therein, but we are going to have a great adventure in learning as we go.

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:

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!

Taking a Risk

As I move forward in truly nurturing 21st century learning in my graduate courses, I decided to take a risk this week. Students, in the past, have been given an assignment in advanced video editing...but I added a twist this week, announcing

"I am currently reading the Innovator's Mindset  (Links to an external site.)Links to an external site.(anyone else?) and am even more convicted to cultivate more personalized learning experiences in our Classroom Tech program. To that end, if you have another digital media path that you would like to pursue, please contact me. Make this class a venue for your own professional growth, customized to move you closer to your goals."

So we will see what comes. Will some (or all?) of the students take the reins and opt to design another path that better fits their needs as educators? We will see. I am hopeful that modeling this type of EdVenture (thanks Jennie Magiera!) will encourage real and meaningful learning.

In Support of the Empowered Learner

Yep. It's the beginning of another academic year, and its time to identify key directions for teaching and learning in my BGSU courses. You would think, after 16 years of creating and teaching college-level educational technology courses this would be an easy task...but the truth...I am being haunted by the reality that I am not hitting the mark.

I am a student (scholar?) of digital technologies in our world and their potential for supporting learning. I am an ardent proponent of 21st century learning. I BELIEVE that we have all the tools and resources we need to provide customized, individualized, personalized learning experiences for most students. So why do my college courses have so much teacher-direction? Where is student empowerment in these classes?

What do I mean by student empowerment? Well, the International Society for Technology in Education (ISTE) Student Standards have a good articulation of this idea:

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

This standard is focused on K-12 students, but I keep thinking...if K-12 students need to be actively engaged in crafting their learning endeavors, shouldn't college students be pursuing this in a greater degree? I am examining my curriculum with student empowerment in mind. Where are the choices? How are students encouraged to leverage digital technologies to achieve and demonstrate their learning?

With the big ideas of my Dynamic Media courses in mind, I am prepared to toss my students into a menagerie of possibilities, asking THEM to set a direction, select strategies for accomplishment and prove their success. I'm prepared for some pushback, but, hopefully, some good vibes.

Wish me luck!

I am trying to do better in my blogging, since I am requiring my students to post every day for 6 weeks! It is almost Valentines Day, so I thought I would give the international teachers from our Teaching Excellence and Achievement (TEA) program some treats! Here is a picture of what I've been doing in the kitchen.