Social Learning?

Social networking has become one of the biggest uses of Internet usage among teens and adults. Sites like FaceBook and MySpace have brought together people from around the globe, and have created some interesting problems. Some of the more obvious problems often make their way through the Sunday comics: mothers or mother-in-laws who join FaceBook and make embarrassing comments, bosses and coworkers who hear venting rants that they should not, and various trysts that should have never made print to begin with! However, there are additional considerations that occasionally cross ethical lines.

For example, as a teacher of 15-to-18-year-olds, I am a FaceBook member, and have many students on my friend list. However, there are some limitations-- no student currently in my class list may be on my list. There are simply too many opportunities for comments to be made that can turn sour quickly, and such a visible connection can open suspicions, even when any relationship is completely innocent. We have seen news reports of vindictive tirades posted on FaceBook or other sites and the effects of the attacks are felt at school.

Cooperative learning has the opportunity to take all the best aspects of social interaction and apply that to an educational environment. However, there need to be certain constraints in place, accompanying a well-defined structure, before the project can be most effective. In particular, students need to know the goals of the project, and have access to necessary resources and each other. This indicates that it is not merely enough to hand students a generic problem without additional foresight and preparations. When the goals and aims of the project are well communicated, it establishes a focus for what the group needs to do and provides a common purpose to the group's actions. Without that focused effort, the well-intentioned "group project" simply becomes smalltalk and random discussions.

At times, it may be enough for the teacher to define the problem to be solved, provide a timeline, and monitor students. However, with this low level of guidance, students can quickly find themselves off task, especially if they do not see a way to solve that problem. It then becomes essential to write activities in such a way that they explicitly state both the kind of answer(s) that are required, along with a list of 'deliverables' that must be turned in to complete the project. It has been my experience that projects that focus on "why..." can be motivating to students, especially when presented with a situation that seems counter-intuitive. ("Why does this ball roll uphill?" or "why can you sometimes say that 1+1=1?")

Constructivism & Constructionism

My general approach to teaching my high school math classes is to create scientists of my students. (This will be particularly true of my IB Math SL class next year!) By this description, I mean that they are actively inquiring as to the nature of the material they study. We routinely practice questioning techniques that they can use even during tests when they come to unfamiliar territory.

In our ongoing efforts to help produce students ready for the world outside of education, our school has partnered with some local industries to help ensure that we really are doing the job that they require us to do. One of the best pieces of information we have gleaned from those partnerships was from one manager who said "we need workers who know what to do when they don't know what to do." Far from being nonsensical doublespeak, this was an urgent plea for problem-solvers. He was really saying that they need independent thinkers, not mindless drones. Workers who can solve problems effectively are an asset to the company, and provide much more value when they can reach beyond the minimum requirements.

So, my "scientists" are preparing themselves to become future leaders! To do that, they will need to be able to make educated guesses (hypotheses) and to determine a best course of action (testing/evaluating.) Sometimes, that constructionist way of approaching problems works very well-- especially when students are empowered to build prototypes, to rehearse and play out hypothetical situations, or to create demonstrations of a concept. All of those skills build not only an item, but also build and strengthen the neural networks surrounding those concepts in their minds.

Currently, my AP calculus students are working on their exam projects. Each group of 4 students has selected a topic that interests them from our year of study, and are developing "some interactive awesome thing" (my description in class) to teach future classes about their topic. The final products range from music videos, to electronic models that demonstrate volumes of three-dimensional figures, to interactive displays allowing experimentation with concrete representations of abstract concepts. Participation is excellent - students are able to write their own exam grade by judicious application of the supplied rubric throughout the process, and their personal interests and skills greatly guide the development. The level of engagement is particularly impressive when we consider that we have already covered the entire textbook and the AP Exam has already happened, leaving us with a rather empty month before the end of school.

Cognitivism in Practice

Our faculty did a book study of Classroom Instruction that Works, so I was quite interested to see that the course textbook for EDUC 6711 was dedicated to supporting those ideas with technology. For me, it has always been a tricky business when selecting appropriate means for students to interact with content. From my vantage point, I can visualize the same concepts via pencil & paper methods as easily as through technology methods. So, if there were no other considerations, I would select whichever is more convenient to create. However, in the role of teacher, I need to be aware of the effectiveness of a particular method from the students' points of view.

Our students are so immersed in technology that it is no longer a special treat to go to the computer lab. Twenty years ago, students would have been excited to use the computers because of the novelty. Now, students carry so much technology with them that schools have had to adopt new policies about technology use to deal with disruptions, cheating, privacy, and security issues. This means that students are often just as reluctant to use the computer as they are to use paper and pencil; they realize that both scenarios indicate that they will need to think-- not just play. For the educator, this is a good thing-- we can focus on the content rather than merely the novelty of using computers.

Concept mapping can easily be done with low-tech solutions such as Post-It (tm) notes on a table or poster board. However, with the invention of software like Inspiration and Kidspiration, the process can easily be automated and even exported in various forms to be used elsewhere. By computerizing tools like this, it frees students' minds to deal with the tasks and concepts at hand, rather than needing to create their own systems of classification and linking. For example, Inspiration has a rapid-fire mode that allows new topic nodes to be created as fast as the user can type. This greatly liberates the brainstorming process, as students are not slowed down by handwriting. Plus, even the most enthusiastic and prolific student will not run out of room for new ideas in a virtual concept map!

However, the classification of ideas and the creation of categories and sub-categories is an important part of the mapping. When students classify information, they must analyze that data in order to place it appropriately. To the cognitive theorist, this is a marvelous means of strengthening those links in the brain, helping to move the ideas from short-term to long-term memory.

Virtual field trips are an enormous cost-saving measure in these tight economic times. Yet instead of using them just as a replacement for costly physical journeys, those same virtual field trips can be a much more common part in the life of a class. By venturing out into the world from a virtual perspective, there are certain benefits for students. For example, students who are shy and reserved when they leave their comfort zone may actually learn more in the virtual trip than the same trip done in a more traditional fashion. That student can take comfort in the familiarity of their usual classroom environment yet still gain the experience that their more extroverted classmates may enjoy.

Behaviorist Theory & Instructional Strategies

As our video presenter indicated, behaviorist theory relies on reward and punishments-- the basis of operant conditioning. While we are not resorting to shock collars and food pellets, we do essentially the same thing with our words and actions in the classroom. In the text, a major focus is on providing appropriate feedback. When we give a simple "good job" or "that's correct," we have just given a small positive reward to encourage that behavior. Similarly, when we enact any of our stated-and-posted classroom rules/policies/practices due to some misbehavior, there is a negative consequence.

For me however, student success in my subject area (high school math) cannot be just about getting the right answer and small behaviorist viewpoints on teaching & learning. In all my lessons, I seek not only to educate students in the content, but to also help them regain their lost abilities of: being curious, wanting to learn, needing to know "why," and striving to succeed. I wish there were a way I could help students survive 5th-8th grade without that joy of learning being squashed out of them. It is a big job to dig it back out once it has been put away!

However, behaviorist theory can still help me in this quest, for it is often a student's perception of their abilities that controls their actions. Most of us will avoid doing things that make us look foolish, awkward, or stupid. For teenagers, that list of "things" can be almost infinite, and school tasks are no exception. So, I ask a lot of "duh" questions during class- if a student finds themselves thinking "duh" when I ask the question, it means they are probably right! This leads to a series of personal successes that build self esteem and confidence. Then, I work to help students transfer that success into bigger successes with problem solving and increased test scores. That whole process is operant conditioning-- the gradual reinforcement of desired behaviors to encourage those behaviors to be repeated.

Reflection: EDUC-6712 Online Literacy

• Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.

One of the biggest realities and harshest realizations was the fact that we cannot keep up. There is too much to learn, too much to know, too much to do to keep pace with the rate of change in the world. At least, there is too much if one tries to know it all. The realization early on that it is not necessary to know everything, to be the best at everything, or to even be able to attempt everything, is a bit of knowledge that will become a foundational belief.

If you consider a four-year engineering degree, the amount of information learned by sophomores about their respective fields is roughly equivalent to what would have been learned in a 4-year course of study 150 years earlier. There are aspects of electrical engineering that have been dropped completely from the curriculum, where they would have comprised the better part of two years even 80 years earlier. For example, there are only a relatively few electrical engineers who continue to work with vacuum tubes. These historical artifacts are almost ignored by the computing industry, yet they are still very much sought-after in the music industry for their sonic qualities in amplifiers. This is an area of specialization that can be highly rewarding, yet is not going to help the United States stay at the top of the global commerce in our changing environment.

This type of revelation means that teachers must teach students how to learn. The classroom is not so much about content as it is about life. Granted, the content is still very much the focus of the day's work in any classroom, but the delivery of that content is what will set the master teacher apart from the turn-the-crank talking head.

• Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.

As described above, it is not merely sufficient to help students master the content demanded by whatever State Standards are en vogue. Teachers have to help students take charge of their own learning, and to help them realize that they control their future in that respect.

For me, that means an even greater emphasis on thinking instead of just memorization. For example, a computer can be taught how to calculate derivatives and integrals in calculus. There is a prescribed process that takes a situation and processes a numerical result from it. That process is the core of what I teach in AP Calculus BC, but my job cannot end there. For calculus to be of any use, the mathematician must be able to first describe the situation mathematically, and then use that model along with the appropriate processes to analyze the problem. The computer program mentioned above can give the number, but cannot set up the model. The responsibility lies with the student to fully understand the situation, master the processes, and be able to communicate the meanings of the numerical result.

• Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.

The single greatest area of importance I see is how to meet the various Standards without having my students resorte to the accelerated rote memorization of facts. In particular, I need
Professional development for:

• Assessing mastery in various ways
• Structuring classroom time for inquiry-based learning
• Establishing project-based methods for learning
• Connecting beginning learners to real-world applications.

To meet some of these goals, I will be participating in additional training, discussions, collaborative meetings, and workshops as our high school moves into its new role as an IB World School. Next fall, I will be teaching IB Math SL as part of our district's Diploma Programme offering. By necessity, my teaching of this class will be student-centered, project based, inquiry-based, and rich in communication of all sorts. One of the main goals of the IB courses are to equip students to be autonomous learners, readying them for work at the university level and beyond.

Rants - "best practice" vs. reality

Daily we hear about what our students "should be doing" in school to best equip them for the future. However, we classroom teachers serve too many masters. The State and Federal Governments have sets of Standards that must be met. The particular school district has its own mandates and schedules, while parents and students have their own expectations, and our increasingly tech-savvy world increases the pressure with an accelerating growth in the global knowledge base and additional skill set requirements for modern learners. Some place in all this, something has to give since those simultaneous conditions are often at odds with each other.

So, it is often a teacher's personal beliefs and ideals that get the axe. In an effort to "keep up with the Joneses" globally, teachers have been told to be sure that we inundate all students with math and science, keep them up to date on all New Literacies, yet well-versed in the classics, and fluent in at least two languages.

Additionally, students are being stretched farther and farther with their involvements in clubs, team sports, organizations, choir, orchestra, band, volunteering, jobs, fund-raising, trips, and other extra-curricular opportunities. Somewhere in all this, there is supposed to be time for family amid the studies and events.

With all this going on around us, I continually have to fall back on the words of one of my colleagues, who in turn heard it from a mentor years ago. "Sometimes, you just have to close your door and practice your craft." After all, while there is a certain science to teaching, there is also a major dose of art in it as well. Teachers who are truly worth their salt have teaching as a part of their very being. It is not merely a profession; it is a calling at the deepest levels-- reaching out to students to help them become the very best selves they can.