Elementary Education

Matthew Lynch published in EdTech & Innovation, Elementary Education, Trending Topics

Why Digital Learning is Reshaping Education

Technology has changed just about every field, including education. Digital learning is reshaping education in unprecedented ways. The ways in which students learn are changing rapidly thanks to technology, and both students and teachers will benefit from it.

There are several specific changes that we can expect to see as digital learning takes over education. For one, the way teachers present information and how students work with that information has changed. Students are asked to be more hands-on and collaborative than ever before. There are also new skills that students must learn, such as digital literacy.

The Flipped Classroom

The traditional model of teachers lecturing in the classroom and students completing practice and homework on their own is changing. Instead, students are learning on their own and using the classroom as a place to dig more deeply into what they’ve learned. This model, known as the flipped classroom, is gaining popularity thanks to the rise of EdTech.

How does the flipped classroom work? Students watch lecture videos or complete readings at home. The following day in class, the teacher clarifies anything students didn’t understand. Students then work with the information to answer questions, complete projects, and do other activities that used to be reserved for homework.

The flipped classroom provides benefits for students and teachers alike. Teachers spend more time helping students with the content they don’t understand. This means more one-on-one help for students and less time listening to boring lectures in class.

Emphasis on Collaboration

Another change brought about by digital learning is a new emphasis on collaboration. Thanks to increased technology in the classroom, students able to collaborate online and work on projects together. With a flipped classroom model, teachers can spend less time lecturing and devote more time to collaborative activities and projects.

Technology has also created a more connected world, where everyone is reachable almost any time of day. Cloud-based apps, like Google’s Drive, allow students to share work and collaborate outside of school. Many teachers are already using social media or education apps to encourage students to communicate about class content or ask questions from home. As digital learning becomes more popular, this kind of after-hours collaboration will only increase.

More Higher-Order Thinking

Thanks to technology, students have instant access to all the information they could ever want or need. There’s no longer a need for students to memorize facts or dates. Today, there is much more emphasis placed on higher-order thinking.

Higher-order thinking occurs when students are asked not just to know a piece of information but to do something with that information. At the most basic level, this can mean analyzing information—comparing and contrasting, for example. At the highest level, students are asked to create something on their own that shows their understanding.

In nearly every classroom today, students are asked to do these types of higher-order thinking tasks. Gone are the days when teachers lectured and students regurgitated information for a quiz or test. Today’s students are learning how to be critical thinkers, a skill that is in-demand in today’s job market.

New Skills

There are other skills that students will need to stay competitive in the 21st century. Digital literacy, the ability to use the internet and other digital technologies, is increasingly important for a wide variety of jobs. As technology becomes a bigger part of education, teachers will devote more time to teaching digital literacy.

In some states, digital literacy is already a part of the curriculum. More states are creating standards for digital literacy just as they would for reading or math.

These are just some of the ways that digital learning is reshaping education. As digital learning becomes a bigger part of the world of education, you can expect to see more changes in classrooms around the world.

How do you envison technology changing education?

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Elementary Education, Trending Topics

What is Digital Literacy?

Every educator is familiar with the concept of literacy—the ability to read and write. A person who is illiterate, who cannot read or write, will inevitably struggle to get along in society. It’s impossible to go on to higher education or get a high-paying job without the ability to read and write. Even daily tasks, like reading a newspaper or filling out job applications, are difficult for an illiterate person.

In today’s world, literacy goes beyond just the basic ability to comprehend text. Today’s students will also need to master a new skill—digital literacy. Cornell University defines digital literacy as “the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.”

Digital literacy, by this definition, encompasses a wide range of skills, all of which are necessary to succeed in an increasingly digital world. As print mediums begin to die out, the ability to comprehend information found online becomes more and more important. Students who lack digital literacy skills may soon find themselves at just as much of a disadvantage as those who cannot read or write.

Because digital literacy is so important, educators are increasingly required to teach students digital literacy in the classroom. In many ways, this is similar to what educators have always done in teaching students to read and write. In other ways, however, digital literacy is a brand new skill.

Most students already use digital technology, such as tablets, smartphones, and computers, at home. Many students already know how to navigate the web, share images on social media, and do a Google search to find information. However, true digital literacy goes beyond these basic skills.

One of the most important components of digital literacy is the ability to not just find, but also to evaluate, information. This means finding the answer to a question or a bit of needed information and then judging whether the source is reliable. Educators can, and should, teach students how to tell whether information on the internet is true. The ability to weed out false information and find reliable sources is a key part of digital literacy and a crucial life skill in the 21st century.

Educators can start by teaching students how to find author information, dates of publication, and other information that can reveal whether an online source is reliable. Students should also learn to tell the difference between different types of websites. For example, a .com site may be less reliable than a .edu site. Understanding these differences is one example of digital literacy.

Learning how to locate information is just one part of digital literacy. Knowing how to share information is another. Students today are constantly warned about the dangers of posting inappropriate images or text online, but it’s still important for teachers to discuss. The ability to create and share online is considered a part of digital literacy and should be taught in schools.

Students should know how digital writing differs from traditional writing—for example, how to include images and links in writing. They should also have an understanding of what kind of audience they’re sharing with online. Just like a personal narrative essay differs from a research paper, a post on Facebook is different from an article for a website or blog.

As technology becomes a part of daily life, it’s more important than ever for educators to teach digital literacy. Whether they plan on going to college or not, students will need digital literacy to be successful in their personal and professional lives.

How can educators help their students navigate the digital world? Let us know what you think about digital literacy and education!

 

  • no reactions
0
Share
Matthew Lynch published in Early Childhood, Early Childhood & K-12 EdTech, EdTech & Innovation, Elementary Education

How to Teach Reading in the Digital Era

Reading has always been an invaluable skill. Not only does it influence how we interact with the world but it is still the medium by which many students learn. And yet, statistics show that between 46 and 51% of American adults have an income well below the poverty level because of their inability to read. This is a scary fact, and with reading becoming more digital, it is important that educators start looking into how they can teach this important skill in a new digital age.

With the explosion of Facebook, Instagram, and other social media applications, students are actually engaging more with written language than ever before.  While this should be a success of sorts, the reading they do does not always push critical reading skills or challenges its readers with new vocabulary. The National Literacy Trust found that students who engaged in social media and blogs held a more positive view on reading and writing and that they were able to read and summarize better than those that were not engaging with the language. Educators need to tap into this new reading culture.

One way this can be achieved is by the use of digital libraries. Students as young as three are being encouraged to read by using digital resources that both push reading skills as much as they do other technological literacies. Epic! is an eBook subscription service that gives readers under 12 access to 20000 books is a great place to start.  Similar products give students access to reading materials of their choosing. Educators need to understand that while curriculum set books are important, giving students the autonomy to choose books that interest them fuels a passion for reading. If students enjoy what they read, they will form a positive relationship with the content and see reading as a gateway to information.

In high school, close reading and text complexity have become the new currency by which reading programs and instruction are being measured, and if students in the digital age are to meet this requirement; they need more than digital libraries. Educators need to see the benefits that technology can bring to teaching reading and how forcing a child to sit and read a novel is archaic. Below are some examples of ways that the digital can be incorporated into teaching reading:

  • The use of online dictionaries and vocabulary lists to help learn new words.
  • Hyperlinking complex words and phrases with videos, and other explanatory resources
  • Use of e-readers and other devices made for e-books
  • Using quizzes and fun, interactive games to test vocab retention and content basics
  • Edtech that allows for live feedback into reading achievements

What all the above suggestion have in common is that they combine traditionally “book reading” with the resources and benefits that come with the internet and technology. One powerful way that educators can approach teaching reading is by using analytical tools to monitor the way in which students read. By having an understanding of students’ reading habits, speed, and comprehension, educators can gain a better understanding of where the problems lie and tailor their teaching to best suit the needs of their students.

This was previously very difficult to judge, and educators had no other assessment tools than making the student read out loud. The digital age is giving students control over their own reading while at the same time, allowing teachers to follow and jump in where needed.

So, as we move towards a digital age, teaching practices need to embrace the benefits that come with technology. Edtech is being developed to meet these challenges, and through its use, students can feel validated in their choices and can foster a passion for reading. Educators need to move away from archaic reading methods and start to incorporate the skills that students already have, with the new ones they are acquiring. After all, you need to thank a teacher if you could read this article.

 

 

 

  • no reactions
0
Share
@oldbrainteacher published in Ask An Expert, Assistive Technology, Digital & Mobile Technology, EdTech & Innovation, EdTech Policy & Reform,

An Open Letter to District Administrators

Dear School District Administrators,

Most open letters are written as a passive criticism or open critique of a large institution. I have no wish to be passive in my critique and observations.  They are intended to spur conversation and reflection.  These are the tools of our trade as teachers.  I was hired to critique and foster reflection.

 

 

 

After studying and researching in your administrative offices over the previous year, you have embraced personalized learning as a targeted result, as we deploy technology throughout the district.  It is a goal widely acknowledged to be systemic in scope and paradigm shifting by its nature. So with all sincerity, I applaud your willingness to step bravely into a well-reasoned approach to 21st-century learning.

It is widely agreed that personalized learning is also a new pedagogical mindset that must extend beyond the classrooms; that fact pushes forward my primary question “How does the leadership of a personalized learning environment shift itself to accommodate the new network of change?”

pass or failAs I continue learning to apply a more personalized approach to my teaching. I have found that many of those same skills can be used to reflect and evaluate options. So I have tried here to apply a similar cognitive approach, an open critique and sincere question on eight observations I have noted as my school, and our district has embarked on a journey of blended and personalized learning.

In the classrooms we are, approaching the close of another school year, you at the District offices are approaching the hiring season. As you do so, I would ask that you perhaps take some time to consider the qualities your prize as you develop a leadership team for the future.  It is commonly understood that there is a shortage of new teachers in the US, as well as a disconcertingly high number of experienced professionals leaving our classrooms. But that is not the case for program administrators and principals. The number of people earning Masters Degrees’ in educational leadership or seeking an administrative endorsement is higher now than at any time in the past 25 years. According to the US Bureau of Labor Statistics

You have the opportunity to look broadly and consider carefully those that will help lead us through this systemic paradigm shift.

Personalized learning achieved through a blended curriculum keeps students engaged; it pushes them to grow and demands that they understand both themselves as learners and our curriculum as it pertains to their lives. In a very real sense, PL embodies the vision that led so many of us into teaching as a profession. The opportunity to connect not just with a child, but with a child through teaching and learning.

Personalization is full of hard data, human connections and an intricate web of lessons, apps, and projects. Peel back that top layer and the overwhelming nature of the idea begins to surface, PL disseminates the control of the learning within a classroom, the students practicing to take control of their own path. The teacher building supports and taking them away.

That complex dance of adding and subtracting scaffolding while it is being used is being successfully done. But it is severely limited when it has to fall within blocks of time and for a set number of minutes each week.

  • Where once our administration needed to be skilled at defining, defending and delineating blocks of time we are now asking them to find flexibility within a rigid structure and extra time where the was never enough.

?  How do we as a district support the required complexity of a school schedule while still offering the time to rigorously dig deeply into an area of study?

Underneath the popular jargon and interview buzzwords that you will hear, like Grit and Mindset, are classrooms where those life skills are being developed.  In those rooms, both students and teachers are failing, examining their efforts and sometimes failing again.  Learning to fail and from failure is important for real success.

  • As an institution, we are built to reward success and admonish failure. As a culture of educators, we are largely populated by those that thrived in that climate exemplifying their own successes and hiding their failures.

? How do we insure ourselves and reassure others that our district leadership understands the role of failure and exploration as we move into a new mindset?

We do not work in an industry where taking chances, innovating or finding a creative alternative is celebrated, least of all at the administrative level. Rather we as a profession, are accurately profiled as safe, steady, stable, predictable types.  Our administrators even more so than those of us in the classroom.

  • We are now in an era where we will need to be inventive, take calculated chances and create new ideas. We will need to look for those traits in our leaders as we move into uncharted paths with impressionable cargo.

? What are the important character trait of a 21st-century school administrator, and how do we ensure that the status quo does not continue to be the status quo?

?  How will the changing power dynamic in classrooms impact both our schools and our district as a whole?

One of the most powerful aspects of personalized learning is that it is, out of necessity, powered from the classroom up.  Teacher-leaders are the ones moving the bar and setting the standards. Those classroom maestros will need strong support and stronger feedback.

  • Please remember as you consider the next steps for those that will be leading the dwindling number of magnificent classroom teachers that we are a profession built on the artful combination of personal connections, honest feedback, and transparent agendas with all of our students, not simply those in the most need.

?  How can we use our transition into personalized learning, as an opportunity to both support and capitalize on the prowess of our teacher-leaders?

The devices, the web resources, the alignment of lessons and project to a standard, all of these pieces are new and as unfamiliar as they are integral to this shift.  As a teacher, I know there is no shame in saying I don’t know, and that I will not be able to master all of those elements of the job I love without support.  I am confident and comfortable say that my principal and school as a whole will need support as well.

It is not an uncommon critique to observe that the current structure of our educational system was built with management in mind rather than support and growth. Nor is it an uncommon refrain for teachers ask for support. It is uncommon, however, to have the opportunity to create the needed change.

?  What structures of support can we enhance or establish to best help our schools thrive as centers of blended and personalized teaching?

?  How do we find a way to structure and support creativity while still managing growth and learning?

If you are overwhelmed by the questions and standards set before you if you feel as though the task is disproportionate to the tools available. Please know that I, and every classroom teacher, that works for you is familiar with those insecurities. We grapple with them every fall, we understand, from experience I can tell you that the while the challenge never fades the overwhelmed feeling does.

With sincere thanks for all that you do to move us forward,

Brian Cleary  @oldbrainteacher

 

Continue reading

  • no reactions
0
Share
E.T.Wilson published in Early Childhood, Education Leadership, Elementary Education, Higher Education, K-12,

What Preschool Can Teach Us About Choice and Opportunity

There is a pantheon of sitcom cliches that, no matter how many times they’ve been done before, always turn up in new ones. Among the repeat offenders: outrageously stressful wedding planning, pregnancy and baby delivery hi-jinks, new parents shopping for the “perfect” preschool, arguments over dolls vs footballs, and how these early childhood influences will determine the baby’s entire future from school choice to occupation and social status.

The sad reality is that the last two of these absurd situations have a kernel of truth. Does getting into the right preschool really determine whether a given child will go to the best university? Probably not; but when everything from friend groups to hobbies can factor into college admissions — and attending college can determine future career opportunities and professional networks — it is easy to see how major decisions can blur into the web of minor decisions surrounding a child’s future.

Early Childhood Competition

Everything concerning kids in America has gotten more competitive, starting early in their lives. Competition for better-paying (and future-proof) careers leads to more intense competition for any professional advantage at school. Getting into the best schools (by any of a number of definitions of “best”) heaps more pressure on kids while they are still in high school. From participating in sports to getting into AP classes, high school today eschews recreation in favor of workaholism and manicured student resumes.

Altogether, life for modern kids looks less like a series of choices and opportunities, and more like a long line of dominoes, set up and and sent cascading over within weeks of their birth, if not before. How can parents possibly hope to line them up just right for success and happiness?

But the problem isn’t just the hyper-competitive atmosphere surrounding the university system, and all the inputs considered in admitting or rejecting students; it is the preoccupation with the importance of college education in the first place.

When it comes to preparing children for the challenges and opportunities of adulthood, part of the messaging we need to fix — and soon — is the idea of ”college above all others”. Tuition prices have exploded in part because demand has exploded. Even historically mid-range schools face a demand beyond their capacity. For-profit schools have had lucrative success in taking advantage of this gold-rush mentality toward degrees, even as their students fail to graduate and default on their student loans in droves. More than a third of all defaults can be attributed to students from for-profit schools, even though they are just 26 percent of borrowers.

Trading School for Something That Works

The most common jobs in America today are retailers, cashiers, and fast-food workers. None of these requires any advanced education. Even filtering opportunity in terms of careers which require some minimum of post-secondary schooling and licensure, there are nearly as many truck drivers as there are nurses. If that comparison seems inappropriate, consider that trucking can be as essential to providing healthcare as nursing: nurses can hardly hope to treat a patient if they lack the necessary supplies and equipment on which they rely.

Trucking actually exemplifies the disconnect we, as a nation, have between the pressure we put on our youth to get educated, and the limitations we construct around how they “contribute” to our collective wealth and well-being. Without truck drivers, there is no clean water, no medicine, no food, and no consumer goods for a vast majority of Americans. But the career path into trucking — as with most skilled trades — takes people somewhere outside the world of universities and degrees.

The same impact trucking has, collectively, can be attributed to electricians, plumbers, and other skilled trades on which the modern world relies, yet bestows no particular social capital. Without electricians, all the gizmos and apps of Apple and Google, two of the world’s wealthiest corporations, would be useless. Without plumbing, our entire healthcare industry would be less preoccupied with inventing the next miracle pill or pushing the boundaries of surgical medicine than it would be with mitigating disease spread by poor sanitation. We are not so insulated from these alternatives as the popular imagination would assume; just ask the folks in Flint, Michigan whether plumbing is a worthwhile vocation.

The Value of Education

None of this disputes the intrinsic value of education, or the importance of giving students opportunity by expanding their access to learning. Rather, it points out how we’ve undermined our own drive to provide kids with the best chance in life by undervaluing the careers, and educational pathways, they might well follow to find their own form of success.

Trade school isn’t just a viable option, it can be downright lucrative, as well as rewarding, secure, and meaningful. But, as with all other things, planting that idea means having the conversation earlier, and undoing the damage of generations of parents and professionals marginalizing the trades that keep America running. Universities aren’t a solution to any of America’s challenges. They are merely one of a spectrum of options people face in deciding where they want to make their mark on the world, contribute to the maintenance and advancement of society, and find both purpose and acceptance among their peers.

The more parents encourage their kids to see the alternatives to college as equally worthy, the more the national conversation will pivot away from how we can give kids a leg up on the competition. At a time when our nation’s youth could feasibly have more options to learn, create, and work than at any time in history, it is absurd that they should be under such extreme pressure to conform to the parameters of a few selective universities.

The old sitcom trope of shopping for a prestigious preschool needs to die — not just for the sake of television comedy, but to reflect a society that celebrates the diversity it already possesses.

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Elementary Education

Using Technology to Inspire Reluctant Readers

Every teacher has dealt with students who don’t like reading. These students, often called “reluctant readers”, can present a real challenge for even the most experienced teachers. As the old saying goes, you can lead a horse to water, but you can’t make it drink. So it goes for reluctant readers—you can’t force them to read.

You can, however, get them excited about reading. One way teachers are getting reluctant readers engaged is through technology. Technology has produced several alternatives to the traditional style of reading. By using technology, many teachers are able to get students who hate reading to do it.

E-readers motivate and assist reluctant readers

The biggest change that technology has brought to reading is the shift from print text to digital text. Many students are excited by the idea of using tablets or e-readers to read. While the mere sight of a chapter book makes certain students groan, those same students’ eyes light up when they see an electronic device. Although reading on a Kindle or Nook is almost exactly the same as reading a traditional book, the simple change in medium can make it feel more fun for students.

For students who struggle with reading due to dyslexia, e-readers can help in a major way. A new study suggests that readers with dyslexia have an easier time with e-readers. Students can also change the font size and type on an e-reader, which may make it easier to read for students with dyslexia or vision problems.

E-readers also offer a variety of helpful tools. Most e-readers allow users to click on a word and get a definition. Apps designed with students in mind often include features like read-aloud or translation to other languages. These features can make reading less intimidating for struggling readers and allow them to enjoy reading with less frustration.

Such features help teachers scaffold their instruction. While a particular text may be too difficult for some students to read on their own, teachers can push students to read using the assistive features on an e-reader. For example, a student who is an English language learner might be too advanced for some texts, but not quite ready to move on to a higher level text due to the difficult vocabulary. With translation features on most e-readers, that student could try a more advanced text, using the translator for difficult vocabulary words.

Audio books get students reading

Another option for reluctant readers is to listen instead of read. While the ultimate goal should be to get students reading on their own, audio books can be a good start. The popular app Audible offers thousands of audio books that users can listen to on their computer, tablet, or smartphone.

Teachers can encourage students to follow along with a print or digital version while listening to the audio. Listening and tracking text is a strategy teachers have been teaching for decades. With audio books, students can do it even when there’s nobody there to read to them.

Enhanced e-books for elementary students

E-books aren’t always just a digital version of the same text. Reading apps that are designed for kids, like Meegenius, are changing the way we think about e-books. These apps offer a variety of illustrated children’s books in digital format. Students can read the text themselves, or follow along with word-by-word highlighting while the app provides audio.

Some apps also offer enhanced versions of books. Illustrations can come to life on the screen, or students can play interactive games that relate to the text. These extra features can help reluctant readers get excited about books.

How do you use technology to inspire reluctant readers? What cool apps and devices can get students excited about reading?

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Elementary Education

10 Podcasts That Promote Reading

Just like listening to audiobooks through electronic devices, podcasts are becoming more and more popular. These iPod-based audio broadcasts encompass a wide variety of subjects, such as entrepreneurship, politics, history, to entertaining series on serial killers. These downloadable series can be subscribed to, so you automatically get the next installment. However, podcasts can be utilized in the classroom, especially to promote literacy.

Not all students enjoy reading, nor are all students visual learners. Using audiobooks in conjunction with hard copies has long been a practice in classrooms to engage all students. However, podcasts offer something more. For example, English teacher Michael Godsey used the popular podcast Serial in his classroom because “he was impressed by the critical thinking and engagement he saw from students. He also liked that students were having deep discussions about the stories with other adults who were listening to the same podcasts” (source).

By using podcasts in conjunction with their transcripts, or by finding engaging podcasts that discuss books benefit students’ different learning styles. Podcasts bring together reading, writing, analysis, listening, language and many other ELA Common Core Standards (source). Here is a list of 10 podcasts that promote reading.

  1. Serial

This very popular two-season podcast is about real murder mysteries. The podcast unfolds the story week by week and makes it suspenseful. You can purchase Michael Godsey’s unit plan he created specifically to teach Serial in English classes. According to Godsey, “What’s terrific about studying Serial is that it engages students in a contemporary story which is actually more conducive to teaching the standards than a classic novel. Students get to practice their reading, listening and problem-solving skills by seeking out primary sources (such as maps, voice recordings, letters and other multimedia resources). This is a great unit for project-based learning (PBL).” He has also aligned his unit plan with ELA Common Core Standards.

  1. Reading Without Walls

American Born Chinese author, Gene Luen Yang, is a National Ambassador for Young People’s Literature. Yang’s mission is to get children to read books with someone on the cover that doesn’t look like them, topics that children find intimidating, and formats that they’ve never tried. In his video podcasts, he interviews authors of children’s and young adult books to get students interested in reading them.

  1. Children’s Fun Storytime

This audio podcast does dramatic readings of children classic stories, such as The Little Engine that Could, Alice in Wonderland, and different fairy tales written by the Grimm brothers. This is the perfect broadcast for elementary school children to listen to while following along with their own copy of the book.

  1. Poem of the Day

When you are teaching poetry to your students, Poem of the Day is the perfect audio podcast. It has professional readings of classical poems.

  1. Bookwink

To get students grades 3-8 interested in new books, use this video podcast. Former librarian Sonja Cole discusses books that she likes as well as read-alouds for that specific book.

  1. ESL

If you are an English as Second Language teacher, the ESL website has a weekly podcast that includes everyday topics to help those learning English.

  1. Classic Poetry Aloud Index

This poetry podcast has over 300 poems by 80 poets. You can use the website to search by poet or theme for the perfect poem to teach your class. Print out the poem for students to follow along while they listen to the podcast.

  1. Book Club for Kids

Book Club for Kids is a unique podcast because not only does it discuss a different young adult book every week, but the discussions are done by children. These children also interview the book’s author and allow a celebrity reader to read portions of the book. This podcast is geared towards children 9-14. It’ll help students get interested in reading because they will see children their own age being excited about books.

  1. The Guardian Children’s Books

According to their website, The Guardian Children’s Books visual podcast’s purpose is to be “the place for bibliophiles to meet and quiz their literary heroes. It’s a fun listen full of passionate young readers asking their favorite author’s brilliantly insightful questions.”

  1. MuggleCast

And, of course, what list on literary podcasts would be complete without having at least one Harry Potter based podcast? This podcast really allows Harry Potter fans to dive deeper into the book series by discussing the books, theories, imagery, themes, and character development.

Conclusion

By giving students another format to introduce books or read books to them, they will become more engaged with the literature. Podcasts will open their minds to different ways of analyzing what they read.

  • no reactions
0
Share
Matthew Lynch published in Diversity, Early Childhood, EdTech & Innovation, Elementary Education, K-12,

The Cautionary Tale of Story

 

Teachers have been telling stories for as long as teachers have taught others. Students are still learning from the stories of our greatest teachers thousands of years later like Plato, Confucius, and Jesus, as examples. But that makes story sound like a classic “old school” pedagogical method, and that is not the characterization I think we should promote.

Narrative is our primary tool for understanding the world around us, and it is a fundamental tool in our ability to processes information.

Yet despite our cultural belief in the importance of story as a teaching tool we really don’t use it much anymore. We all have our students read stories, and most of us still carve out time to read aloud to our students, but few of us use stories as a tool to explain or highlight concepts outside of those to platforms.

I spend a great deal of my research time looking for ways to integrate lessons. I do this because I believe – one, that the real world is integrated and education should follow suit, and two, that it is the only way to meet the growing list of demands on teaching time.

I have come to believe that one of the strongest threads tying all our curricula together is story.

Our focus on data, the science of pedagogy and the hard Common Core push into nonfiction, have left us with sharp, versatile tools, and little desire to use them. Those things do make a difference but they are not the difference.  The difference is our ability to add to our student’s story. I think we have forgotten the importance of story.

Wait, DON’T STOP READING…. NOT yet, give me at least one maybe even two more paragraphs before you drop this as a rambling rant.

An example: A couple of years ago a fifth grade science class I was working with was struggling with the concept of mass.

We expected some of them to get stuck on this as mass is tricky. Weight is easy enough, but the difference between mass and weight is still shaky in most of student’s heads. To be honest most teachers gloss over it because it’s shaky for them as well. So I shared the story of Archimedes and the King’s crown.

Archimedes, brings the concept of mass alive with a “Eureka” moment and a naked street dance that no 5th grader will easily forget.

Another example: Using my new idea to teach with a story I prepared and then set a trap in math class.  And when the complaints and questions about the practicality of our lesson came up, I shared the story of Abraham Wald, who saved hundreds of American pilots in WW2 and explained math is about interrogating the questions asked and the information available to get answers.

Just one more: Oxygen and the elements in general are not truly abstract, but for most if not all of our students they can be. Asking, or even expecting them to jump into STEM classes without seeding their curiosity with story can be a tough sell.

But having them listen to how and why Joseph Priestly discovered oxygen offers insight, understanding and examples of how difficult and how important understanding the unseen can be.

Great teaching has always been centered on giving the student a reason to be curious and teaching them how to explore. I’m convinced stories are where the best seeds of curiosity come from.

Share:

 

 

  • no reactions
0
Share
Matthew Lynch published in Education Leadership, Elementary Education, First Year Teachers, Higher Education, Special Education,

Understanding Three Key Classroom Management Theories

By Tricia Hussung

How teachers manage their classrooms is an important part of achieving an effective learning environment. Educators know that all students learn differently, and choosing the right instructional style can mitigate behavioral issues and make good instruction possible. According to the National Comprehensive Center for Teacher Quality, a significant body of research also demonstrates that classroom organization and the ability to effectively manage student behavior “significantly influence the persistence of new teachers in teaching careers.” Within this context, it is clear that instructional theory and classroom management strategies are among the most important aspects of teacher education.

While classroom management theory is constantly evolving, there are three key theorists who stand out when it comes to modern education. Throughout the 20th and 21st centuries, experts like B.F. Skinner, William Glasser and Alfie Kohn revolutionized the ways that teachers deliver education. Understanding their theories can help educators define their own classroom management methods and make decisions about how to best approach interactions with students.

1200x75-classroommngment-subheader1-huss

B.F. Skinner’s contribution to learning theory can’t be overstated. His work is based upon the idea that learning is a function of change in overt behavior. According to Skinner, changes in behavior are a result of individuals’ responses to events, or stimuli, that occur in their environment. When a stimulus-response (S-R) pattern is rewarded, the individual is conditioned to respond similarly in the future. The key to Skinner’s theory is reinforcement, or anything that strengthens the desired response. This could include praise, good grades, a reward or even a feeling of accomplishment. Of course, negative reinforcement occurs when a stimulus results in increased response when it is withdrawn. The central tenet of Skinner’s work is that positively reinforced behavior will reoccur. This is why information is presented in small amounts. Responses can be reinforced, and reinforcement will be applied to similar stimuli.

Skinner’s work in operant conditioning has been integrated into both classroom management and instructional development. When applied to programmed instruction, the following should occur:

  • Practice should occur in a question-answer format that exposes students to information gradually through a series of steps.
  • The learner should respond each time and receive immediate feedback.
  • Good performance should be paired with secondary reinforcers like praise, prizes and good grades.
  • Instructors should try to arrange questions by difficulty so the response is always correct, creating positive enforcement.

There are many obvious ways that Skinner’s work has been directly incorporated into modern school systems. Though rewards were utilized for good behavior long before Skinner, many behavior management systems utilized in today’s classrooms are influenced by his theories. Teachers utilize immediate praise, feedback or rewards when seeking to change problematic student behavior, and some even use “token economies” to reward students in a systematic way.

1200x75-classroommngment-subheader2-huss

William Glasser coined the term “choice theory” in 1998. In general, this theory states that all we do is behave. Glasser suggests that almost all behavior is chosen, and we are driven by genetics to satisfy five basic needs: survival, love and belonging, power, freedom and fun. In choice theory, the most important need is love and belonging because connectedness with others is required as a basis in satisfying all other needs. The classroom should therefore be a needs-satisfying place for students.

Glasser’s work impacts learning theory in a variety of ways. It has been utilized in schools across the globe and has changed the ways that teachers deliver instruction.

First, Glasser identifies teachers as managers who need to work effectively if they want to successfully teach their students. The role of teachers as managers requires them to guide students in understanding that working hard and being obedient is worth it and will have a positive influence on their lives. Teachers can achieve this through developing positive relationships with students and creating active, relevant learning experiences that enable students to demonstrate mastery and success.

When it comes to developing lessons, teachers who practice choice theory work to make sure that student classroom activities are designed to satisfy the students’ needs. This allows learning to increase while diminishing disruption. Students are able to “connect, feel a sense of competence and power, have some freedom, and enjoy themselves in a safe, secure environment,” according to Funderstanding. There are three common characteristics of classrooms and schools that apply choice theory:

  • Coercion is minimized because it never inspires quality. Students aren’t “made” to behave using rewards and punishments. Instead, teachers build positive relationships with their students and manage them.
  • Teachers focus on quality. They expect mastery of concepts and encourage students to redo their work and try again until they have demonstrated competence and high-quality work. The emphasis is on deep learning through application.
  • Self-evaluation is common. Students are provided with helpful information and take ownership of their learning by evaluating their own performance. This promotes responsibility and helps students reach goals while becoming skilled decision-makers who are actively involved in their own education.

1200x75-classroommngment-subheader3-huss

Alfie Kohn’s work critiques many aspects of traditional education, namely the use of competition or external factors as motivation. Kohn maintains that societies based on extrinsic motivation always become inefficient over time. He questions the hierarchical structures at work in mainstream education. Positions of authority are “unnaturally scarce,” and such systems assume that all people have a competitive nature. He argues that positive enforcement only encourages students to seek out more positive enforcement, rather than truly learn. Kohn believes that the ideal classroom emphasizes curiosity and cooperation above all, and that the student’s curiosity should determine what is taught. Because of this, he argues that standards should be kept very minimal and is critical of standardized testing. Kohn also argues that a strict curriculum and homework are counterintuitive to student needs. When it comes to classroom management, Kohn believes that most teachers rely too heavily on extrinsic motivation rather than more intrinsic factors. He suggests teachers keep cooperation in mind because when curiosity is nurtured, rewards and punishments aren’t necessary.

To implement Kohn’s approaches in the classroom, teachers can allow students to explore the topics that interest them most. Students “should be able to think and write and explore without worrying about how good they are,” he suggests. In general, Kohn believes that there is too much emphasis on achievement rather than the learning process. He emphasizes that not all students learn at the same pace, and standards do not take this into account. In general, Kohn believes in classrooms where the student is at the center of everything. Ideally, such a classroom would feature:

  • Multiple activity centers with various classroom structures for group work
  • Displays of student projects
  • Students exchanging ideas
  • A respectful teacher mingling with students
  • Students excited about learning and actively asking questions
  • Multiple activities occurring at the same time

In terms of modern school systems, Kohn’s approaches are more consistent with those used in elementary classrooms. The key element is a “shift from a quiet, well-managed classroom to one that is lively and features an emphasis on student learning,” explains Thomas Hanson on OpenEducation.net.

1200x75-classroommngment-subheader4-huss

When educators are able to focus on classroom organization as a means of behavior management, they achieve better results for students. If you are interested in education topics like this, consider the online Master of Education from Husson University. Graduate-level education is ideal for teachers looking to advance their career and become leaders in the classroom and beyond. In addition, this degree program is ideal for individuals interested in becoming curriculum/instructional specialists, corporate trainers, course designers, education policy developers or adjunct faculty members.

Regardless of your professional focus, Husson’s program helps educators develop successful learning techniques through an inquiry-based approach. You can learn more about this fully online program here.

  • no reactions
0
Share
Matthew Lynch published in Early Childhood, Education Leadership, Elementary Education

Stressed out: the psychological effects of tests on primary school children

Laura Nicholson, Edge Hill University

Some parents are so angry with the testing regime facing their children that they have come together in an attempt to boycott primary school exams. Preparation by teachers for these standardised achievement tests (SATs) in England have involved a narrowing of the curriculum, including a specific focus on spelling, punctuation and grammar.

Parents believe that their children should be stimulated instead by more enriching activities and projects. There is also a worry that the tests may cause undue stress and pressure on their young children to perform well. These beliefs are widespread: more than 49,000 parents have signed a petition to abolish SATs altogether.

An awareness of pressure

Teachers are under considerable pressure for pupils to perform well on SATs. Performance-related pay and position in school league tables depend on test results. Parents believe that exam results will have a bearing on their young child’s future and understandably want them to do well.

But the children are also well-aware that their performance on the SATs is important to their teachers and parents. Teachers may unwittingly transmit the stress they are under to their pupils. Children can also pick up on their parents’ attitudes and associated behaviour and feel under pressure to make them proud.

Too much, too young? Shuravaya/www.shutterstock.com

This pressure from parents is perhaps the largest source of stress for children aged ten to 11 who are working towards their Key Stage 2 exams. One Year 6 pupil my colleagues and I interviewed described the source of the pressure he felt:

You want to get them [SATS questions] right because other people want you to get them right and, like, you don’t want to disappoint people.

Test anxiety

Stress and pressure about forthcoming exams can result in what education researchers have termed “test anxiety”. This can present itself via a number of symptoms.

Children can suffer from negative thoughts such as: “If I don’t pass this test, I will never get a good job”. They can also suffer physiological symptoms such as tight muscles or trembling and distracting behaviours such as playing with a pencil. The effects of anxiety during a test can influence the child’s ability to process and understand test questions and perform at their best.

It is well established that pupils with high levels of test anxiety perform more poorly in their exams. The overall prevalence of test anxiety in primary school children is on the increase and it is fairly common for children at the end of primary school. Year 6 pupils report experiencing anxiety either some or most of the time when asked two weeks prior to their exams.

But there are differences in how SATs are viewed by different children. Some perceive them to be stressful, while others view them as a challenge. As well as pressure from parents, pupils in Year 6 have cited the demands of the testing situation as a cause of stress. This includes completing exams under timed conditions and having no contact with classmates or teachers. There are also concerns about exam results being used to influence which set a child will be put in at secondary school. Another Year 6 pupil my colleagues and I interviewed said:

You look at your booklet and you’ve got like loads of questions left and you’re like, ‘I can’t do this’. You just want to just sit there and go ‘I can’t do this’ and walk off.

The extent to which children aged six to seven, working towards Key Stage 1 exams, feel test-anxious, is unclear. Very little research has been conducted exclusively with them. Some younger children, however, have been found to display clear signs of anxiety or stress during the period leading up to the SATs.

Reducing the pressure

How resilient a child is can reduce the negative effects of test anxiety on performance. Specifically, children who believe they can succeed, trust and seek comfort from others easily and who are not overly sensitive, can be better at combatting the problems associated with test anxiety. Parents may therefore help their children by attempting to nurture and boost their resilience.

Keeping SATs “low-key” is crucial to minimising anxiety and stress among children. Parents should reassure their children that results are not critical and that the most important thing is that they try their best. In the classroom, teachers should direct time and effort towards familiarising children to the format and procedures involved in standardised testing. For instance, practising with past test papers while children sit at individual desks, could help.

Both parents and teachers could also keep a conscious check of how they may subconsciously transmit feelings of stress or tension to young children. Pupils who display signs of test anxiety require more space and understanding, both at school and home – this includes increased tolerance during the testing period.

These strategies may go some way to reducing the pressure of tests on young children. It is essential that schools and teachers take the time to focus on the social, emotional and mental health and development of children.

The Conversation

Laura Nicholson, Researcher, Faculty of Education and Associate Tutor, Department of Psychology, Edge Hill University

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share