Teaching Math- Back to the Basics

What does it mean to go Back to the Basics?

There has been a lot of conversation around the idea of teaching effectiveness and the choices that teachers make about how they teach, particularly teaching mathematics.  A recent editorial in the Calgary Herald draws attention to the widening gap that students in Alberta and North America are experiencing. What is at the heart of this discussion, discovery math and bringing math teaching back to the basics.

To engage in this conversation about teaching mathematics I would like to clarify some terminology for those that are not familiar with discourse around math teaching.

Inquiry (Constructivism) is not Equivalent to Discovery Learning

The apparent connection, which has been made between these two different ideas is false and unproductive. Firstly, the term “inquiry” is a stance, a way of being, not an approach to teaching. To inquire means to ask questions, to gather information about the world and use that to help answer those questions. However, there are three main ways of knowing through inquiry that Friesen et. al. (2015) highlight in their comprehensive review of inquiry: Minimally Guided Inquiry (discovery learning), Universal Inquiry Models (the discipline does not matter) and Discipline Based Inquiry. Of these three approaches, discipline based inquiry is a way to know our world that is authentic, personally meaningful, relevant beyond school and connects to real work. It is a way to thoughtfully and intentionally design learning experiences for students. As teachers, it is our job to provide authentic learning experiences for students. This comes from designing lessons, which are inspired by the disciplines which we have learned the information from in the first place. Students must experience the teaching of mathematics in ways that are authentic to the discipline of mathematics.

The False Dichotomy of Back to the Basics

The discourse in math has created a false dichotomy in the teaching of mathematics. Back to the basics, I believe, must mean back to the way we understand the world through the discipline of mathematics. Mathematics is not unlike any performance-based discipline. Yes we need to know basic facts in mathematics, like this “=” means equivalent. Yes we need to know the fundamental results found in our multiplication tables. We must practice these such that they are easily recalled. However, it is equally important that we understand how mathematics works. If students are merely learning algorithms to solve problems, and applying these algorithms repeatedly, again and again, they will not understand. Students must be given the opportunity to think like a mathematician. Students must learn to recognize the information that is necessary to solve a problem, that there are multiple ways to solve those problems and that all problems have with them assumptions that must be acknowledged. Otherwise, we are simply asking them to do math mindlessly and not to think.

My recommendation is that we embrace the idea that "Back to the Basics" means back to the ways of knowing in mathematics. It's not this way verses that, memorization verses conceptual understanding. It's "Yes" to practice and "Yes" to thinking, it's a resounding “Yes!” to foundational principles and a “Yes!” to deep conceptual understanding. We cannot abandon our learners in their quest to become literate in mathematics. Nor can we teach them that math is just a series of algorithms to solve problems in a textbook. To teach mathematics in that way would be a disservice to the learning of our students. We must embrace teaching math, authentic to the discipline and ignore the false dichotomy that plagues the discourse around teaching mathematics.

References

Calgary Herald Editorial Board. (2015). Editorial: Back to the Basics. Retrieved from:

http://calgaryherald.com/opinion/editorials/editorial-back-to-basics

Galileo Educational Network. (2015). Focus on Inquiry, What is Inquiry. Retrieved from: http://inquiry.galileo.org/ch1/what-is-inquiry/

Inspired by the words of Dr. Sharon Friesen at the Werlund School of Education, University of Calgary and conversations with colleagues at the Galileo Educational Network.

For further understanding about the conceptual teaching of mathematics visit Dan Meyer’s blog: http://blog.mrmeyer.com

Board-work: Students using Whiteboards to Make Their Learning Visible

There is nothing more exciting as a teacher, when you have that moment, the moment that you get out of the way and listen to what the kids are saying and they are just exploring ideas. Today I listened and watched a number of students talking about how to create a Lewis dot diagram for a number of molecules that they have yet to encounter. I listened to them say; “Try this. . . that doesn’t work, what should we do?, Try this. . .. I stood back in utter excitement knowing that they were in the full throws of learning something. THEY WERE LEARNING. I did not need to give them a test. I did not need to give them a quiz. They were in the zone, that special zone where it is not too easy but yet not too hard. Just at the end, when they exhausted all their ideas, I was called over and they asked for help. I gave them a couple of suggestions and then, the insight, the HUGE smile on their faces and the laughter that followed. It is just that moment that we as teachers all live for. Needless to say I felt as though I was making a difference.

I have to be quite honest that these moments seem to be occurring more and more for me as a teacher. I have to give credit to where it is due. I would like to share with you my insight.

Last year I was given the opportunity to teach in a classroom with a colleague who was teaching a math course. Our math department, phenomenal I might add, has been exploring an idea of how to get students more engaged in Math. After attending a conference with Peter Liljedhal from Simon Fraser University, our math teachers were inspired.  Who can doubt inspired education? Not me. As a result they have made a movement toward the incorporation of the latest and greatest technological advance in teaching, the whiteboard, and lots of them. The intention in their math classes is to have students doing math up out of their seats and doing it in small groups on a whiteboard. They have put up whiteboards on all the walls of their classrooms where there is space. The work that they are getting to do is affectionately referred to as “Board-work”.

Board-work is

1.       Cooperative and active

2.       Visible for others

3.       A great opportunity for formative feedback

4.       Time saving

5.       Engaging

6.       Promotes risk taking 

So what does board work look like in a classroom? Board-work is corporative and active by design. Students are working together in small groups. Often the teacher will have their students assigned into random groups of anywhere from two to six students. These groups will be assigned a set of problems for which all are responsible to try and solve. Students work together on a whiteboard, one writing others helping, monitoring, learning in the moment. If a group gets stuck, they can just look around the room and see what other groups are up to. Group learning is at the forefront of this organizational approach to learning.

Board-work is a visible for others and a great opportunity for the teacher to provide formative feedback resulting in lots of time saved. Students see that there are a number of different ways to solve a problem. As a teacher it is mind blowing. Rarely is there such an opportunity to provide such instant formative feedback to student work. Often we are organized in such a way that students work at their desk, a teacher circulates, provides individual help, and students may get some help from a neighbor. With board-work a teacher can help four students at a time and neighboring groups can listen in. Common mistakes become instantly visible for others to see and the teacher can address the whole class quickly to correct the issue. Making student work visible for others by bringing the work up off the worksheet and into a public form is another of its strengths.

Students love it. In a conversation with a colleague out in the hallway, I was asking, do you think that this approach could be extended beyond math and be used in a science classroom? His response, “Let’s ask.” He proceeded to stop numerous students in the hallway and ask them two questions: 1. “What do you think of board-work?” and 2. “Do you think that it could be done in Science?” It was a fantastic insight for me as I listened to student after student just light up and respond with how much they liked it. Additionally it was an overwhelming yes to the thought of doing it in a science class. One student even went as far as to say, “Could you convince my Chemistry AP teacher to do it?” Board-work in my experience is engaging.

Finally, board-work promotes risk taking in the simplest of ways. As students write on a piece of paper, and there is a mistake that needs to be corrected it seems to be so much more difficult to correct. When writing on a whiteboard, a student is more likely to feel the freedom to explore a variety of different ideas. With others, students will explore these ideas through conversation using the whiteboard as the visual for the exploration. Students often will say that is it so much easier and acceptable to make a mistake on the whiteboard as it is easily corrected. “I can simply erase it.”

It has been my goal has been to incorporate more board-work into my practice as a science teacher. Recently, inspired by the work that our math department has been doing I have discovered what structures might enhance the opportunity for these moments. I have found that taking a large group of students and dividing them up into 6 large tables (merging 6 individual desks) I have created an environment whereby I have enough room to visit everyone comfortably, students are ready to converse and get involved in group learning. Having each of these groups sitting next to a whiteboard is an open invitation for students to explore their ideas on the board. There is the opportunity for peer teaching, collaboration on a problem and me as the teacher to provide formative feedback.

If you are looking for one approach which can have a dramatic impact on teaching and learning, making learning visible in a classroom for you and others alike, I would have to say board-work is a great answer.

Continuity of the Reggio Emilia Approach to Education through Documentation

Being a teacher whose setting is the high school context attending a conference that is specifically focused on the elementary context initially posed a challenge for me, specifically connecting Reggio Emilia to my work. There are a number of aspects of the Reggio Emilia philosophy which are challenging to apply to the classroom of a high school. The content driven, high accountability testing environment of the secondary classroom is not conducive to the student centred inquiry education style of Reggio Emilia. Faced with the question of continuity, how can educators of the higher grade levels apply the Reggio Emilia approach? One aspect that stands out is that of documentation. Jaruszewicz (2006) recounts the transformative experience of using visual documentation of student learning within the context of a college teacher preparation program and the impact of her experience on her own teaching. "My original goal had been for the students to learn about curriculum. But I had encountered something entirely new related to teaching, learning and myself; only I did not know what it was" (p. 360). Documentation, I feel, is the transformational "in" for the Reggio Emilia philosophy.

The Reggio Emilia approach to learning offers a new understanding of the role of documentation in education. As described by Tizianna Filippini, Coordinator of the Documentation and Educational Research Centre of Reggio Emilia, "[d]ocumentation is not just a technical tool, but an attitude towards teaching and learning" (Turner & Wilson, 2010, p. 6). Documentation is about making learning visible, allowing others to see the learning process. Often it is not the learning process that is captured by teachers through standard practice of documentation. The documentation that Reggio Emilia promotes is that which allows all to gather an understanding of the learning that has taken place, making visible the process. ."Requiring students to document their own learning challenges them not only to selectively identify what is meaningful to them and how they learned it, but to consider and make subsequent decisions about how to communicate what children are learning, from a more sophisticated, layered orientation" (Jaruszewicz, 2006, p. 371). This is not captured in a simple pen or pencil test which provides a superficial snap shot of learning.

It is enlightening to know that documentation has been used with high levels of education and provides lessons for the future. Soble and Hogue (2010) in their exploration of the challenge of documentation in a high school highlight two key lessons on documentation: "1. Documentation is essentially about developing a pedagogy of listening, regardless of what the documentation looks like or how it is displayed. . . 2. Documentation is first for the learners. Although there are several potential audiences for documentation, the group of learners with whom I am working directly is the one most important to me." (p. 50). Soble et al. (2010) touch on one of the most difficult aspects of documentation, that of its practicality.

Supporting this problem is the program Project Zero out of Harvard University. One project specifically, Making Learning Visible, "draws attention to the power of the group as a learning environment and documentation as a way to see and shape how and what children are learning" (Making Learning Visible, 2010). In supporting the impact making learning visible through documentation has Stephanie Suarez (2006) highlights a comment from one of the participants in her study, "[w]hat I found was the most powerful learning I had ever experienced in a graduate seminar for pre-service teachers. I found that by making our learning visible, we created a collective body of knowledge. I found that our 'collective learning' may be even broader than our 'individual learning'" (p. 35). Tapping into such a resource provides inspiration and enlightenment for those who would like to tackle the problem of continuity.

References

Jaruszewicz, C. (2006). Opening windows on teaching and learning: Transformative and emancipatory learning precipitated by experimenting with visual documentation of student learning. Educational Action Research, 14(3), 357-375.

Making Learning Visible. (2010) Understanding, documenting and supporting individual and group learning. Retrieved from http://www.pzweb.harvard.edu/mlv.

Soble, J. and Hogue, J. (2010). From display to documentation to discourse: The challenge of documentation in a high school. Theory Into Practice, 49(1), 47-55.

Suarez. S. C. (2006). Making learning visible through documentation: creating a culture of inquiry amoung pre-service teachers. The New Educator, 2, 33-55: doi: 10.1080/15476880500486129.

Turner, T. and Wilson, D. G. (2010). Reflections on documentation: a discussion with thought leaders from Reggio Emilia. Theory Into Practice, 49(1) 5-13.

Instructional Considerations and Empathy Development

Developing the skills necessary to function in a postmodern world is the primary function of public education. Reflection on the instructional practices and the approaches to professional development for educators must contain an awareness of empathy. Empathy is linked directly to academic success for students and a component of positive social relations. Educational leaders need to enhance their own empathic development, bring it to a heightened awareness for the purpose of foster trusting relationships, creating an inclusive environment for learning and obtaining alignment of a common vision. Where does one begin and through what practices can we accomplish this realization?
Within a classroom setting there are two areas where we can definitely foster the empathic development of our students. These would include the methods of discipline that we choose and the connections that exist at a curricular level. In considering choices of discipline methods imposing negative reinforcement or corporal punishment on a child will likely lead to a decrease in empathic development. The opportunity to reflect on the feelings of others is not addressed through these approaches but a negative feeling is generated one of fear or anger and resentment.
Ramaswamy and Bergin (2009) identify two discipline strategies that have been found to enhance prosocial behaviour; positive reinforcement and induction (p. 528). Induction involves a script, where one highlights the hurt person's perspective in a given situation, draw attention to the effect that it has had on this individual (usually some sort of distress) and make the child understand that they caused the hurt. This leads to a feeling of "guilt and remorse and a sincere effort to want to make reparation" (Rifkin, 2009, p.118). Ramaswamy and Bergin (2009) have found that induction by itself was a method of discipline that nearly tripled prosocial behaviours when compared to control groups (p.535). Positive reinforcement is founded on a behaviourist approach to discipline. At the center of its philosophy is that a positive consequence is provided directly following a prosocial behaviour. Depending on the reinforcement, like a sticker or a pat on the back, there could be a drop in the intrinsic motivation of the child. Positive reinforcement can effectively promote prosocial behaviour but it does not provide an opportunity for the child to reflect on the feelings of others.
With the knowledge that prosocial behaviour is linked directly to academic achievement, teachers and administrators alike need to evaluate the mode of discipline that use with their students. Our focus when addressing student behaviour needs to be that of induction, bringing to light the impact that an individual's actions have on others. This applies at all levels of schooling from preschool to grade twelve.
Discipline needs to be thought of as an opportunity for the development of character. Too often our own emotions get in the way of effectively dealing with a situation. In an effort to manage these emotions in a cognitive way here are four considerations to help you deal with issues of discipline effectively; provide yourself space to cool down, recognize that this is not a personal reflection on you, acknowledge that you cannot know the entire context and assume that there is an innate goodness in all. There will be other highly emotional situations where our communication and listening skills will be tested. "The key ingredient of empathy is presence: we are wholly present with the other party and what they are experiencing" (Wesley, 2004, p.41). In dealing with an overtly defiant individual, provide them time to cool down, verbally acknowledge how they are feeling, and restate information that they are providing to you to ensure that there is clear communication. Wesley (2004) highlights the role that empathic listening plays in difficult situations where "[t]he more highly charged the situation, the more we need to remember the paradox of control and give up the temptation to control by our own speaking" (p. 41).
In addition to considerations of discipline in the development of empathy there is a need to recognize that it is at the core of understanding. "Educators, in particular, need to be encouraged to respect what many of them know intuitively - that students' motivations and feelings about learning are just as important as the content of their learning" (Arnold, 2005, p. 19). As teachers presenting information, there is a need to generate a positive feeling about the learning experience and being able to read the experience of others. Educators need to be able to sense the feelings of individuals that are in front of them. Often this is not communicated directly but through nonverbal ways, the emotional skill of empathy allows us to gather this information.
The curriculum itself needs to be presented in a way that allows students to recognize the shared responsibilities for the entire plant. Educational activities could range from discussions of impact on the environment to the creation of service projects from the school to the entire global community. It goes beyond creating awareness to a movement of action oriented learning events allowing students to connect with the greater community. "Empathic skills emphasize a non-judgmental orientation and tolerance of other perspectives, they accustom young people to think in terms of layers of complexity and force them to live within a context of ambiguous realities where there are no simple formulas or answers, but only a constant search for shared meaning and a common understanding" (Rifkin, 2009, p. 15-16). It is a result of these educational experiences, the ones that are intentionally designed to foster empathy that our citizens will become those that we as a society need.

 

References

Arnold, R. (2005). Empathic intelligence: Teaching, learning, relating. Sydney, Australia: University of New South Wales Press Ltd.
Ramaswamy, V., Bergin, C. (2009). Do reinforcement and induction increase prosocial behavior? Results of a teacher-based intervention in preschools. Journal of research in Childhood Education. 23(4), 527-538
Rifkin, J. (2009). The empathic civilization; The race to global consciousness in a world in crisis. New York, NY: Tarcher/ Pengiun.
Wesley, D. (2004). Just listen. Principal Leadership (High School Ed.), 5(3), 39-41

Cognitive Learning Theory: Who Knew?

For those of you that are not familiar with cognitive load theory and are involved in teaching, I feel that the insights that it provides are well worth reflecting on. Cognitive load theory as I understand it, describes the amount of information that a person can handle at any given time. It can be found both in the long term storage and the short term access (RAM) cognitive areas. It can be divided up into three broad categories; intrinsic , extraneous and germane cognitive load. Intrinsic load refers to a topics level of difficulty. High intrinsic load relates to a difficult topic that contains abstract ideas which learners often do not have prior experiences that would allow greater ease of understanding. Learning organic chemistry is difficult. It is a foreign concept to most, especially when one tries to understand the complex processes that are involved in organic chemical reactions and their mechanisms. Another intrinsically loaded topic is that of unit analysis in science. I recall an experience of trying to teach this to students over the course of three days only to have the top level students really understand it.

Extraneous load is something that we as educators are occasionally guilty of creating. This refers to those times when you have made something much more difficult than it is. An example would be in those situations when you are trying to teach a concept and truly do not entirely understand yourself. You fumble through a lesson without properly looking into what would be the best examples to use in your explanation or even worse you have not worked through the examples yourself. It is important to reduce extraneous load, make information more accessible as opposed to making it more difficult.

Third in the cognitive load theory considerations is that of the germane load, ". . .germane cognitive load is the load required for schema formation and automation" (Ayers, 2006, p. 287). An example that Sweller (1998) provides in the development of schema is that of a child learning to read (p.255). A child must learn to recognize letters initially and then combining those letters into words. The letters may appear in a number of different forms. This information is stored in long term memory providing a reservoir of information for an individual to draw upon. This germane load has a positive effect on learning, particularly when it comes to the acquisition of skills.

In addition to the three aspects of cognitive load theory I would like to talk about four effects that impact classroom learning; modality effect, split attention effect, worked examples and expertise reversal effects. The modality effect refers to situations where two different modes of instruction are being combined together to enhance a learners experience. This could be as simple as the audio and video components of a presentation. The two modes of interaction lead to an enhanced experience of the material and thus a greater understanding of the information.

On the other hand, the split attention effect is one where a learner is exposed to too many modes. A common example of this would be in a classroom setting where a student is trying to take notes off of an overhead or power point presentation and the instructor continues to talk about the information on the slide, providing additional and extraneous information. This leads to a decrease in the learner's experience. The student does not know whether to listen to the instructor or focus on the notes. Essentially they are left floundering and in a state of suspension as they try to decide what information is more important. Another example would be watching a foreign movie where there are subtitles. The observer will more often than not tune out the dialogue that is happening on the screen as they can only focus on the information that is presented in the subtitles.

Chalk and talk where a teacher takes time to work step by step through a problem to obtain a solution is often thought of as an out of date approach to teaching. It has its place in learning. Worked examples pertain to a method of instruction where a step by step approach is the best way to explore a solution to a problem. It is much more difficult for a student to understand the solution to the problem when given the entire solution all at once. There are barriers that are created cognitively for the learner as they do not have the proper schema to understand the why each step was done. Thus when dealing with information that requires a step wise approach, ensure that you take the time to gradually work through examples that build up in a conceptually sequential way. Chalk and talk does have its place in a classroom.

Finally, have you ever had the situation where your students understand the information and have adequately developed the schema to solve the problems that you are giving them? In those situations it is actually detrimental to continue to provide the slow step wise approach to the solution. As the expert reversal effect comes into play learners are actually hindered by the slow stepwise methodology. Students are in a position that you are providing extraneous information that they do not require to understand the information. Their attention will be split as they try and work ahead of you to solve the problem.

Consideration of the cognitive load theory and the four learner effects that I highlighted here bring to light the complexity of the teaching profession. As teachers we are required to address the individual needs of all learners in the classroom being mindful of our instructional design. We also need to be aware of the fact that students are going to be in a number of different learning states throughout our lessons. Being mindful creating a learning environment where germane load is increased, intrinsic and extraneous cognitive load are reduced and paying attention to the design of the lesson with regards to the modality, split attention, expert reversal effects and worked examples will lead to better student outcomes.

References

Ayers, P. (2006). Impact of reducing intrinsic cognitive load on learning in a mathematical domain. Applied Cognitive Psychology, 20, 287-298

Sweller, J. (2006). Discussion of emerging topics in cognitive load research: Using learner and information characteristics in the design of powerful learning environments'. Applied Cognitive Psychology, 20(3), 353-357.

Sweller, J., van Merrienboer, J. and Paas, F. (1998) Cognitive Architecture and Instrucitonal Design. Educational Psychology Review 10(3), 251-296

Motivation and Learning

Motivation is one of the keystones to successful learning. As teachers it is one of the most important considerations when planning instruction for their audience.  The question arises as to what motivation is and how can we as educators maximize it? Is the motivation of all audiences the same or are there significant differences between the motivation of children and adults as learners?

Have you ever struggled with your motivation? Faced with a long list of tasks to complete and no end in site, the light at the end of the tunnel is a mere point of light which does not seem to be getting larger. Wlodkowski (2004) refers to the word motivation “to describe those processes that can energize behavior and give direction or purpose to behavior” (p. 93). It is harnessing this energy and aligning the purpose of the behaviour of the learner with those of the instructor that will help in maximizing motivation. Recognizing the role that motivation has for educators is one of the keys to it's success.

Dan Pink recently wrote a book called "Drive." Pink highlights what he feels are the keys to motivating people within the workplace. Currently there is a belief in the field of business that if you want to motivate your workers you need to provide a large enough carrot. He tells us that carrots or incentives act to only motivate individuals that are performing the most basic and rudimentary of tasks. So how does one motivate individuals that have a much more complex task. To the surprise of most people it is not providing a larger incentive.

Pink outlines the role that autonomy, mastery and purpose play in the motivation of individuals to perform. Autonomy is providing the opportunity for individuals to be self-directed. Give the learner the opportunity to do something that they would like to do in relation to their job or topic and people will work harder.

In addition to autonomy is the concept of mastery. Learners will be motivated to complete tasks that they feel that they would have the ability to master. Mastery is the reason why people play video games, train to run a marathon, or practice a musical instrument on the weekend even when their is no economic benefit. This is also echoed by Wlodkowski (2004) “It is critical for adults to feel willing to learn what they expect they can successfully master.” (p. 93). Individuals feel that with the appropriate amount of effort they will be able to complete the task and the completion of it is extremely satisfying. Finally, the idea that the work that is being completed must in some way offer a sense of purpose. A learner may ask themselves in completing this task am I making a greater contribution to humanity as a whole. It is through the three concepts of autonomy, mastery and purpose that motivation is harnessed by leaders and teachers alike.  

It is important to recognize that it is not necessary for you to have all three concepts working together to achieve motivation. Motivation is a complex process that could simply include one of three; autonomy, mastery and purpose or any combination of the three. It is however very compelling to be aware of the role that these concepts play in the motivation of individuals. The question then arises, is there a difference between the motivation of adults verses children when they are learning?

Because of the complexity of the idea of motivation I would have to say that it is difficult to conclusively iidentify a difference between the motivations of adults and children as learners. On the one hand Wlodkowski (2004) states that “[r]esearch consistently shows that adults are highly pragmatic learners. They have a strong need to apply what they have learned and to be competent in that application”(p. 92). On the other hand I can not see any reason why children would not be pragmatic in their learning. It is the teacher that is able to show that the material that the child learner is being exposed to relates directly to their experience that will be the most successful.

Wlodkowski (2004) also highlights six factors to consider in the motivation of learners and their role in creating a motivating lesson:

1. attitude - maintaining or creating a positive attitude about the learning
2. need - fulfilling a need through learning
3. stimulation - keep the learner engaged
4. affect - connecting to emotions when learning
5. competence - mastery of tasks is intrinsically satisfying
6. reinforcement - positively reinforce behaviors of learners, grades, attention etc. . . (p. 95-97)

These factors are clearly ones that would affect both the child and adult learner. However it is important to consider the responsibilities of the adult learner when compared to the child learner; “unlike children for whom school may be their first priority, adults have other serious responsibilities and learning may be one more demand added on to an already stressful lifestyle” (Wlodkowski, 2004, p. 96). It may be more difficult to create a positive attitude on a topic, uncover the specific need for the new material, stimulate them during a lesson and create a positive affect in relation to the material as a result of their brain being tied up in the everyday grind of the adult world. 

Motivation is a complex idea that has a tremendous impact on the success of learners acquiring information. Having a clearer understanding of motivation and the ways to increase it will not only improve the impact of teachers but the success of learners as a whole.

References

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. In S. B. Merriam (Ed.), The New Update on Adult Learning Theory (Vol. 89, pp. 3-13). San Francisco: Jossey-Bass.

Pink, D. [Video File]. RSA animate-Drive: The surprising truth about what motivates us. Cognitive media. Retrieved from http://www.youtube.com/watch?v=u6XAPnuFjJc

Wlodkowski, R. J. (2004). Strategies to enhance adult motivation to learn. In M. W. Galbraith (Ed.), Adult Learning Methods: A Guide for Effective Instruction (3rd ed., pp. 91-112). Florida. USA: Krieger Publishing.

Finding Good Teachers

As I have been led astray from the book already, I thought that I might start with a disclaimer. This is in no way is a linear exploration of Mr. Gladwell's book. I do find through his writing some great tidbits that milk the brain allowing ideas to emerge.

I happened upon an article that was published in the New Yorker titled "Most Likely to Succeed". Through the article he does a comparison of the selection process for quarterbacks in the NFL and teachers. He addresses one of the big issues in education, finding good teachers.

"After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers. But there's a hitch: no one knows what a person with the potential to be a great teacher looks like." (Gladwell, 2008, p.2)

The question then arises, what makes a good teacher? Obviously for educational leaders and thinkers this has huge implications. Here are some of the highlights that he gives in the article, an article I think that new teachers and veterans should take some time to read.

Highlights of a good teacher:
1. allows for the flexible engagement of the learner in the classroom
2. personalizes the content for the learner
3. provides quality feedback that allows for deeper learning- during the presentation
4. provides timely feedback that is individualized- in the classroom
5. possess something called withitness (being able to communicate to the students that you know that something is happening without actually saying something, or being able to recognize that there is the potential of something happening.)

These are the skills that are highlighted in his article, the question arises as to what he is missing? After being in the teaching profession you would expect that I would be able to identify the skills of a good teacher. Here is my personal take on identify a good teacher, not citing any literature.

Good teachers . . .
1. form relationships with their students. It has been my experience that a good teacher needs to be able to form a strong bond with their students. Does this mean that they are friends? No, not at all. These teachers are able to identify with the student, allowing them to get to know themselves as an individual. These teachers are able to share about their lives with the students in an appropriate way at appropriate times. They recognize their role, in loco parentis. They act in the way that is best for the student in their own eyes as if the child is their own. Having recently become a parent it is even more clear at this time of how important this is.

2. are effective communicators. There are a number of different times when a teacher must communicate. During the lesson the teacher must be able to clearly give instructions, feedback and present information. When issues arise, communication needs to happen with the administration of the school as well as the parents. They should not be afraid of conflict and need to present discipline issues in the form of information-providing trying to remove the emotional self from the situation (a difficult task one that may not be entirely possible). Teachers need to ensure that they do not take an acting out student as a reflection of themselves personally. It is important to recognize that students come with a variety of experiences, most of which you as a teacher have no previous knowledge of.  Teachers need to communicate with other colleagues effectively as well. There will be times of sharing and discussion of direction, students or pedagogical ideas for the future where the individuals input must be clear and professional.

3. are flexible and deal well with change. Change is an inevitable in an educational setting. Students are new each year, or each semester. Flexibility as I see it is the ability to deal effectively with situations where those teachable moments happen in the classroom setting. The teacher may have prepared what you thought was the most engaging lesson ever, but put it into practice and it seems to flop. Can they adapt? What will the teacher do? The teacher has two obligations in this particular situation, recognize that something is not working, and then ensure that you have some sort of an alternative plan. Much of this flexibility comes from experience in the class, as the individuals toolbox has developed over a period of time. This is a characteristic that grows with time.

4. have a great understanding of the process of learning. The individual is constantly revisiting learning theory. They understand that there are a variety a ways in which information can be acquired. They design lessons that allow for multiple opportunities to be exposed to the information in a fun and engaging way, where work is equivalent to play. They assemble a variety of techniques including the use of narrative and mimesis set within student culture (Paul, 2010).  The teacher understands that lessons they create must be personalized for the learners that are currently in front of them.

5. have a great understanding of the content they deliver. Having background knowledge of the content that you are teaching allows for multiple presentations of material. The comfort to explore and use more inquiry based lessons as the teacher feels confident with the material. It is easier for providing feedback in a timely way as you are comfortable with what the students are learning. Often these individuals can anticipate the problem areas of the content and are more prepared to help individuals through those problem areas.

6. are innovators and like to learn themselves. These individuals will use an array of delivery methods that are timely and current. They spend time learning about new ways to deliver material and reflect on their practice as a whole. Is this effective? Are the students engaged?

Ultimately, the test that I would have for a teacher is, would I want my child to be in this individuals classroom? If I was in a situation where I needed to hire an individual, I would call upon references and ask them that question. Would you have this individual teach your own child? This to me is the ultimate measure of the teachers ability. Finding good teachers and recognizing them is a very difficult task. The entire field of education needs to reflect on and learn to recognize those characteristics that make a good one.


Reference

Paul, J. (December 1, 2010). Lecture for Modern and PostModern Condition. University of Calgary.

Gladwell, M. (December 15, 2008). Most Likely to Succeed- How do we hire when we can't tell who's right for the job? The Annals of Education. Articles from the New Yorker. Retrieved from: http://www.gladwell.com/2008/2008_12_15_a_teacher.html

Cell Phones and their use in Schools

Always Connected, Always Distracted

Cell phones and their use in schools is something that the entire field of education needs to consider. Recently Dalton McGuinty, priemier of Ontario was quoted at in the Globe and Mail commenting on the use of cell phones in schools:

“Asked for his comments on the Toronto District School Board's plans to rethink a policy that restricts cellphones to lockers during the school day, Mr. McGuinty observed that there is a “right way and a wrong way” to use technology in schools. “Telephones and BlackBerrys … are conduits for information today, and one of the things we want our students to be is to be well-informed.” To paraphrase the Premier: Given the ubiquity of wireless technology, we might as well figure out how to use it effectively in schools.”

Donald Norman writes on the use of cell phones and the impact that it is having on people in general. He writes of the benefits in terms of the availability of contact with friends and family over great distance.
". . . today we can be in continual contact with friends and relatives no matter where we are, no matter the time of day." (p.149) He also writes of the isolation that these devices create. "Walk down the street of any large city in any country of the world and watch the people on their cell phones: they are in their own space, physically adjacent to one location and one set of people but emotionally somewhere else." (p. 152) The contact that is created through the use of the phones and instant messaging in general appears to have a very superficial aspect to it. Norman writes: "We can hold continual, short interactions with numerous people, thus keeping friendships alive. But the more we hold short, brief, fleeting interactions and allow ourselves to interrupt ongoing conversations and interactions, the less we allow any depth of interaction, any depth of relationship." (p. 156)

Keeping in mind Norman's thoughts and the movement to use them in schools what implications does this have for education? Personally I think that cell phones are going to be allowed in the classroom in the near future. How are teachers going to deal with the influx of these phones? Are students going to be able to handle the responsibility of using the phones appropriately in the classroom? Will other issues such as FOIP become more and more apparent? What rights with the teacher and the other students in the class have as well? Schools are going to need to plan for this on slot. School leaders need to begin to prepare for this and initiate discussions with their staff about how to deal with it. School leaders are going to need to have their staff aligned, providing a unified voice about the use of cell phones.

Cell phones are going to provide a great opportunity for teachers and school leaders to talk about character development. When is it appropriate to use a phone? There are obvious times when it is not. Conversations about there use need to happen with students to help educate them about appropriate use. For instance, a teacher may converse with the student, talking about a variety of different times when it is not appropriate to use a phone. Students could be asked: Is it appropriate for you to use your phone while you are driving? Why not? (It is distracting to the driver and not safe)  Is it okay to use it when you are at the movies? Why not? (It is distracting to others) Is it okay for you to pull your phone out at a family dinner? Why not? (You are not being present with your family) Is it okay for you to use it on a first date? Why not? (You are not making a good impression with the person you are on the date with)

Cell phones have their place in society. They keep people connected with each other not unlike anything that we have seen before. The difficulty is clearly establishing what it's place is and having students learn it. Cell phones can be distracting to the user as they multitask, distracting to others as they observe their use, they remove the user from the situation in which they are physically and finally they impact they way others perceive you. Given this students will learn to recognize the times when it is appropriate to use a phone and when it is not.

Norman, D. (2004). Emotional Design: Why we Love(or Hate) Everyday Things. New York, NY: Basic Books.

Textbooks and Presentations enhanced through a hand held application for Students

User Centered design. . .

My class neighbor and I were discussing different problem groups within a school setting that we would like to design a technology to help them. I think that we have settled on the group of under achieving students whose needs are not being met in the regular classroom (this could include gifted students, students with learning difficulties or ESL students). Michele Jacobsen, our instructor, mentioned a feature on the pages of magazines which are being used to enhance the content of an article. You use a camera from a mobile device that you have and hold it over an icon and information gets displayed on the screen that is related to the material in the article.

I am just brainstorming here, but I think that you could use something similiar with a textbook. Say there is some content in a high school textbook that a student is struggling with, the student could use an application where the presence of an icon in the text or as part of a presentation allows the individual to access information that aids in there understanding of the material. The initial display could provide options for the student as to how they can be helped. For example three icons could appear: 1. "More"- enriching the content that has been presented, 2. "Help"- providing alternative explanations for the material that is presented. . . potentially touching on the different intelligences and 3. "Diagnose"- an application that would help the students recongize why that are not understanding the material being presented. Students would either be participating in a presentation during classtime or reading their text at home, they would encounter difficulties or would want to know more. Students would pull out their mobile device and hold it over an icon and boom, here is the help that they need to understand that content or provide greater insight into why they are not understanding the content. The development of an application like this would be a very large task and would require a very large design team with a large amount of funding. I do feel that an application like this will, if it has not already been done, help students and would truely be user centered.