Senior Exhibits

One of my favorite aspects of my job as a teacher at Fredericksburg Academy is the opportunity to work with students as their Senior Exhibit mentor. Students begin a year long study in an area of their choosing the spring of their junior year then complete a learning activity, application, and formal presentation by the spring of their senior year. I have worked with some great students in the past on their individual projects, including learning to become a certified Red Cross instructor, working with the elderly, and setting up a new program at our school to benefit students in the future. This year two juniors have asked me to work with them and I am very excited about their initial ideas. You can follow their blogs about learning Russian culture and physiology. I can't guarantee that they will still be with those topics come next spring, but they are both off to a great start!

Book Versus Scroll

Over the years my English department has tried to incorporate tech in our classrooms, especially when it makes learning better and more economical for our students. This is all made easier as I teach in a one-to-one laptop school. I have used a program called Vital Source, but I have found that the texts are not always accurate or as complete as their printed counterparts; for example no line numbers on epic poem texts. I have also used some e-texts with my classes but haven't always gotten the best feedback from students when I use these resources. We can't annotate them as we can a book. They are not as easily referenced during class discussions, although when the Ctrl F search feature works finding the same place to discuss is quick and easy. Of course, managing distractions is always an issue when anyone, not just students, are working online. Learning to self discipline in this area is a life skill that I encourage my students to practice. Ignoring Facebook, chat pop ups, constant checking of email, and more are all real distractions which I find myself falling into often, so I certainly sympathize with my students struggles in this area as well. For example, I set aside some time to grade lovely satires written by my sophomores and here I am writing a blog post (for the first time in three months!). An advantage to the e-text, besides the free price, is also the ease of access-no book to forget at school.

This morning I found some recent research that describes my biggest struggle with using online texts. As someone who has always studied books, I find it difficult to find my place in online texts. Maybe I need to use resources like Diigo and its annotation feature more often. I have also thought that this is because I am a strongly visual learner and "see" where on the page I am looking for in order to locate a relevant quote or section when analyzing a text. But this research suggests that another factor is memory processing.
So my questions are:

• Do students of this new generation have different memory functioning than I do? Am I just getting old and losing it!
• Is the digital world that they are growing up in changing how their brains develop (I know that there is research on this out there)?
• Should I use online texts in order to facilitate this development, continue using a combination of print and online sources, or go back to the "good old days" of tattered, well read paperbacks?

I hope that teachers who have used scrolling texts share what they do in order to use this resource effectively as a learning tool. And I hope that students also share their perspectives on these questions as well.

One more thought, more than anything I have found that variety is not only the spice of life but also the best way to teach. Whether for "keeping it fresh" and interesting or to reach students with multiple learning styles in the same 45 minutes. So I guess I'm leaning toward sticking to the combination (I have turned in my book list for next year), but what about the year after that (do teachers plan two years in advance?!) I'm also always open to change, which helps adapting to this whole new world of teaching a bit easier.

Information Consumption

What would your pie chart look like?
I asked my students who are overwhelmingly computer based, with high use of phone, and variable amounts of TV.
I use the TV very infrequently, but question what these categories actually mean. I no longer subscribe to cable so I get no TV at my house, but use my computer to access hulu.com, netflix, and youtube for TV shows. Does that count for computer?
Also, what about reading print material on the computer, as opposed to reading non-print blogs and other social media sites? I think it's time to get more specific on the computer category.

Future Trends

I just stumbled across this from my Diigo education Group. It's a "Map of Future Forces Affecting Education" made by Knowledge Works. Have you seen this map or know anything about the company. We're getting ready for exams next week, so I won't be able to look into this too closely, but it's something that I want to come back to soon. Happy holidays!

the business world

I just skimmed some new posts in my aggregator and was surprised to see that a prime topic of discussion these days is how businesses are using social media and online tools to improve their business model (and ultimately their profitability). The cutting edge of education is actively using and exploring available online tools to 1) enhance learning and 2) better prepare students for work in the 21st Century. We may not know what exactly that work will look like, but we do know that it will involve harnassing information available on the Internet. With the rapid growth of the Internet industry, it's also safe to say that learning to be flexible and adaptable to new technologies is also a key component of future jobs. What else do you predict we are preparing our students for by using technology in the classroom today?

Getting Students Involved

To enliven a presentation on the history of the English language and how Old English was formed for my British Literature class, I got all student involved. As they entered the classroom, I gave each student a card with a role: Saxon, Celt, Roman, Christian monk, etc. I told students that I was playing the role of the scop, the Anglo Saxon storyteller, and they would be various characters in my production. I began the story of the "Birth of the Little Baby English Language" and throughout various students entered the "stage" and participated as everyone listened and waited for their part.

When my story was finished, I asked everyone to open a new blog post on their class blogs and record the same story for themselves. In this way they too became the scop. Here are some of their posts:

• ET
• CMH
• JCG
  

Their stories aren't elegant, but the facts are there and they are all pretty consistent. Getting students involved as active participants in their learning instead of passive listeners makes learning more fun and ultimately more meaningful.

Stepping Out of the Way

One of the best conferences that I went to last year was not a technology conference. The speaker spent the day reviewing recent brain research and how it applies to teaching and learning. This school year I have been consciously applying some of the lessons learned with great results in my classroom.

Friday was Spirit Day, the culmination of a week of dressing up, competing for class spirit points, and general chaos. Class periods were shortened for the end of the day parade and pep rally. Here is a picture of my class that day:All students were actively engaged in a task that involved reviewing dates in American history. It certainly wasn't the task that was so engaging, but how it was framed and presented. After a quick review of our last unit, Puritanism, I told the class that the rest of the period would be spent in a class challenge. My next class period would do the same task and the groups would be timed. Their task was to match dates to important events in American history, but I also told them that it was not important to know the date but instead to understand the overall chronology. I then gave a stack of dates to one half of the class and a stack of events to the other half. No one moved at first so I asked if anyone had a strategy for tackling this task. Students jumped up and started posting the dates in chronological order on the board while other students sifted through the events.

Whenever the students reached a stumbling block I threw out a question, not about the task but about how they could solve the problems they encountered. At one point everyone was standing around the table looking at the cards. I said "are these all of the resources that you have available?" and looked pointedly at each of them. Someone tentatively suggested that they could use their history books. I said "why not!" Then they pulled out the computers too. When the same thing happened in the second class, I showed one student this picture of the first class as a hint. "We can use our books and laptops," he announced to the rest of the class, and they opened notes from a Power Point used in their history class. This was a curious point for me, why did they wait until I gave them "permission" to use their outside resources?

In the end, it was a tie between the two classes, which was also interesting because one of the classes has twice as many students. Instead of having everyone copy down the dates, I'll send them digital pictures of the board.It's not the task, but how you frame it that helps create a productive learning environment. Students now have a sense of how different the time period was between the Puritans and the Revolutionary writers, like Thomas Paine. They are now prepared to tackle their reading, "The Crisis, No. 1," with a general understanding of who he was, what he was writing about and why, and how all of this makes him so different from his Puritan predecessors.