This post is part of a series of featured action research projects from our 2011-12 teams as they prepare for their culminating presentations. First up is this interview with our team from The Baldwin School and their 3D classrooms project.

Established in 1888 by Miss Florence Baldwin, who was “dedicated to the tradition of academic excellence in education for girls and young women.”  The Baldwin School will celebrate its 125th anniversary in 2013. This diverse school enrolls more than 550 students in grades Pre-K through 12 with an average class size of 14, and many students having dual citizenship.

View this exciting sneak peek into their project, entitled Go 3D!

Your action research project tackled the problem of pushing teachers to expand what they do beyond the traditional classroom into a “3D classroom” and how to showcase the interesting things teachers did in this capacity. Tell us a little bit about what a 3D classroom means to you.

To me, a 3-D classroom means taking the relationship between teacher and student to a higher level—adding a third variable to the equation. This variable can be introducing or connecting with a different subject (interdisciplinary), connecting with other people from students to professionals (collaboration) and/or adding to the possibilities of student production (creativity).

What made you aware of this particular challenge in your school? Why did you land on this issue as the focus of your action research project?

We decided to start from the positive. We didn’t want to focus on what we weren’t doing; we wanted to take a close look at what we were doing and find some hidden gems of lessons within our school. We found several. In order to communicate what elevates these lessons from the educational norm, we needed a type of label and a flexible definition for our “hidden gems.” “The Three-Dimensional Classroom” fit the bill.

Our group represented many areas of the schoolhouse, so it seemed our project would necessarily be on the theoretical side to include everyone. I think as a collective team that was our natural bent anyway. This topic isn’t limited to a particular task or a specific grade: It could reverberate throughout the school as we undergo curriculum changes. Perhaps the situation of the school reinventing itself (from the test-oriented AP program to personal inquiry and interdisciplinary studies) influenced us more than we realized at the time.

From left to right: Janice Wilke, Laura Blankenship, Jessica Davis, and Diane Senior. Not pictured: Kelly Grimmett

Tell us a little bit about the process you went through during your journey through PLP’s professional development this year? How did your action research come together? Who did what and how did you identify who would be good at different aspects of the project?

It was essential for us to meet regularly and build a genuine social relationship. I can’t overemphasize this point. We enjoyed sitting down and having coffee together, checking in on each other’s week and life situations. I feel a sense of trust and respect builds from this personal awareness, and then philosophical discussions and more tangible results can flourish. This holds true for committees and for classrooms. We had a strong leader who held us all together and kept us on task. Individuals naturally reached for their own enthusiasms and one piece of the project would stimulate discussion in another. The truth is everyone has something worthwhile to say about everything, so listening and trusting each other helped shape the different aspects of the project into a more coherent whole.

What was your biggest revelation or aha moment during this year’s action research?

The team was highly inspired by Sir Ken Robinson's "Changing Paradigms of Education" talk.

I can only answer for myself on the “aha moment”; probably it was different for each of us. For me, it was the thought that in a truly collaborative classroom, the traditional definitions of teacher and student dissolve. So if I am not the person “in charge,” then what am I? I don’t like the phrase “guide on the side”; I think there is more to being a teacher than that. So what exactly is my function? (Janice Wilke)

Perhaps, opening myself up to wondering and exploring possibilities alongside my students and not providing answers but instead serving as a sounding board for their ideas best defines my role for a certain percentage of classroom time. This could happen as a whole group or on a one-to-one basis. When I see students develop their abilities to wonder and ask really great questions, I feel inspired. I know that their learning will continue long after they walk out of my class. (Diane Senior)

For me, it was realizing that I didn’t have all the answers.  I feel this every day in my computer science classes (which are new to me and to the school), where I’m really only a week or so ahead of my students.  But in the tech classes I teach, and in working with faculty, I often feel that I need to have all the answers.  Realizing that my team members were smart and capable and had really wonderful ideas was a relief and a wonderful thing to experience.  I’ll admit that it was uncomfortable at first–I like being a know-it-all!–but it added so much to our experience, and I’m glad I was able to let that happen.  They really were great people to work with, and I truly appreciate the opportunity to get to know them better. (Laura Blankenship)

How did the concepts and strategies you learned during your PLP journey help you along the way?

I think it helped to take a step back.  My team wanted to accomplish something immediately–like by December.  But stepping back meant we refocused and came up with a better idea, one that I think will benefit our school, and won’t languish in a folder or on a web site somewhere.

What was a major challenge or roadblock you encountered during your project? How did you mitigate this difficulty?

The major challenge, initially, was time and a clear sense of purpose. It was up to us to find time and create a sense of purpose, and so we did.

What was the most positive or transformative thing to happen as a result of your project?

A positive thing to emerge from our project was a sense of connection—working together created a feeling of “recognition” as we saw each other in different contexts throughout the day.

Another transformative thing to happen during our project was thinking about how to take it forward; what else it could become. We will morph into a committee on “innovative teaching” for our school’s self-study year for the re-accreditation process.

Do you think this project will have implications into the future? Is it ongoing?

The project will definitely have implications for the future.  We hope to bring part of it to new faculty orientation as well as to committees that are forming now on technology and innovative pedagogy (as mentioned above).  Also, the PLP team will become leaders for the rest of the faculty in terms of implementing our ideas.  It’s going to be very exciting!

How has being a part of PLP changed you as a teacher or leader?

As a “leader,” I think the project gave me more courage to be a “content creator” for the the school’s website and make stronger connections to other concerns, such as alumni relations. It is a bit odd to think of creativity and collaboration as a type of leadership, so maybe the traditional idea of what a leader is can also undergo a transformation.  As a teacher, I think it taught me to sit back a bit more and stop trying to supply answers for my students. The students can supply their own answers and then we can consider the merits and possibilities of each on their own terms and in a variety of contexts. (Janice Wilke)

I feel empowered to share exciting and innovative pedagogical practices and to serve as a model for others who want to take a calculated risk and try something new. (Diane Senior)

I have to say that though I’ve been called a leader and have had leadership roles in the past, I tend to shrink from such roles as I prefer to be simply a significant contributor rather than the person leading the pack.  My team members made taking on this role challenging but successful.  For the first time, I felt like I could ask things of my team and I would get more than I asked for.  I’m really proud of what we accomplished.  As Janice said, I think letting students (and faculty) supply their own answers was something I really learned from this experience.  I already do that in many areas of my teaching, but I feel I can do more, and I feel that it actually worked with this group. (Laura Blankenship)

Join us for a year of action research and learning

Check out the complete details on The Baldwin School’s 3D Classroom project here. Like the idea of using action research to solve problems in your school? We have built an entire year of job-embedded learning around action research and social media tools called The Connected Learner Experience. Teams are forming now. Check it out here and join us for 2012-13.

Act One. The scene is a large conference room. Laptops and iPads litter the tables that stretch from one end of the room to the other. Black power cords snake vine-like over and around the men and women in numerous chairs. They seem to wriggle out from the floor and the table legs and the leather attaché cases, in search of outlets.

At rise, we meet our subject of interest, seated back left, third row. She is by no means a principal character, but merely plays a small part in the intricate backchannel chat ballet that will unfold the moment the presentation begins. She positions her fingertips, poised to weigh in on the discussion, and much to her dismay, the stage fright sets in. Without so much as a keystroke, she slinks into the scenery and then disappears out the backstage door.

Act Two. Three months later. Ditch the conference room, keep the laptop. Add an active Twitter account, a handful of posts on her newly-launched professional blog, and a healthy dose of confidence. Our lowly player has catapulted herself into a more noticeable role in a learning community that is a living, breathing protagonist in its own right: defining and redefining its character with every click. She is replying to discussions within her online learning communities, she is writing blog posts, and she is transparently sharing her successes and failures as a learner and as a teacher. She is even starting her own discussions that — to her genuine shock (and secret pleasure) — have elicited responses and taken on a threaded life of their own, leading to others learning from and with her.

With this, her eyes are opened and her approach to the role she plays in this ensemble is no longer self-centered, riddled with worry about sounding uninformed or being cast aside as useless. Now, she sees herself in the part she was truly born to play, a role into which she has been written and with which many can identify.  She is connected to every other player in a way that allows her to be a source of knowledge as well as an active participant in the shared learning that occurs.

But, with newfound confidence and involvement comes newfound respect and, consequently, responsibility. Eager, she volunteers to write for the Voices From the Learning Revolution blog. I have credentials, she says. A backstage pass. Experience. A writing degree. I can do this, she says. I have found my voice.

And then suddenly it arrives. The stage fright. Again.

It’s me, Stephanie

Our player is me: Stephanie, a second-year fourth grade teacher and novice player on the teacher-tech stage. I could be any one of the many teachers on a similar journey toward becoming connected educators who value life-long learning not only for our students but ourselves. I would venture to say that we all experience bouts of stage fright at some point in our careers, from directors to actors to understudies. It is normal. Expected, even. We ask ourselves the same questions: What do I have to offer that someone else can’t supply? What good will my opinion do? Hasn’t my question been asked countless times before?

At first, these questions were left unanswered. This collaboration thing was hard. I was plagued with Lurker Syndrome, and I resigned myself to thinking that I’d spend the rest of the year watching and waiting, letting this valuable time slip by without taking advantage of what was being offered. Soon, though, through conversations with educators in my PLN, answers began to surface.

Aren’t those teachers smarter than I am? (Some are, of course.) Won’t they fare just as well without my input? (Maybe, but they’ll be better off with it.) Who will benefit from what I have experienced? (Give it a break; no way to be sure, but someone will!) I began to realize that the journey toward connectedness, toward incorporating technology into my curriculum, has not been about the fear itself, but about how to overcome it, and furthermore, how to help others in overcoming it and fully transitioning into the 21^st century educators we were written to be.

I am still faced with stage fright time and time again.  But the professional relationships that I have cultivated with those who have a wealth of varied experience, and the conversations that have ensued on Twitter or other online communities, have given me the tools to confront it, to understand it, and to transform it into the kind of learning and teaching that effects change, promotes transparency, and showcases successes and failures.

Finessing the fear factor

Through several conversations and interactions, I know that some of my colleagues—both in my school and in my PLN–are still struggling with the stage fright. How to stand up to it. How to move past it. And surely there are many other educators who have entered this brave new place called “connected community” with some trepidation. Allow me to share what I have learned in hopes that it helps you to forget the heat of the spotlight and the pressure of a large audience (however difficult they are to see beyond the virtual footlights).

• Start small. And this is true, even if the work you’re there to do is almost done. It is never too late to jump in and it is never too late to learn. In September, when I started on my road to connectedness, I was bombarded with email notifications containing links to discussion themes that in some cases baffled me.  I shut down and repeatedly hit delete. I rarely spent time in the community discussion space and certainly was not an equal participant in our shared learning.  My presence on Twitter was weak at best. Sound familiar? Try this: pick one. One discussion thread. One task.  One tool. Something that appeals to you. That sends that tiny spark. That makes you think twice, if only for a second. Click over. Read. Write. Ask. Reply. Reply again. Trust me when I say that it will be liberating and exhilarating and will give you a sense of worth as contributor of experience, advancer of knowledge, agent of change.

• Gather support. I didn’t even know what PLCs and PLNs were in September, let alone did I cultivate and contribute to one. (They are “professional learning communities” and “personal learning networks,” by the way.) And now, I am not sure how I’ve survived these several years without them. Within these communities and networks, look out for the friendly faces (or avatars). Our Voices editor, with his nudges to get writing, did not let me off the hook, even when I made the excuse of being caught off guard by stage fright and wanted to give up. A fellow Voices writer (Patti Grayson) offered her encouragement and direct support in the comment thread of a blog post we were both following. It happened to be a post about not being afraid to share. These are merely two examples of many that showcase what we can do—together. They are more than just a pat on the back. They are guideposts that seem to say, “I’ve been there. Others have been there. I’ve seen what happens when you get to the other side. Got your back. Don’t give up.” When I find something more valuable than that, I’ll let you know.

• Keep going. In order for the two previous bits of advice to work, moving forward is a must. It takes precious time. And it is hard work. But the feedback, conversations, relationships, and changes that take hold are worth every minute. Make an effort to build upon the simple steps it takes to start. Try new things often and seek support to help you through the learning process. There are many people in every connected community (I am assured by veterans of this work) who are just waiting to help, yearning to offer guidance and share their experiences, and eager to get you to peak performance.

This brings us to Act Three. We’re not the same characters we were when we started. Our roles are being written and rewritten, constantly shifting with each new thing we learn and bring to our teaching. Whether you have been center stage, playing your part convincingly for quite some time now or whether, like me, you’ve been waiting in the wings and are just moving to the edge of the spotlight, there is always time to own your role and deliver your lines.

There is no excuse for stage fright now. In the world of connected educators, Time is always on our side. The learning curtain has yet to close. In fact, it never will. The crowds are cheering and we’re stepping toward the front of the stage.

We want to let you know that our Connected Learner Experience is at its’ lowest price ever for our early bird registrants. But that price isn’t going to last long. In just two weeks, we’ll be raising our prices and shutting down the early bird registration. We want to make sure you get in under the deadline, and so we’re writing to personally invite you to take part in our Connected Learner Experience – whether individually, in a team, or schoolwide.

How much will I save? What if I’m not satisfied?

Save $250 on an individual pass or $1,000 on a school team passwhen you sign up before June 1. Don’t wait and kick yourself for missing this early bird deadline!

Best of all, we are offering a no risk, money back guarantee. At the end of the year, if you have been a full participant in the Connected Educator Experience, but feel that your teaching and learning haven’t shifted and you don’t feel connected as part of a global community of educators, we will refund 100% of your money.

Why should I care about being a Connected Learner or Educator?

The world is changing and you as an educator need to change with it, for the sake of your iGeneration students.

• New and emerging Web technologies are connecting our children in ways never before possible. Through blogs, social networking sites, multimedia and other Web 2.0 tools, their world is becoming more and more networked and participatory.
• Your students spend time every day in virtual environments that are highly engaging and encourage creative thinking and problem solving. They frequently participate in games and social media where they routinely acquire and apply knowledge and collaborate with “colleagues.”
• And then these digital natives enter our classroom spaces. Is the transition seamless? Or is it more like time travel — a leap back into yesteryear?

Our most important message is always this: If you want to become a 21st century educator, you first have to become a 21st century learner. 

PLP’s Connected Learner Experience will show your teachers how to become self-actualized professionals who can leverage personal learning networks and a dynamic, collaborative online community to become confident and effective 21st century educators.

“The life of a Technology Coordinator can be a pretty lonely experience. I speak a language only a small number of people understand; few people want to buy what I’m selling. At least it seems so much of the time. That’s why the Powerful Learning Practice has become so important to me both personally and professionally. Contrary to the popular myth that the internet has weakened social connections, I have found my professional family with the individuals I have met through this organization. I share, I learn, and I grow with with teachers from all over the world.” - Renee Hawkins, Garrison Forest School, Maryland

Exactly what will I get as part of the Connected Learner Experience?

When you join our Connected Learner Experience, you will actively participate in mind-shifting webinars, collaborate in a dynamic online community of fellow learners, and ultimately create a custom learning product that you design.

Teachers, principals and other educators emerge from our year-longConnected Learner Experience as classroom, school and system leaders who get  SHIFT and who have an arsenal of inquiry-driven, technology-embedded, student-directed teaching and learning strategies.

Best of all, throughout your professional learning experience, our Community Leaders, Connected Coaches and Experienced Voices will be on hand to help you master both the tools and the concepts you need to create classrooms where deep student learning and high achievement are the norm.

I need more info.

Get a breakdown of exactly what you’ll learn, who will help you on your learning journey, and more: The Connected Learner Experience. Or you can chat with us live and get your questions answered. Powerful Learning Practice holds regular information sessions in the form of one-hour live webinars. We’ve got several coming up in the next few weeks. Seating is limited, so reserve your spot today!

Cathy Beach, Grade 7 Classroom Teacher

PLP eCourses attract participants from across the globe to learn and grow with one another.  Over the next few weeks, we will feature interviews with current and past PLP eCourse participants.  We’ll ask participants to share information about themselves, why they chose PLP eCourses and what they are up to professionally.

Cathy Beach is a past eCourse participant from Peterborough, Ontario, Canada.  She is a seventh grade teacher.

1.  Which PLP eCourse did you take this Winter?

“Transformation, One Lesson At A Time” and “Project-based Writing”

2.  Have you taken other online courses from PLP?

Yes, last summer I took PLP’s “21st Century-ize Your Curriculum” with Kevin Jarrett and the self-paced “Do It Yourself Web 2.0 Tools”

3.  Why did you decide to take more eCourses from PLP?

I’m just a regular classroom teacher and until recently, I couldn’t find colleagues in my local area who were interested in the same issues, or who could help me with all the questions and frustrations I was having trying to figure out how to integrate 21st technologies with my Grade 7 class on my own. And the more I started to learn, the more I realized there’s so much more I need to learn to provide them with rich, engaging, and meaningful – authentic – learning tasks.

4.  Prior to taking courses with PLP, would you describe your knowledge on 21^st century education as basic, intermediate or advanced?

Basic – but now feel I have progressed to intermediate

5.  What was your favorite thing about this eCourse and/or instructor?

The thing I love most about the PLP courses is being connected with an instructor and a small group of colleagues who understand both my technical challenges, and my deeper philosophical and pedagogical questions, who have ideas, suggestions, their own questions, and resources for me to work with. It means so much to me to be able to chat and discuss things with a group of educators in an atmosphere of “we’re all in this together – we’re just at different stages along the way”.

6.  What is your personal philosophy/belief on learning in the 21st century?

I believe that Tsunamis of Change have already begun to surge over us, and that in education, a vast number of us are caught underwater, trying to survive the swirling currents of budget cuts, standardized testing, and enormous work load – so much so that we can’t even afford to think about lifting our heads out of the water and dealing with the changes taking the rest of the world by storm. As a classroom teacher becoming more ancient and out-of-date every day, I’ve spent the last 2 years on a very steep learning curve, just trying to learn about some of these new tools and technologies. And I’m only now finally starting to grapple with the very fundamental changes I need to make in the way I teach and learn with my 21st Century students.   I’m really concerned about the implications of all of this for my fellow classroom teachers… And I’m really hoping that by the time they are forced to surface and adapt to the changes these new technologies are bringing, that there will be a huge depth and breadth of support, models and resources for them to draw on for help. Change in pre-service training is an essential starting point.

7.  Any other information you would like to share about yourself personally or professionally?

Things I’ve learned:

1. Listen to our students. They are constantly telling us what is effective and what is not.  Respect and credibility is earned by our hearing, valuing, and responding to them.

2. New Rules! “Don’t count on it.” What we thought we knew, what we thought would be – may not.  New F-word: Flexibility.

3. Technology in education allows us to build new relationships. I’ve learned that we need to build really good relationships. Surviving tsunamis of change will depend on it.

4. I have so so much more to learn…

PLP loves helping educators’ transform their 21st century classrooms through eCourses and year long programs of study.

Have you seen Sheryl Nussbaum-Beach’s A Day in the Life of a Connected Educator infographic?  Are you ready to start connecting with other educators and expand your PLN?  Register for PLP’s Connected Learner Experience (prior to June 1st to receive our early bird pricing) and join over 5,000 other educators who have taken their classrooms into the 21st century.

Want to get 20% off your eCourse registration? PLP is offering a 20% off sale through May 20th!  Use the promo code of SUMMERLEARNING20 to get your discount!

Did you know that if you show us what makes you a connected learner (using digital storytelling) you’ll be entered to win an Apple iPad 3, Year-long Webinar Pass to our Connected Learner Experience, Powerful Learning Practice eCourse of your choosing, or a bundle of books made up of top titles in education and technology from our recommended reading list?  Create and submit your videos by June 1st!

]]> http://plpnetwork.com/2012/05/17/cathy-beach-loves-learning-and-transforming-her-21st-century-classroom/feed/ 0 http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/ http://plpnetwork.com/2012/05/15/flipping-blooms-taxonomy/#comments Tue, 15 May 2012 14:59:19 +0000 Shelley Wright http://plpnetwork.com/?p=5459 Teacher Shelley Wright is on leave from her classroom, working with teachers in a half-dozen high schools to promote inquiry and connected learning.

I think the revised Bloom’s Taxonomy is wrong.

Hear me out. I know this statement sounds heretical in the realms of education, but I think this is something we should rethink, especially since it is so widely taught to pre-service teachers.  I agree that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is dead wrong.  Here’s why.

Old-school Blooms: Arduous climb for learners

Conceived in 1956 by a group of educators chaired by Benjamin Bloom, the taxonomy classifies skills from least to most complex. The presentation of the Taxonomy (in both the original and revised versions) as a pyramid suggests that one cannot effectively begin to address higher levels of thinking until those below them have been thoroughly addressed. Consequently (at least in the view of many teachers who learned the taxonomy as part of their college training) Blooms becomes a “step pyramid” that one must arduously try to climb with your learners. Only the most academically adept are likely to reach the pinnacle. That’s the way I was taught it.

Many teachers in many classrooms spend the majority of their time in the basement of the taxonomy, never really addressing or developing the higher order thinking skills that kids need to develop. We end up with rote and boring classrooms. Rote and boring curriculum. Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students.

I dislike the pyramid because it creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.

I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.

Here’s what I propose. In the 21st century, we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.

Blooms 21: Let’s put Creating at the forefront

In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text book reading, and then eventually create their own.

What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.)  and create a mockup.  Then students evaluate their mock-up by comparing their ads to a few professional examples and  discuss what they did right and wrong in comparison to what they’ve seen.

As students are pointing out design elements that work, we begin to analyze for similarities and divide them accordingly into groups. Most will likely fall into the four design principles of contrast, repetition, alignment, and proximity. At this point, students compile their findings as a class, and only then are the four design principles formally introduced.

Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb.

Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions. From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember.  We started with creativity and ended with the knowledge my students have curated. They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need.

Blooms 21 works great in science

Not only does flipping Blooms work for classes like media studies,  it also blends beautifully with my inquiry-based Chemistry class.

As we study science, I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information.

When we study ionic compounds, we start with a lab. My students begin by creating conductivity testers out of tin foil, batteries, and mini Christmas lights. Students then create their own lab and test 10-12 different substances, from salt water, to HCL, to sugar water, to check which substances conduct electricity. Usually, about half of the solutions provided do.

I have them compare their findings to how scientists usually categorize these solutions. Sometimes, solutions that are supposed to conduct electricity, don’t.  So providing the results of experts helps them to have more confidence in their own results.

However, it’s not enough to discover which substances conduct electricity. I want them to try to figure out why. With the results my students have obtained, they analyze their findings. By dividing the solutions into appropriate categories, students often discern that the solutions that conduct electricity are made up of two elements and the elements combined are found on opposite sides of the periodic table, such as NaCl. They also realize that solutions that don’t conduct, such as sugar, are usually made of elements found on the same side of the table.

Once they begin to analyze each solution’s makeup more closely, they tend to realize that conductive solutions are, for the most part, made up of a metal and non-metal, whereas solutions that don’t conduct usually don’t contain any metals. Once they’ve exhausted this activity, I introduce the concepts of ionic and covalent bonds to label each category.

Then students re-evaluate their own findings and apply their learning by fixing elements in their categorization system.

At this point, my students research ionic and covalent bonds, either through cooperative research, or by using the flipped classroom model, to fill out their findings with information about the characteristics of each type of bond, such as malleability, boiling and melting points, etc. They’re essentially creating their own notes.

And in English class . . .

Flipping Blooms — putting Creating, Evaluating, Analyzing and Applying first — also works in English.  From what I can tell, it’s likely the easiest route to creating a flipped English classroom. In the past, I’ve struggled to teach my students concepts such as grammar rules and abstract ideas like voice. Flipping Blooms makes this much easier.

I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?

As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.

Students then apply what they’ve learned by returning to their own writing. They change elements based on the ideas they’ve encountered.

Students further their understanding by either listening to a podcast, or engaging in their own research of grammar rules. Finally, as the knowledge piece, students create a graphic organizer/infographic or a screencast that identifies the language rules they’ve learned.

I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In  a sense we’re  creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.

Blooms 21 actively places learning where it should be, in the hands of the learner.

Photo: Lecates, Creative Commons

Art: Chris Davis, Powerful Learning Practice LLC

We love teachers! 20% discount off any eCourse starts today!

Last week we thanked teachers for inspiring, challenging, and making us better students and people. We also asked teachers if they “would recommend teaching as a profession and give us their most compelling reason for becoming an educator in the 21st century”.  Bonus entries were awarded to those who Subscribed to the Top Shelf Newsletter, Liked Powerful Learning Practice on Facebook, Followed Powerful Learning Practice on Twitter and/or Tweeted about the contest.

We thoroughly enjoyed reading all of the responses and inspirational words.  We encourage you to read all of the comments shared by educators from across the globe.

Teacher Appreciation Grand Prize Winners:

1.  Tracey D’Amato: Free PLP Summer eCourse

2.  Simon: Copy of Personal Learning Networks: Using the Power of Connections to Transform Education by Will Richardson

3.  Jeff: Copy of The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter Hall

To celebrate and show our appreciation for ALL educators, we decided to add a special prize (in addition to those listed in the original contest).  Starting today, (May 14th) ALL educators will receive a 20% discount off any PLP eCourse.  To receive this discount, you’ll need to enter the promotion code of SUMMERLEARNING20 when you checkout!

So this summer, grab your sunscreen, laptop and sign up for a learning adventure with Powerful Learning eCourses.  Our flipped online classes include a blend of readings, videos and discussions in an asynchronous (online course community is open 24/7) and synchronous (live) environment.  All of our webinars are recorded and can be accessed within thirty minutes of the live session (in case your vacation plans prevent you from joining the webinar live).  Our eCourses are flexible, practical, affordable, and an easy way to get your professional development in from the comfort of your own home (or wherever your laptop and your imagination take you). Our summer offerings include:

21st Century-ize Your Curriculum

Connected Coaching

Engage with The Flipped Classroom: The Full Picture

Experiential Mobile Learning

Experiential Mobile Apps

Leading Edge Boot Camp 

Reading the Web

School Communications Toolkit for School Leaders

The Complete Guide for Implementing The Flipped Classroom: The Full Picture

Transformation, One Lesson At A Time

Teaching Online: Becoming a connected educator

Bits and Bytes: Helping Kids Make Smart Choices

Digital Footprints: Helping Teens Make Smart Choices

We hope you will enjoy this special discount and we’ll see you online this summer (don’t forget our courses can be taken for graduate credit).  Please note, the SUMMERLEARNING20 coupon code will only be good for one week, so be sure to register now!

Amy Musone, a year 1 team leader in the IU 13 community from the Central York District, PA, encouraged her team members to reflect with her as they wind down this year of Powerful Learning Practice professional learning. The team had been immersed in an action research project, examining how their teaching would be transformed as they engaged in PBL in order to promote 21st century learning.

Our goal for this post is to reflect on where each of us started and where we have come.  Remember our driving question:

 

How will the Pringles Project transform our teaching practices to promote 21st century skills within our students?

 

Our beginning: We started with a survey to gather information about how each of us perceived ourselves along with information about what we felt comfortable and uncomfortable with. We inputed data using a Google form and shared our thinking when we met via Skype and on the Community Hub.

 

Now: Now it is time for us to reflect on what we have done, how we’ve grown, and struggles that still hold us back. It is also important for us to consider and share where we plan to go from here.

 

Looking forward to hearing your ideas!

Amy being the leader that she is, modeled her own reflection for them:

Okay…when we began this venture, I felt unsure of myself and a little self-conscious that I just wasn’t “getting it.” One thing I wasn’t sure about was what exactly was expected of me. As I became more involved I came to the conclusion that the expectation was going to be set by one person…myself. I could get guidance and encouragement from my team members and the PLP community at large, but ideally, the motivation to move forward and become a more effective educator came from within. I knew that I alway wanted to engage in PBL, but never knew how to fully embrace it. Through our meetings both with my PLP Year 1 team and the larger community webinars I felt like I could wrap my head around this idea.

 

So…my head was in the right place, finally. My students are just completing their projects. My room was a disaster (we were using packaging materials), there was a constant buzz of excited and on-task conversations, and the creative juices were flowing. There is NO way that I could have “taught” them everything that they discovered (technology, and science) and that made me glow. ….

 

This project has begun to infiltrate other activities that happen throughout the school day. I worked to devise a project with another teacher in my classroom and have collaborated with the gifted support teacher on a project. I am truly excited about this. My hope would be to work with the PLP group on other projects…. I know that in order to do this, we are going to need teacher and administrative buy in. Luckily, I have plenty of artifacts created by kids to demonstrate learning, problem solving, critical thinking skills, and collaboration. Still have a hill to climb…sure, but I’ve taken a couple of steps!

With Amy’s powerful reflection on her PLP journey, I decided to “follow” the discussion; sure enough, the next day Melissa Wilson responded. She shared in part her challenges and her beliefs in the power of PBL:

This has been a very challenging project.  At the fifth grade level there are many obstacles to overcome just to find the time to proceed with a problem based assignment. …

 

I believe that there is a real need for problem based learning. …  The challenges created by this type of project parallel the types of challenges the students will face in real life….

 

Next year I plan to look at ways that I can create projects such as “The Pringle Project” that will fit in the curriculum.  In designing these assignments the plan is to be able to deliver instruction covering the curriculum and then allow the students to use what they have learned in creative real world problem solving. With support from my colleagues I hope that this will help my students to learn and prepare them for the future.

And then Barb Ream chimed in a day later attributing their success and learning to their coach; Amy, their team leader; and their collaboration:

I know that the point of this whole project was to think differently about education by experiencing it firsthand. I am an old fashioned learner who is used to having everything laid out for me. ..

 

I felt like I was floundering – a fish out of water. I felt like it must just be me, however after talking to the rest of my group I realized it wasn’t just me. We all floundered together and somehow we managed to figure it out in the end.

 

I feel the reason we were able to pull it together was for a number of reasons. The first was we had a great coach. Peter Skillen really guided us through the process and made us think outside the box. Our fearless leader, Amy, was invaluable. Her insight, leadership, creativity, and motivation pulled us through. We would have been lost forever without her. Lastly, my team members. It was such a great experience getting to know members of my school community better. We met through skype and in person. We had great collaboration sessions and worked very well together.

 

I think this project taught me many things. The first is that it is ok to be messy learners. …. I learned that if you give students an interesting project, they will come up with some amazing solutions to problems.

 

My plan for the future is to continue to create more Problem Based Projects. I actually enjoyed how all of the students came up with different solutions to the same problem. I also plan on sharing this with more colleagues in hopes of having them do something similar.

Deep reflections with common themes–

• Initially overwhelmed with uncertainty and challenges yet persevering
• Floundering and figuring it out together
• Appreciations for collaboration, the risk taking that enables, and hopes to continue that
• Recognition of the power of a collegial team working together and of PBL in learning
• Evidence of profound, collegial professional learning– absorbing, doing, interacting and reflecting

Although this team is winding down their formal time together in year 1 PLP, these reflections portend a gearing up–

• for future collaborations, collegial learning,
• for more in depth journeys into transforming their teaching practices to promote 21st century skills within their students.

Cross Posted

Peter Eckstein, Director of Congregational Learning

PLP eCourses attract participants from across the globe to learn and grow with one another.  Over the next few weeks, we will feature interviews with current and past PLP eCourse participants.  We’ll ask participants to share information about themselves, why they chose PLP eCourses and what they are up to professionally.

Peter Eckstein is a past eCourse participant from Palm Beach Gardens, FL.  He is the Director of Congregational Learning for the synagogue:  Temple Beth David.  He also teaches EdTech integration to teachers who work in part and full time Jewish schools.

1.  Which PLP eCourse did you take?

Connected Coaching

2.  Have you ever taken an online course?

Yes.  Most recently I earned a Certificate in Education Technology Integration from The Institute for University-School Partnership of  Yeshiva University

3.  Why did you decide to take this eCourse?

I decided to take the eCourse because it offers skills that would help me improve my  professional development teaching ability, in both face to face as well as on-line environments.

4.  Prior to taking this course, would you describe your knowledge on 21^st century education as basic, intermediate or advanced?

I would say somewhere between intermediate and advanced.

5.  What was your favorite thing about this eCourse and/or instructor?

I liked the support offered by the instructor and by my fellow students. I also loved learning the concepts in a new way – both in the context of an eCourse and also in the framework of incorporating them using digital technology.  Some of the ideas I had learned before, but exploring them within an EdTech context was very exciting.

6.  What is your personal philosophy/belief on learning in the 21st century?

Technology is not meant to be the end, but the means. It is a tool to engage our students. Digital tech has introduced us to new ways of creating and defining community. Just as the chalk board created new ways to create relationships between the student and the teacher and the nature of education itself, the digital universe we are entering is opening up new doors that will lead to a different learning and teaching reality. It is incumbent upon us to grasp this new type of chalk, and start writing on the virtual chalk board.

7.  Any other information you would like to share about yourself personally or professionally?

As a Jewish educator, I’m trying to understand how 21st century learning can be incorporated into the different types of Jewish learning environments.  I work specifically in a complimentary school setting, which means that I am involved with learners and teachers who study part-time; such as on Sunday mornings and once a week in the afternoon, after secular studies. This is a challenge for many reasons. I’m endeavoring to learn how technology is successfully utilized in secular and full-time educational settings, so that I can adapt it to the complimentary milieu, bringing about increased engagement on the part of the students and their families.

Is PLP’s Connected Coaching eCourse right for you?

The Connected Coaching eCourse will prepare you to coach in online spaces and leverage the affordances of technology for coaching.  You’ll explore the foundations for and elements of the Connected Coaching model, how to use an appreciative inquiry strength based approach to coaching, and much more! To learn more about the format and philosophies of this eCourse, read PLP’s interview with Lani Ritter Hall (course instructor).

Ready to sign up for the next section of this eCourse as an individual or with a group of your colleagues (school/group discounts available)? Click the logo below to register now!

Read the feature story Online Communities of Practice: What Works? (THE, May 2012)

Vancouver students line up!

In my first Voices post, I reflected on my work with students around the world as an online teacher for JETS, our Israeli-based company. The technology is powerful, I said, but what fascinates me most about distance learning is the human reaction to these technology-supported events. I think there is a need, in today’s wired world, to connect to another person far away, living a different, yet somehow similar life.

Another major a-ha for me as an online teacher is the dynamic and potential for group involvement. When I describe what I do to people who are, shall we say, “not connected to the world of web culture,” they are amazed. “You mean the kids can see you and hear you? Don’t they get bored?”

Well, if all they did was listen to me teach, then yes, they would get bored. Wouldn’t you? Which is why I make sure that my classes do not involve lecturing. Obviously, there is discussion. But there is also much more. In fact, I am actually amazed at how much interaction there can be, not only intellectually but physically.

For example, I assigned students in Vancouver, Canada a project to research a site in Israel, share a photo, and state what occurred there 2000 years ago, and what is done there today. After each group of students presented, I gave them 60 seconds to organize themselves, representing their sites, in the correct geographical order; lining up accordingly, without any teacher assistance. A mass huddle and group discussion ensued. “Where is Metulla? Is it higher than the Golan Heights? Is Eilat beneath Be’er Sheva?’

The map of Israel hanging in the corner of their physical classroom, usually neglected, was frequently consulted. In 60 seconds, more or less, a group of very excited fourth graders queued up in front of the camera and happily shouted out the name of their city or town, in order. When I began teaching this group, there was little to no knowledge about Israel’s geography and history. After a few short weeks, how much had they learned — in engaging, stimulating ways!

Student work: Researching sites in Israel - the beach city of Herzliya (click to enlarge)

Online, every voice is heard

For older classes, technology often replaces physical movement (but not entirely! More on that another time). For example, online tools are often used as a key method of communication. Wikis replace whiteboards (and line-ups). The creation of online artifacts and student presentations encourages group work, and ensures that I hear from every student in the class. In a classroom discussion, typically, a few students dominate. In an online discussion, every voice is heard, from shy students and learning disabled ones, even ones with special needs, who might not ordinarily speak out.

There was one incident in a Los Angeles high school of a student who was pulled out of my class after a week. The school administrator explained that she was placed there by mistake. The student was autistic and the administration felt the dynamics of an online class would be too much for her. The course was blended: M, T, W were live video conferencing sessions and Thursday, they completed coursework online.

After a few days, the autistic student was back.

“What’s going on?” I asked the principal.

“Do you mind if she stays?” he asked. “She was placed in a regular class and she said it wasn’t nearly as interesting and stimulating as yours.”

I laughed. She stayed, and she taught us so much. She created beautiful, intelligent movies, PPTs, games, and songs. Her opinion shone through, and I often used her work as an example of excellence. Another shy student who sat in the back and hated to be called on had the most fabulous posts. But ask her to say the same things in class? Never. Online tools provide a level of comfort for students who do not want to be in the limelight. I realize that some of these strategies and web-based tools can be utilized in a traditional classroom setting. They are all the more appropriate for an online setting.

A final lesson learned: Creativity, planning, organization and follow-up are all skills I’ve had to hone in my role as an online teacher. I used these skills when I taught students face to face as well, but I’ve found that ‘winging a lesson’ was much more possible when we were all in the same physical room. I just can’t get away with that in my virtual world.

Travel has never been so easy

Personally, I love connecting. I find my job extremely rewarding, from listening to the opinions of students from all walks of life, to engaging students across many grades (4th-12th in fact) physically, intellectually and virtually. I enjoy my insta-travel with my large screen in my home office. Travel has never been so easy! I click my mouse, and boom: Jacksonville, Edmonton, Houston. I’ve asked educators who don’t interact with other students or locations why they choose not to. Sometimes they say ‘I don’t have time,’ or ‘it’s too much of a bother’ to connect to students or programs elsewhere. Perhaps more guidance can become available from tech staff and from teachers who have connected to other students online and who share their experiences.

[Can you imagine telling someone who has the means to travel 'not to bother?' ]

One aspect of the 21st century skill set involves developing global citizenship skills. Online learning offers a number of methods to develop these skills for our ever changing and connected world.

Online learning seems to me like a bike ride. The destination is the world. Each city is another spoke of the wheel. And the rider? Well, that’s up to you.

One’s destination is never a place, but a new way of seeing things. — Henry Miller