For the Hamlet Project we therefore thought that co-creation of the rubric would help the students relieve their stress and become more comfortable with the project. I had my students working on the success criteria today in class. I’m going to highlight some of the points they identified as important to the success criteria.

This first one is my favorite: “Efficient use of the media resources”. Since they are using technology to create their final product in a set timeframe, efficiency with the technology’s very important. The group also felt that efficient use of collaboration was important, including whatever tech they chose to collaborate with.

Another group felt that it was important to include the plans and steps taken towards the final product for assessment. This is a smart call because it reward the students who are hard works and strong team players.

Another group thought the ability to combine information and creativity was very important. It isn’t enough to be creative or informative. You need to include both.

Overall, all agreed that some form of group evaluation was required to both highlight what they brought to the group, but also the role others played in the group. Whatever this looks like, it should not be a grueling task.

Ms. Weir will now collect the same information from her class. We will the collaborate on the success criteria for this project. Hopefully we can remove the fears the students have with a clearly defined set of criteria.

One of those opportunities literally fell into my lap. All it took was a simple tweet:

Oh boy! Starting Hamlet on Monday! For such a depressing character, Hamlet is so much fun to teach. #hamletrocks

As a result of this tweet, I am now working with @msjweir on a collaborative Hamlet project. Our two classes will be working together to create a visual storytelling of the emotional journey of the characters in the play. I am really excited about this project because I think it in itself is a really cool project, and also, this is the first time I have had a class of students collaborate with another class of students who are not in the school.

Looking at this project, I realize that while I have an end product in mind, what the students end up creating may be something totally different. This is a very uncomfortable thought for a teacher to have. In truth, with this project I need to let the students find their own way and make their own decisions. They will interact with their project group members in a way that is most comfortable for them and not for me. Because they will be working with students from a different school, they will also be doing most of the collaboration outside of class time. Our classes are at opposite times of the day too.

Looking at this project, the most important skill I need to bring to the table is flexibility. I may have one timeline created, but there is a good chance it will look very different by the time the project is complete.

As a starting point, the group will be using Edmodo. It is a great place to begin because we can post the project information sheet to the library and add important dates to the calendar. Also, we can divide the two classes up into small groups. From this starting point, I think it is important to let the students make their own decisions about how they’re going to collaborate. I am going to guess that many of my students will want to use Google Docs. I’m not sure what Ms Weir’s class will prefer to use. I don’t doubt that at some point Facebook will become a collaboration spot for the students. Like I said, they need to make these decisions since they are the ones collaborating. Ms Weir and I will make our own decisions about how we want to collaborate.

Well, that is enough. I needed to get these thoughts out of my head. Okay, deep breath and let go.

Richard

Let’s start with a description of the flipped classroom, or at least my view of it. Simply put, the lesson takes place as homework, and homework takes place during class time. What this means is that teachers record audio or video versions of their lesson and make it available for students to consume at home. Alternatively, teachers could use other sources such as the Khan Academy or iTunes U for lesson material. The advantages here are that the students can consume the material at a time convenient to them, and they can consume it as often as they require. Meanwhile, back in the classroom, the traditional lesson would be replaced with students working on the normally assigned homework. The idea here is that teachers would be able to move around the room and provide more one-on-one time with their students.

I’m going to start with the problems of this system. The first and biggest problem with this format is the reliance on the traditional method of lecturing. A lecture is still a lecture no matter what time of day it takes place. Students who struggle with the lecture style will still struggle no matter how many times they view the video or listen to the audio. Next, there is a lot of class time that is now made available from the removal of the lecture. This time needs to be filled with something of value to the student. If it is nothing more than “homework time” then students will become disengaged through boredom.

All this aside, I see this as an extremely effective method of delivery. First off, who says you need to replicate the traditional lecture model when creating your video or podcast. There is a great opportunity for the auditory and visual learners. As well,you can link your “lecture” to a plethora of information available online. I understand that some students will have trouble with the “lecture,” but there is one-on-one time during class to work with those students. Secondly, in class is an excellent time to work collaboratively. Truth be told, I spend very little time lecturing to my students as it is. I’m a big fan of projects and project based learning. By switching to a flipped classroom model, you are able to provide students with the essential course content (content will always be relevant) while opening up more time for students to get one-on-one support, work collaboratively in a face-to-face setting, and use technology that may not be available to them at home.

This seems to me to be less flipped classroom and more blended learning. One aspect that needs to be added to the flipped classroom model is the availability of the teacher outside of the classroom. I’m not talking about 24/7 access to your teacher. I do enjoy my sleep. However, students should be able to ask questions outside of class and get a response. Technology has made this simple. Using technology such as texting, Twitter, email, or Edmodo makes the teacher far more accessible. For the flipped classroom to work, this element is the key to its success.

Now, I don’t think I am some old fool. I still see problems with this system. Having tried something like this in the past, there are a few areas of concern that cannot be ignored. First, and most obvious, is the disinterested student. You know the one. No matter what you do, they hate it and will do little to be a part of it. Truth be told, they work best under the worksheet and test model of teaching. The flipped classroom will be a disaster for them. These students will not watch the lectures and will not use the class time to work on their projects. These students, thankfully, are a small percentage of the students you teach. Actually, this system will give you more time to spend with them. Hopefully all the one-on-one attention will engage them. The other problem is the students who do not have technology at home. This number is a very low number, but these students still exist. Likely you have at least one in every class. One option here is to burn your lectures to disc, assuming they have a DVD player, or making time in class for them to view the lectures. Some schools will even make special arrangements for these students. Overall, however, I feel that the strengths outweigh the areas of concern. This model is an excellent way to prepare students for what faces them in the world they will face after high school.

Come February, with the gift of new classes and new students, it is my goal to flip my classroom. At this point I am not sure exactly what it will look like, but the idea of a flipped classroom is too intriguing to ignore.

I am planning to run the class like a newspaper class, except without the print newspaper.  Think of it more as a news company that provides not only traditional print news, but also videos, blogs, and podcasts.

This is what I have thought of so far.  I am planning on using Google Sites for our web presence (unless someone gives me a better option).  The students will complete your traditional news articles, looking at local and school events.  They will also do special reports on world news events.  For videos, I would like a weekly news show, school sports highlights, PSA’s, promotional videos, and info on other school activities.  For the blogs I would like the student perspective on a variety of issues, and the podcasts will be similar to the videos with a weekly show, and possibly some types of radio talk shows.

The plan is to have students rotate through the different media forms, with weekly deadlines.

As far as the classroom learning, I would like to look at digital citizenship, digital footprint, ethics, and bias.

Now for the question.  I know what I want the students to do, but what do the students need to know in order to be successful in their work?

I have some ideas about what I need to teach them, but I’m hoping for some input so that I don’t miss anything.

It is hard to view education with a different pair of glasses when I have spent my entire life within the factory line system.  I have always had every summer, Christmas, and March Break off.  I don’t know what I would do if I worked four weeks in March or worked a day in July and August.  What must it be like?  How do other professions manage?

Wait a minute, what if we worked throughout the summer like everyone else?  Could I do it?  What would it be like?  Well, let me share my opinions on how we can make the education system better by working throughout the summer (plus a number of other changes).

Let’s clear things up first, I am focusing on the secondary level primarily because that is where I work.  I’m not knowledgeable enough to look at the elementary system.

We need to eliminate bells, rows, periods, and fixed holidays.  We need to eliminate the expectations that everyone will learn at the same rate.  We need to move towards a project based learning system that embraces the 21st Century skills required to be successful in the real world.  To start, in the online courses my board offers, students enter the course at different times throughout the semester with a final cut-off date.  This means that each student is working on a different schedule and at a different pace.  I really like this approach.  What if students were given their own learning schedule?  They could then move at a pace that is comfortable for them.

I see students entering the school system after some academic counseling and goal setting where they would be set up with a learning plan (similar to the plans trainers will put you on at a gym).  You will be attached to a teacher who will act as an advisor and mentor, making sure you learn the necessary content, and making sure you stay on track with your project.  You will be attached to a project team who you will work with to complete the project.  The projects need to seem real and be cross-curricular.  After each project’s completion, your work will be evaluated and you will move on to a new project and a new team.  There will be no standardized holidays.  Instead you will be granted a set amount of holidays like the world of work.  It is up to you to decide when you wish to take the holidays.  The same will hold true for the teachers.

Note: I realize that these are just ramblings, but isn’t that what brainstorming looks like?

Let’s continue.  I would like to see assessment move away from grades.  If there are no grades attached to projects then hopefully students will feel less stress attached.  However, that being said, there needs to be some indicator of leveling up and deeming whether a student should go to university, college, or the world of work.  I like the idea of SAT’s as an indicator of where a student should go.  Perhaps something like that for each grade level and at the end of their secondary career.  However, I think that the students should take the tests when they feel ready and not at a fixed time.  This would be similar to the tests required to move up in a trade.  It is up to the individual when they want to take the test.

I understand that what I have talked about is not enough to replace what we currently have, but it is just some brainstorming I needed to do after all of the reading I have been doing lately.  Tell me what you think.  AM I way out in left field or do I have something here?

Why are we using technology in the classroom?  I have read the research and done the professional development to understand why we need to use the technology in the classroom, but why are we really using technology in the classroom?  Why has this professional movement taken hold so tightly?  In my decade as a teacher I have seen many “new” movements in education.  Most expired faster than the eggs in my refrigerator.  In fact, while I am aware of being professionally developed, I cannot remember the purpose behind much of the development.  When I refer to professional development, I mean the PD that is decided by the government of the time who then send it down the pipe to the boards, who then set up workshops and PD days to make us better teachers; all the while, those facilitating the workshop are working hard to mask the fact that they do not believe in any of the information they are sharing.

The shift that is happening here has come at us from a different angle.  I have not been a part of a board mandated professional development day on incorporating technology in the classroom, yet I feel that I have done a great deal of professional development.  I have taken part in K-12Online (if only as a lurker), I am on twitter daily, taking in an overwhelming amount of information (and even providing some), and I am a part of #ontarioplp, but this was strictly on a voluntary basis with only limited spots available.  It was not put out there to staff in a top down manner.  Ah, there it is – “top down.”  All the professional development that I have been a part of over the past decade has been the “top down” model.  Top down has to be the least effective way to deliver professional development.  PD is only worthwhile if those receiving it feel they have taken something away from the session.  If you do not have any say in the direction of your professional development, then you will get very little out of the professional development you are receiving.

Over the past decade there has been a growing movement that has exploded in the last two years.  Some call it Web 2.0, some call it 21st Century Learning, but whatever you label it, it has grabbed the attention of a large percentage of teachers throughout the world.  Don’t believe me, join twitter and start following a few teachers.  It won’t take long to see how many of us are out there.  Get involved in #edchat and see the passion that these teachers have in this shift.  Why has this new way of looking at education taken such a firm hold on the education system?  The answer is clear, it has grown as a grassroots movement.  No government or board has dictated this.  Individual teachers have taken control over their own professional development.  The reason they have successfully done so is because of the technology they are so passionate about using in the classroom.  It is through this technology that professional learning has become so simple.  Twitter, Skype, Facebook, etc. have allowed educators to connect to other educators and share what they are learning and trying in their classrooms.  Social Networking has been around for several years now, but over the past couple of years it has become commonplace.  It seems like everyone has a Facebook page (I think my whole family, including extended, have friended me).  Naturally once online, we seek out others with our interests and voila.

My colleague is correct that many have jumped on the technology bandwagon, but I don’t feel this should be viewed as a negative, but rather a positive.  Teachers have jumped on this bandwagon because they believe in the value of the technology; they have seen the value of the technology; they have contributed to the value of the technology. I have jumped on the technology bandwagon and do not plan on jumping off.

When considering what a learning environment should look like, first we must consider the environment the students work in outside of the classroom.  Where are they most comfortable?  The majority of students work in their bedroom.  I’m not suggesting that we then model the classroom after the bedroom, but we need to look at what makes this space comfortable for students to work in.  The key I think is that it is their space.  It may not be the best learning environment, but it is their environment, a place they have control over.  When a student arrives in your classroom they feel they are entering a room that they have no control over.  It is a cold room that does not reflect their personality.

Student Needs in a Classroom

• Need to have a say in where they sit (from day-to-day).  This means that there should not be a strict seating plan.  It also means they are free to change seats from day-to-day.  By providing this, it allows them some control over the room.
• The layout of the furniture can be changed to fit the students’ learning comfort zone and not the teacher’s.  For this to happen, the furniture needs to be easily manipulated.
• There needs to be a variety of seating options (those hard plastic chairs are not a student’s first choice).
• The wall colour shouldn’t be representative of a cold institution (white or some form of off-white).  Wall colour can greatly affect the mood of those in the room.  Something bright and lively will draw the students in.
• As far as technology goes, they should be able to use their technology and not the school’s technology.  If I offered a wireless connection to any one of my classes and told them they could use their devices, I guarantee that a large majority of the students would show up with some sort of portable wireless device to use in class.
• One of the most important aspects of the classroom is the choice to choose who they work with (not really part of the physical structure I know).

I likely haven’t thought of everything here, but this is a rushed post so forgive me.  However, what I leave you with is this:  How many of you have thought about the importance of student comfort when it comes to learning?  When thinking about an answer for this, think about the comforts you require around you when you are learning.

To begin my exploration of the ideal classroom, I will detail the one I work out of. I have what is considered one of the nicer classrooms in my school. This is of course a view held by the students. This opinion is because up until a month ago, I had a couch in my room. I had to get rid of it because there were too many fights over who got to sit in it. It was not worth the headache. Anyway, I have four round tables and two large rectangular tables in my room. I have gone to these because of the amount of group work that I do. I am actually needing to replace the rectangular tables with round ones to make more space in the room. I also have a desk located at the back of the room, where there is a wall of shelves blocking a bulletin board. I actually have very little board space to post on. Of course I have a chalkboard , which piles a great deal of dust on everything. The highlight of my room is a Mac and projector on a cart that are stored in my room. They are rarely used by other teachers. The last and most dreadful aspect of my room are the nasty curtains that droop from my windows. I am pretty sure the are older than me (35) and likely came with the school.

Now, I would like to lay out how I would like to see my room set up. This will of course be a money is no problem set up. First off, the chalkboards need to go. A nice dust free whitboard would be nice. Now it is time to talk about the window treatments. Is it too much to ask for some nice simple blinds? Continuing with the decor, I would like to see a nice colour paint on the walls. I’m a fan of the blue shades. I do like my round desks, and would like enough to comfortably accomodate my classes. I’m not sure I need a teacher’s desk in the room as long as I have a workspace elsewhere. The cupboards at the back of the room can go as well to create another foot of depth to the room and provide some much needed bulletin board space. The projector on the cart should be mounted with some decent speakers also mounted (surround sound of course). I would like it left unhooked to a computer. I would like the plug to be easily accessible so that anyone could hook a laptop or netbook up to it. What I have mentioned so far is fairly inexpensive, but my next suggestions are likely unrealistic. I would like at least 15 netbooks, but a class set would be better; and I think that it is crucial that we have wireless set up. I do believe we will have the wireless in the not too distant future.

The post is getting rather long now so I will wrap up here, but I will come back to this topic by looking at how this should benefit the students. What I would like to see are some comments about your idea of necessities for the ideal classroom.

So here is the story.  One of my students had their computer go kaput because of a particularly nasty bug.  The computer has been sent in for repairs, but all efforts to save the computer have had no success.  The technician may need to pull the plug.  This student happens to be one of my grade 12 students, and as you know, we are very dependent on computers with this class.  You are thinking, okay a virus on a computer, I’ve heard that one before.  Well, here is the kicker.  Apparently, the student has traced this virus back to the source – our Wetpaint wiki!  There are also rumours that a few other students have had the same issues and are blaming the same site.

Here is what I am thinking: the student could be telling the truth, in which case Wetpaint should be concerned about their site (I’ve already sent them an email outlining the situation); the student could have gotten the virus some other way and looking for someone to blame; or the student could be lying and using it as a way out of doing her work.  I doubt very much this last option.  This is the third year in a row I have taught the student and trust her so I am hoping that she is wrong about where the virus originated.  Our major class project is on the wiki and I can’t really afford to scrap it, nor would the students want to scrap it due to the time and effort they have put into it.  If it is a problem on the website, I hope Wetpaint quickly address the problem.

Insert Wetpaint Support Here: I want to clearly state that I have really enjoyed using this wiki site with my class and plan on continuing using Wetpaint for my class wikis.

Let’s get to the point that I am trying to make.  I have always felt for the computer teachers when the network is down, but for many years now the network being down has only been a problem for the computer teachers.  With the push towards incorporating technology in the classroom we are going to find that we are running into more issues with viruses and such.  This is not the first time that I have had students who have lost work or been unable to complete work due to a broken computer, and because of the increased reliance I have on technology, it certainly won’t be the last.  The other part of the Web 2.0 classroom that we need to address is the student who does not have a computer or internet access  at home.  Yes we still have those students in our schools.  It is a sad world we live in when one student could have four or five computers in their house while the student sitting next to him/her cannot afford to buy a low-end computer.

How can we fully endorse 21st Century Learning and Web 2.0 in our classrooms when some of our students cannot complete the tasks we ask of them at home? 

It turns out that through this post I have created an inquiry question.  Would love to hear some responses from anyone who has dealt with a similar experience.

Farmer

To answer this question (or at least what I think may be part of the problem) I am going to focus on the students.  If you have read my previous posts on my grade 12 class, you will know that I have been having difficulty with the 21st Century format for the class.  We have since moved to a more structured class.  I even gave them Act questions out of the back of the text for Hamlet.  I am not a fan of chapter questions.  However, the students are comfortable with doing chapter or act questions, and they expect to see them in an English class, just like they expect to see a whole class novel and Shakespeare play.  It is this expectation that I believe causes the problem with moving to a 21st Century Learning model.  Students want what they expect and are not comfortable with change.  If they know what is coming, they know what to do.  I don’t believe that it isn’t that they don’t want to learn (although most would prefer not to read Shakespeare), it is just that they don’t want to learn what they are being taught. 

I don’t want to sound like I am blaming the students.  Rather, I am blaming the education system.  We have been in a state of stasis for far too long.  The classroom looks the same today as it did when I was in school (just prior to Internet being available in schools).  I bet if I viewed a classroom 50 years ago I would see the same structure.  Unfortunately, the world outside of the school building has been changing, and ever so rapidly this past decade.  Now the reason that students expect to answer chapter questions and study Shakespeare when they enter my classroom is because that is what they have been doing in all of their other English classes.  If I am the only one, or one of a few who are embracing 21st Century Learning in our classroom, the students will have a really hard time dealing with a class so far removed from their other classes.  They are expected to do work and complete assessments in a manner they are not familiar with; and most importantly, they have entered a room where student-directed learning is front and center.  The teacher is not at the front of the room delivering the content.  So if a few of the teachers in a school are setting their classes up this way, then the students of the school may see this teaching style once a year or once in four years.  That is not even close to enough for them to truly learn the skills required to be successful in the world they are soon to enter.

It is no wonder students are having such a difficult time dealing with this new approach to education.  The shift is happening, but not fast enough.

On a positive note, I have found that the grade 10′s that I teach are more comfortable with Web 2.0 in the classroom.  I feel this is because the shift is happening in the elementary system at a faster rate than at the secondary system.  This is a great sign for the future. 

I just wish that there was less of a resistance for this necessary change.