Will Gourley Modern Learning, Student Ownership, Use of Technology

Maybe it’s not as simple as 1, 2, 3, BYOD

It’s simple, or so many of us want to believe, but…

If you want to be guaranteed access to technology in your classroom bring it yourself…for now!

Much has been shared in the last 5 years in the edublogosphere and media about bringing your own device to school. This post will attempt to share my thoughts when witnessing, discussing and reflecting on BYOD.

History and Questions

The term BYOD origjnated in “Tech” sector companies permitting workers to use their personal/preferred technology (phone, tablet, laptop etc.) with the goal to allow staff to use a favourite more user friendly option. However, over the past 4 years, BYOD represents an increasingly acceptable approach to equipping  21st Century Classrooms. In a world of austerity and cost cutting, I call this the ultimate download because it allows schools, school boards and government to abdicate much of their responsibilities to provide funding towards the substantial costs of classroom technology (laptops, tablets) all of which now gets dumped onto students and their families. 

Is BYOD fair? Not yet. It’s unfair to this point because not all students/families are able to afford technology.  It’s not fair because infrastructure does not have the bandwidth, server capacity or security measures in place to support it. It’s not fair because teachers are still stuck in transmission models of education at the expense of inquiry. It’s not fair because classrooms become another snapshot of haves and have nots. Socio-economic realities are still dictating that some students will be given tools to succeed while others will be left stranded when it comes to BYOD.

Could this be an equity issue around access, availability and apathy? Will BYOD really allow students without their own devices more frequent access to technology provided at school? Yes, in some schools, but not in others. Unfortunately, unless it can benefit all learners, and not just the ones who can afford it, the disparity will be perpetuated repeatedly unless preventive policies in are put place. Who is going to pay for all of this because it’s always doom and gloom in the world of educational funding.

““If technology is seen as the vehicle for learning, it needs to be accessible to everybody,” said Jeff Kugler, of the Ontario Institute for Studies in Education at the University of Toronto. That means there has to be enough tablets or laptops to serve every child that needs one.” from the Toronto Star

In Ontario, Canada  (a.k.a home) there is a concerted push towards using technology from K to 12. My board (York Region District School Board) has adopted a very proactive approach and continues to develop and refine its policies as well as upgrading the infrastructure to accommodate this growing trend. Another such commitment to BYOD comes from the Peel District School Board. Their progressive approach  and promotion of BYOD is giving more students access to the resources of the internet and 21st Century learning and collaboration than ever. Although socio-economics dictate that this board will still need to provide tech to students, the opportunities for students are increasing.

 “some students will have a great device, some an old device, and some no device at all. But savvy schools will leverage BYOD projects in ways that will increase access to technology for all students. If a classroom has 30 students and five computers, it has a 6:1 student to computer ratio. If half of the students have a personal device that they can use, the ratio in the classroom becomes considerably lower. Schools will need to provide access to online resources by lending out individual devices or opening labs for students who do not have their own equipment.” Doug Johnson,  Power Up! On Board with BYOD

Resolving the financial constraints allowing access to all can move this favourably forward to more equitable eduction for all. So what happens then?

Favourably Fast forward

BYOD is here to stay. After millions of dollars in server upgrades, purchases and professional development students are connecting like never before to content, Web 2.0 tools are making learning come alive and on terms and platforms that modern learners are intuitively seeking to use (see graphic).

Proponents believe that BYOD allows for a more fluid access to information in the classroom. I agree and disagree.

At its finest, access to the resources and potential of the internet are everything good about this shift. In my classroom when a student has a question or inquiry I find it incredibly valuable to have them get on their device (if available) to scratch their immediate intellectual itches. With access to BYOD this becomes a seamless act allowing for neural myelination to happen. At this point, knowledge can be reinforced when the ideas and thoughts occur thus engaging us with our learning. Think of it as being able to protect your tech with a shield like an OtterBox. Myelination allows neurons to be reinforced while at the same time boosting the recall and connectivity of the neural architecture. This is where I see BYOD blowing the roof off a detractor’s arguments. Imagine the depths of engagement when students are given the latitude to control their learning the moment an idea occurs?

But wait! Students are playing Candy Crush not inquiring about Chemistry. They’re on Snapchat not researching their Social Studies. They’re taking pictures of each other in bathrooms and they’re bullying each other on social media. Aargh!!!

Of all the shadowy sides to BYOD the above seems to be the most reviled by teachers and board IT folks alike. That is the misuse of bandwidth and technology for surreptitious activities on social media, gaming and video streaming sites. Schools now have to institute and educate students and staff on acceptable use procedures and then enforce them. A great example of this working well is in New Jersey, USA via Eric Sheninger. His post BYOD begins with Trust and Respect is a good place to start. Seeing this as a teachable moment has lead to several digital citizenship lessons with students in my world.

Technology will continue being a part of learning whether we can afford it, or are prepared for it. Students must be given access to the tools, the time and the trust to use technology to advance their learning. Failing to do so is not an option. Turning the negatives into positives(teachable moments) will allow BYOD to move forward.

And going forward is good, but it comes with its share of work. No one said BYOD would be e-a-s-y as 1, 2, 3. But with patience, leadership, hard-work  and responsible funding its benefits will be immeasurably beneficial to students and teachers alike. This in itself should be the impetus for a greater commitment by schools, school boards and governments to continue moving in this direction. 

Further Resources (since you haven’t read enough)

http://chalkboardinquiries.wordpress.com/2013/03/04/reflections-on-digital-citizenship-and-the-byod-classroom/ (Paul Aniceto)

http://edtechreview.in/dictionary/278-what-is-byod-byot

http://esheninger.blogspot.ca/search?q=BYOD

http://blogs.kqed.org/mindshift/tag/byod/

http://stager.tv/blog/?p=2397

Mike Beetham Anti-bullying, Building Inclusion, Celebrating Success, Classroom Management, Student Ownership

Get, Give or Pass

As part of our end of the week celebration my class convenes with our daily circle discussion. In addition to our debrief of the week’s events, we add our ‘Get, Give or Pass’ activity. Each person in the circle is asked whether they would like to give a compliment to another person, get a compliment from a fellow student or pass. This is truly a very powerful measure of the level of community that my class has evolved into.

In order for this level of comfort to be present in my group I have to spend time daily working on team building tasks that facilitate a comfort level between all members of the class. In addition, there is extensive time spent modelling and supporting effective communication skills. As with any other outcome, this has to be scaffolded over time in order for the activity to be successful. If this activity is done without the time spent in building to this level of trust it could and will most often produce negative results.

Two pieces of advice I would offer to teachers in implementing this strategy are first and foremost to spend daily time reinforcing the expectations you have around how people are expected to treat each other in your room. This is best done by finding and recognizing students who are exhibiting the target behaviours you seek to develop.These expectations must be clear and consistently followed through on. The second critical piece is the modelling by  you of the way to speak, to listen and how to give and receive compliments from other people.

Beverly Papove agency, Learning in a Real Life Context, Student Ownership

Kinders as Enviro-Experts

A couple of months ago, I got the idea into my head that we should have an Earth Day Fair at our school. I found it frustrating that although we touch on aspects of sustainability and respect for the environment in the curriculum, when it came to Earth Day, saying “Happy Earth Day!” over the morning announcements, was pretty much as far as it went. I happened to mention it to the principal one day, and she said, “Got for it!”. So I started to put more ideas together and tried to figure out how I could also bring my kinders into the mix, not just as participants, but as leaders.

Time passed and things slowly came together. We held our fair  in the morning, indoors, where tables were set up with various presenters to showcase their eco-friendly projects. In the afternoon, the whole school was invited to participate in a variety of eco-friendly activities in the school yard. It was marvelous!

Generally speaking, kinders are often not invited to participate with the general school in certain events due to their young age and somewhat shortened attention span. With the Earth Day Fair, however, I was willing to try out having a table set up, just like the big kids, where kinders could share their knowledge of the worms we have in our vermicomposter.

I decided to follow the science fair model of having a tri-fold poster board for all our information, some literature about worms, the things we need to prepare the compost, and the worms themselves for our information table. In the weeks preceding the fair, I invited students who were interested in showing what they know about worms to a table with pencils and paper and the tri-fold board already set up. I divided up the board into three sections I knew my kinders could elaborate on in order to be able to teach others about vermicomposting;

  1. All about Worms
  2. How to Compost
  3. Why is it important?

There were 8 students who showed an interest – reviewing the books and looking at pictures (some even reading – “Madame! Look! It says here that worms can push ten times their weight!”); who wanted the challenge of writing and drawing their information; and who stayed and observed and asked more questions whenever I would open the compost bin to feed or check on the worms – and so they became my Worm Experts. Because they contributed to the poster display, they were the right people to represent our vermicomposting table at the fair. They were so excited!

I was there to supervise while the Worm Experts had the responsibility of answering questions. Students and staff who visited the display learned a lot as the kinders presented anatomical drawings they had made of the worms, delighting in stating that worms have 5 hearts. The Experts also explained that worms need to stay slimy or they will die, because they breathe through their skin. The composting they explained in three easy steps; collect compost, blend the compost, feed the compost to the worms. Finally, they stated that worms are important because when they dig tunnels, their poo becomes soil with nutrients that helps plants grow. 

The Worm Experts answered questions for the better part of an hour, with the whole school filing past to visit the display. With their enthusiasm beginning to fade a bit towards the end, I asked if any of them would like to stay at the fair or return to the classroom. Half of them decided to return to the classroom because “Being an Expert is hard work.” The others who were happy to stay, chatted with other presenters or went and visited other displays with grade 6 Big Buddies, just like the big kids.

Mike Beetham Before School Starts, Constant Learning, Inspiring Students, Learning About Your Students, Learning in a Real Life Context, Professional Learning and Growth, Student Ownership

Classroom Resolutions

New Year’s Resolutions are a time-tested tradition in which individuals make personal commitments to improve in some aspect of their life. I have used this activity in my classroom for over two decades and find it to be a wonderful, fun tool in helping both myself and my students set goals on how to make the most of their academic year.First and foremost I model this activity for my students by reflecting on my first four months of the school year. I determine what went well and what do I need to do to further enhance the success of my students. I set personal resolutions in the following areas:

  1. Continue – what practices are going very well and should continue in the new year
  2. Improve – what practices have not went as well as expected and what do I need to do to improve that area of my teaching
  3. Experiment – what new area or tool would I like to start to experiment with in my day-to-day practice

This year my resolutions are going to be to continue with the use of technology as an alternative option for demonstrations of learning. I will improve in my area to both understand and apply the concept of sensory accommodations in the room (especially around noise). I will start to experiment with social media and how it can become an option for my classroom pedagogy.

For my students it starts with a discussion around New Year’s Resolutions and how it is a part of their life. Most often they talk about how the adults in their life make resolutions around quitting smoking, losing weight or exercising more. The conversation shifts to what the purpose of a resolution is and why people make them. I pose the following question, ‘Should only adults make New Year’s Resolutions?’. Of course their answer is always no. That leads us to talking about the types of resolutions that children might make. It always generates a very rich discussion about how we are individuals with different strengths, different needs and different lifestyles. That focus in itself is a key vehicle in which our group comes to understand and accept the uniqueness of each other.

The final product that is used by my students is a graphic organizer that will focus on four different areas of their life. The first is personal health. What do they need to do in order to be healthier (exercise more, less screen time, eat healthier)? The second focus is on happiness. What will they do in order to be happier in their life? The third area is academics. What do they need to spend more time on in order to be successful? The final component will be on friendships. How will they be a better friend or seek out more friendships? For the month of January we review these resolutions every Friday. After that we look at them every 2-3 weeks and finally in our year-end celebration we examine how successful we have been in reaching our resolutions. Over time I have had the students put them in a time capsule that is opened up much later in the year as well as having them take it home and share with family or a close friend. Whatever way they are used, it is an enjoyable way to start the new calendar year off.

Tisha Nelson Differentiated Instruction, Diverse Learning Needs, Student Ownership, Students as Teachers

On Being the “Best Teacher Ever”

Many times my students write me notes or draw pictures that I often post on my wall  saying that I was their “Best Teacher Ever!” Although flattering as it may sound, some students are at a loss for words to describe the ways in which they feel valued in my class and this sentiment, “best teacher ever” may be the most articulate way to describe their content. But might we delve deeper into what students are thinking and help them to articulate precisely what it means to be their best teacher ever?

When I speak about being the “Best Teacher Ever”  what I am really getting at are those specific things that we can do as educators that allow children to feel safe in an environment where they can learn and grow. As teachers, we can ask students to describe how our role might best support them in their learning.

Each year I invite my students to share with me the specific things they need me to do in order to support their learning. Although many are tempted to suggest unrealistic and simply untenable demands, once the sillies are out, students can and will articulate precisely what they feel would support them as a learner. After all, they are experts on themselves.

Best Teacher Ever

Pictured is the posted success criteria that I worked towards achieving every day in order to serve my students. This was developed by my Grade 5/6 combined class at the beginning of the school year. I asked my students what they needed in order to be a successful student in my class. They articulated that I could best serve them by honouring their need for movement and providing opportunities to collaborate in groups while at the same time valuing independent work experiences. Students articulated the need for music that would help them focus and to have access to technology that would complement their learning. Most importantly, students articulated that they didn’t want me to take life too seriously and noted that telling jokes was an integral part of their experience.

Throughout the year when the “Best Teacher Ever” sentiments came along, students were able to describe was working. “Ms. Nelson, It really helped when you used the examples.” “Ms. Nelson we really need that power-walk during this long work period.” “Ms. Nelson singing that song about similes and metaphors really helped me understand the difference.” When students said, “Ms. Nelson you are the best teacher ever!” I know what they meant. I knew the standard to which they were holding me accountable. I knew because I asked.

Tisha Nelson Before School Starts, Building Inclusion, First Week Reflections, General, Learning About Your Students, Start of the year, Student Ownership, Wellness

The First 20 Days of School – Connecting with Students is a Great Place to Start

Teaching is always new! With a new group of students, fresh reflections on practice and the opportunity to start from scratch, as it were, the start of the school year provides teachers and students alike the opportunity to create new beginnings every year. Knowing this, what might some important considerations be to make it a great start? Chapter One of The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers highlights four important themes for success: connecting with students, passion for teaching, attributes-based approach and importance of school culture. I would like to focus this reflection on the importance of connecting with students within the first 20 days of school as a means to establish an authentic relationship with students that fosters trust and inspires a willingness to take risks within a safe learning environment.

Renowned poet and author Maya Angelou once said, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” This profound sentiment holds true for teachers and their relationship with students in that when students feel respected, safe and cared for, the experience of learning is enriched. The following are five practical ways for teachers to build authentic connections with their students at the start of the school year:

1. Be authentic. When teachers model what it means to be an authentic learner – mistakes and all, students are then encouraged to take risks without fear of reprisal. Let your model of authentic learning influence students to do the same. This form of transparency sets the tone for fostering meaningful connections between teachers and students.

2. Ask students about their needs and listen. Validate student voice by positioning them as the experts on themselves. Invite students to share their learning needs and the things that you could do as their teachers that would support their success and commit to doing them. Conducting multiple intelligence and attitudes and dispositions surveys are great ways to begin the dialogue for students to articulate how you can support their learning and their level of self-efficacy.

3. Explore student interests. As teachers we all need to cover the curriculum but viewing the curriculum as a launching pad as opposed to a landing pad can invite student’s interests to take centre stage in the teaching and learning process. Ask students about their interests and find creative ways to invite further inquiry into them while exploring the curriculum at the same time.

4. Learn the students. In addition to the information that can be found in student records (i.e. OSRs), commit to learning more about your students in meaningful ways. Pronouncing student names correctly is important way to let students know that they are valued. Challenge yourself to learn at least five non-school related facts about each of your students. This can help to build a positive relationship and validate their experiences outside of the domain of the classroom. Finally, being aware of students personalities (i.e. introverts, extroverts, etc.) will inform how to relate to them as well as setting the conditions of the classroom experience.

5. Invite to student voice by fostering a reciprocal relationship with your students. Nurturing a collaborative learning environment for students does not merely mean giving students the opportunity to collaborate with each other, but it also means positioning students as collaborators with you. Partner with your students to design the learning space and learning opportunities. This fosters student ownership in the teaching and learning experience and empowers students to be meaningful contributors to the class. When you invite their voice in classroom decisions, ensure that it is validated by action on your part. Leveraging positional power in the classroom creates space for a more meaningful connection between students and teacher.

As teachers we are in the business of supporting students success. Fostering meaningful connections with students goes along way in promoting both student achievement and well-being. When students know that their teachers authentically care about them, their willingness to learn will support their ability to do well. Starting the school year with students in mind will set you on a solid foundation for building upward. Make it a great start.

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Mike Beetham Before School Starts, Building Inclusion, Differentiated Instruction, Diverse Learning Needs, Learning in a Real Life Context, Making a Difference Through Education, Planning, Student Ownership

Service Learning Projects

Service learning projects are a form of project-based learning in which learning outcomes are accomplished through community service. It is a powerful approach to teaching that provides students with authentic learning experiences in real-life contexts. The outcomes of a quality service-learning project are endless (citizenship, responsibility, character, teamwork). Service learning projects are timeless and can be used at any time of the year.

I have used a service-learning component in my yearly plan for over two decades. In that time, my Junior students have worked with seniors, redesigned local parks, multiple environmental projects with the municipality, projects within our own school community, work at local outdoor education facilities, assisting local charities or community organizations and international projects with Sierra Leone. No matter what the project, the outcomes have been very consistent. First and foremost my students are able to start to look beyond their personal needs and develop a global awareness.

The goodness of all children just shines through like beacons when they know they are helping others. For my current teaching assignment I work with students who have reputations as aggressive, ego-centered individuals who do not care about the people around them. They rapidly lose that bravado when they know that they are making a difference for other people. Throughout this year we worked with our local education centre stacking wood for the upcoming maple syrup program, replanted trees and helped keep their site litter free. The experience of knowing they were making a difference for others created an outcome that was palpable. I am sure that I could see their self-esteem grow in front of my eyes.

My most memorable service-learning project occurred several years ago where my Grade 4 class worked with a group of seniors in a program called ‘Walk A Day In My Shoes’. The end result of our year-long work together was two fold. My students developed both respect and understanding for seniors and for many of the seniors, they found a new purpose in their life. As for me, I was reminded how much I love my profession and the difference teachers can make.

 

 

 

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Mike Beetham Building Inclusion, Classroom Management, Communication Tools, Student Ownership

The Power Of The Circle

The circle has many historical references probably none more meaningful as the significance to the traditions of our First Nations’ People. It is a very powerful formation as it represents the importance of each and every person in the group. There is no start or finish to a circle as well as representing the cycle of life for both nature and humans. I use the circle in my classroom for all classroom discussions, meetings and as a morning check in and day end check out.

During circle time the students are facing each other, taught how to demonstrate a good listener position and become more engaged in each and every discussion. The key message the circle sends is that each and every person in that circle is important and valued  for their ideas, who they are and the voice they will share with the rest of the group.

My first month of school is the time when the circle is introduced and the procedures that will be used during circle time. It is like any other beginning of the year activity, it requires a lot of work and consistency in the beginning. I use a variety of adventure based programming activities to further support the concept of how powerful the circle is in our physical education classes.

Over the course of first term there is a gradual release of responsibility to the point (at this time of the year) the circle is lead most often by the students. It becomes a tool for everyone in the room and not just the teacher. Last week a student asked to have circle time so that an issue that had taken place during the fitness break could be addressed and resolved.

Many times I am asked how do you use the circle in a classroom full of students, desks, support material and other classroom materials. My best answer to that important question is that if there is a will, there is always a way to make it work. Through both creative classroom design and the establishment of effective routines, the transition from regular classroom to circle formation can become seamless. I highly encourage you to research more about the traditional circle and how it may become a strategy in your classroom.

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Mike Beetham Before School Starts, Building Inclusion, Challenging Topics, Learning About Your Students, Student Ownership

Trust and Verify

This is a fantastic new phrase I came upon. I have been experimenting with it in my class over the last two months. As I work with my special needs students I am always looking for new ways to say the same message. A key component that I strive to accomplish in my classroom is the concept of trust. That entails students trusting adults, adults trusting students, and students trusting students. TRUST is a pillar of an effective classroom community.

This phrase puts the trust factor as automatic and you know the verification will follow. That is a paradigm shift for many people. But what I have found from my student conversations is that the fact that I automatically trust them is in itself a breakthrough for their confidence and self esteem.

The way that I am using it is to show them that I believe in them, trust them to do what is right or what they were asked to do. Their role (critical piece) is to show me that my decision was the correct one. I guess a simple way to explain it is to see this as an attribute based approach in that all children are innately good and capable of being trusted. It is proving to have a self-fulfilling affect on my students. As a young boy in my class put it, “You are right Mr. B., I can be trusted”.

Shawna Rothgeb-Bird Celebrating Success, Communication with Parents and Guardians, Student Ownership

Showcasing Student Work for Parents

I’m not a huge fan of Parent/Teacher Interviews. It’s not the idea of speaking with parents about their child’s progress, because I am totally on board with that. It’s not the time spent after school, either; I’m usually one of the last teachers to leave my school at night, so I’m pretty used to being around after hours.

My issue with Parent/Teacher Interviews is that the focus is rarely, if ever, on talking about what students are doing daily in the classroom. To me, that’s the important thing: seeing their work and their progress over the course of the ten months that they’re in my class. My students work hard and take pride in their accomplishments. I’ve never liked that interviews are linked to progress reports or report cards because the natural thing to do seems to be to talk about grades.

I hate grades, but that’s another story for another time. 😉

A few years ago, I did something with my class that I felt really offered my students the chance to show their parents just how much they had accomplished that year. It was a really rewarding experience for everyone.

In spring of that year, a few students in my Grade 5 class came to me and asked if we could do a class talent show. This was a congregated gifted French Immersion class with many performers of all kinds. We discussed it as a class and nearly all of them wanted to participate. We decided that we would host the talent show in June as an end of year event and invite everyone’s parents to come. I was not going to force anyone to participate, though, so I had to come up with some reason for the parents of students who were not performing on stage to attend.

My students had been amassing large portfolios of work all year. I’m a bit of a hoarder when it comes to student work and I like them to keep it all at school for as long as possible. Usually this just leaves me drowning in a pile of art projects, scientific models, chart paper, and duo-tangs, but this one year it really paid off. I had my students go through all of their work and choose five things that they were really proud of.

We discussed why they might choose certain pieces over others. Some pieces were chosen because students had worked particularly hard and had done a really great job with them. Others were chosen because they were really fun and exciting. Others still were chosen because students felt that they had made a lot of progress that year. The highlight, for me, was when one of my students chose to showcase her Mathematics notebook. When I asked her why, she said that it was because she started that year hating math, just like every other year, but by the end of the year she felt really confident in math and it had become her favourite subject.

Validation! My teaching is working! But that’s not what this post is about.

We ran the entire event in the school’s gym, which had an attached stage. I pulled out some tables and set them up, then gave each student a space to display their work. They decided how to display it. As parents came in, they were able to wander around the tables and see the work all of the students had put out.

The talent show itself was what I expected: a seemingly endless parade of ten and eleven year olds playing musical instruments, telling jokes, dancing, and doing whatever else they had come up with as a talent. It was really sweet. They did a wonderful job. All I really did was invite the parents; they coordinated who did what and when, rehearsed on their own time, and ran the whole show for parents.

After the talent show, all of the students went and stood by their work. They were expected to explain to their parents why they had chosen to include each piece. I was there and able to answer any questions and chat with the parents, of course, but the students were the stars of the afternoon. I got a lot of positive feedback from parents on the event and they were happy to be able to hear their child talk about his or her work in a positive light.