Friday, March 27, 2015
James Costner Classroom Webpage
Check out my classroom web: http://teacherweb.com/NC/JCostnerMiddleSchool/JamesCostner/
Tuesday, March 24, 2015
Reflections on
Sugata Mitra's hole in the wall TED Talk
Sugata Mitra's talk on the "Hole in the Wall" experiment is intriguing. The fact that uneducated small children could teach themselves, by computer, to speak English in a Tamil speaking society is amazing. And even more amazing, that they did it by themselves out of pure curiosity. Adventurous poor children, exploring a computer fastened in a public wall, that was set up in English. The story in this video is extraordinary:
How awesome is the thrill of discovery in students (and adults as well), that when harnessed, is a driving force for learning and innovation. How can we make use of these discoveries? In contrast, the grinding challenge of Common Core requirements is a recipe for cookie cutter students. The love of learning is sometimes squashed, trying to make an assessment tool, that grades all students across the Earth. I am saddened by the narrow focus this forms in a few teachers. Those few teachers in the United States seem to think the objective of teaching is to have a quiet class, sitting like eggs in an egg carton. For example, while substitute teaching at an unnamed site, I was teaching a class that required a lesson on the human heart. The lesson contained some basic facts, simply that the heart is about the size of a fist, and that the heart supplies oxygen to all the cells in the body. This is a simple and easy lesson, but it was well below these fourth graders and they hungered for more. We had finished nine minutes early so I had a little time to field some of their slightly off topic questions. They were asking about what smoking does to the heart and lungs. I told them that they ought to see, or maybe not see what cigarette smoke blackened lungs looked like.
As I was saying this, the tech-savvy girl who was running the Smart board behind me, quickly Googled an image of a smoke blackened pair of lungs, and the whole class was fascinated. Some had parents or relatives that smoked. We Googled from smoke damaged lungs to clogged arteries, aneurisms, damaged hearts, and so on. The excitement of learning and the thrill of discovery had the whole class enthralled. Most of the students stood up from their folding chairs and were commenting, pointing, and asking new questions. They and I were having a good time chasing down these side trails with our few minutes of spare time.
Suddenly their teacher, who happened to be passing down the hall, rushed into the room, seeing them standing up and not quiet. She berated them heartily over their standing up and talking, ignoring my attempts to get her attention. Then she rushed back out in the hallway with a self-satisfied look on her face, totally misreading the student's motives and activity. Scolded for their curiosity, in a brief moment, their natural curiosity and love of learning was squashed. Does learning have to be a chore and a bore? Like this image below, should students check their mind at the door, and kill time until it is time to go home?
We should fan the flame of the love of learning and discovery. When we see enthusiasm, and earnest investigation, we should encourage them to travel into new realms, where they have not explored before. We then will see a new generation brighten the scholarly academic horizon with new discoveries! They, like us, will enjoy the wonder and mystery of learning.
A wise old man once said to me, "Beware of smothering enthusiasm. It is better to have a few sparks on the rug, than a cold fireplace." This is wise counsel.
Flame and Socrates quote
Now I must hasten to add that although I agree with much of what Mitra has noted, I must tweak his premise some. I do teaching in many classrooms and am likewise aware that in the normal class size of 24 students, not all are interested in the computer. Most are, but roughly 25% are not. So if a camera were set on those "Hole in the Wall" computer sites one would probably see that not all children are interested in a computer. Certainly some children looked at the computer, and just continued walking. Mitra makes no mention of that. But in a classroom, we don't get to only invite those that are interested. Public education requires every student to attend up to age sixteen. So not every child will be self-taught by a computer.
And there are two other problems with Mitra's "Hole in the Wall" situation. One problem is purely practical. And that is, they are kids. Between playing the computer, many would probably get into fights. Normally twenty four children left in a room, classroom, open field or whatever will have some sort of disagreement arise, and some sort of conflict will break out (I might note with adults as well). And besides conflicts, the last problem is that children might take the road of least resistance and simply lay around, or run off to something even more pleasurable. It is human nature. Some might just choose to goof off instead of working. So when it comes to children learning for their education, an adult does still need to be in oversight of them to some degree. There is a need for an oversee/teacher, to keep them from straying into trouble, or goofing around. So Mitra's idea should be encouraged and enabled, but an adult overseer/teacher needs to be a part of the mix, and not expect children to operate for a school year solely by themselves.
Now as far as current classrooms are concerned, it would be difficult to weave in Mitra's revelations. Common Core is tough enough to keep up with as it is, but allowing children more flexibility and less teacher led learning would not be easily accomplished. As the saying goes, "It is difficult to put new wine in old wineskins, because the old wineskins will split with all that energy. And the old wineskins will think that the old way is best." So instead we need "new wineskins for the new wine." The present structure can be tweaked some, but will not allow that much freedom.
So probably a new school setting will have to be created. Normally a good format is a "Magnet School" were innovations can be tried out. A magnet school will attract innovative parents who would welcome a new approach. And if the new approach is working, a new setting can be created in the mainstream schools. For their sake and for ours, let's see how this works out in an experimental setting, before we change over the whole system. But one thing is possible, if children are given more freedom to explore, it could be astounding. Carpe' Diem!
http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves?language=en
As I was saying this, the tech-savvy girl who was running the Smart board behind me, quickly Googled an image of a smoke blackened pair of lungs, and the whole class was fascinated. Some had parents or relatives that smoked. We Googled from smoke damaged lungs to clogged arteries, aneurisms, damaged hearts, and so on. The excitement of learning and the thrill of discovery had the whole class enthralled. Most of the students stood up from their folding chairs and were commenting, pointing, and asking new questions. They and I were having a good time chasing down these side trails with our few minutes of spare time.
Suddenly their teacher, who happened to be passing down the hall, rushed into the room, seeing them standing up and not quiet. She berated them heartily over their standing up and talking, ignoring my attempts to get her attention. Then she rushed back out in the hallway with a self-satisfied look on her face, totally misreading the student's motives and activity. Scolded for their curiosity, in a brief moment, their natural curiosity and love of learning was squashed. Does learning have to be a chore and a bore? Like this image below, should students check their mind at the door, and kill time until it is time to go home?
We should fan the flame of the love of learning and discovery. When we see enthusiasm, and earnest investigation, we should encourage them to travel into new realms, where they have not explored before. We then will see a new generation brighten the scholarly academic horizon with new discoveries! They, like us, will enjoy the wonder and mystery of learning.
A wise old man once said to me, "Beware of smothering enthusiasm. It is better to have a few sparks on the rug, than a cold fireplace." This is wise counsel.
Flame and Socrates quote
Now I must hasten to add that although I agree with much of what Mitra has noted, I must tweak his premise some. I do teaching in many classrooms and am likewise aware that in the normal class size of 24 students, not all are interested in the computer. Most are, but roughly 25% are not. So if a camera were set on those "Hole in the Wall" computer sites one would probably see that not all children are interested in a computer. Certainly some children looked at the computer, and just continued walking. Mitra makes no mention of that. But in a classroom, we don't get to only invite those that are interested. Public education requires every student to attend up to age sixteen. So not every child will be self-taught by a computer.
And there are two other problems with Mitra's "Hole in the Wall" situation. One problem is purely practical. And that is, they are kids. Between playing the computer, many would probably get into fights. Normally twenty four children left in a room, classroom, open field or whatever will have some sort of disagreement arise, and some sort of conflict will break out (I might note with adults as well). And besides conflicts, the last problem is that children might take the road of least resistance and simply lay around, or run off to something even more pleasurable. It is human nature. Some might just choose to goof off instead of working. So when it comes to children learning for their education, an adult does still need to be in oversight of them to some degree. There is a need for an oversee/teacher, to keep them from straying into trouble, or goofing around. So Mitra's idea should be encouraged and enabled, but an adult overseer/teacher needs to be a part of the mix, and not expect children to operate for a school year solely by themselves.
Now as far as current classrooms are concerned, it would be difficult to weave in Mitra's revelations. Common Core is tough enough to keep up with as it is, but allowing children more flexibility and less teacher led learning would not be easily accomplished. As the saying goes, "It is difficult to put new wine in old wineskins, because the old wineskins will split with all that energy. And the old wineskins will think that the old way is best." So instead we need "new wineskins for the new wine." The present structure can be tweaked some, but will not allow that much freedom.
So probably a new school setting will have to be created. Normally a good format is a "Magnet School" were innovations can be tried out. A magnet school will attract innovative parents who would welcome a new approach. And if the new approach is working, a new setting can be created in the mainstream schools. For their sake and for ours, let's see how this works out in an experimental setting, before we change over the whole system. But one thing is possible, if children are given more freedom to explore, it could be astounding. Carpe' Diem!
Tuesday, March 17, 2015
Repurposing in a TPACK framework
Most teachers are highly creative and innovative. Yet anyone trying a novel approach will attest that the idea flashing like lightning in one's creative moment of brilliance, is not easily formed into three dimensional reality with the tools at hand. Instead it is fraught with snags. Existing tools are frequently insufficient to unexpected new tasks.
Yet as a teacher fashions a new brainstorm, existing technologies can be harnessed in ways not naturally intended. This is called "repurposing." Notice this slightly lame example of "repurposing" common kitchen equipment for preparing a fruit salad in this following video:
Just as in this video it was a struggle using the instruments provided, even so the teacher in a classroom wrestles available technology. In this case the fork mangled the apple slices, while being tolerably useful in cutting the banana. Obviously the fork was "repurposed" to finish the task better accomplished with a knife.
A similar situation occurred with a unit assessment checklist I made recently. I needed a five column framework to display my checklist, but most forms in Word or Excel had too many or too few columns. But finally I discovered a five columned "Baby Shower Form," so I "repurposed" it for the checklist. And actually, I will probably utilize this checklist form in my future classroom. It will be an aid to help my students prepare for, and thoroughly complete their assignments.
So this, and other "repurposings" of existing technologies should benefit our next crop of budding students. Bending technology to new purposes transfers creative ideas to three dimensional reality, bringing new freshness, and discovery to the TPACK mix of content, pedagogical skills, and technology. This creative repurposing will help revolutionize classrooms in a fresh, exciting, and effective manner.
A similar situation occurred with a unit assessment checklist I made recently. I needed a five column framework to display my checklist, but most forms in Word or Excel had too many or too few columns. But finally I discovered a five columned "Baby Shower Form," so I "repurposed" it for the checklist. And actually, I will probably utilize this checklist form in my future classroom. It will be an aid to help my students prepare for, and thoroughly complete their assignments.
So this, and other "repurposings" of existing technologies should benefit our next crop of budding students. Bending technology to new purposes transfers creative ideas to three dimensional reality, bringing new freshness, and discovery to the TPACK mix of content, pedagogical skills, and technology. This creative repurposing will help revolutionize classrooms in a fresh, exciting, and effective manner.
Thursday, March 12, 2015
Are you a Digital Citizen?
Many people from all over the world desire to be an American citizen, but they find it is not an easy thing to accomplish.
Image from Flickr user Caroline Eyer
Likewise, becoming a Digital Citizen is not as easy as it seems either. Just as an American citizen needs to know the basics of the rules of this country to survive, like driving their car on the correct side of the road, a Digital Citizen needs to know how to get around on their devices. It is very easy to end up in unsavory pornographic places, or worse, in virus laden environments that risk the life of one's computer. Another danger is that it is as unsafe to leave one's car unlocked as it is to have no locks on our digital data, so that any unscrupulous hacker can enter our bank accounts. A Digital Citizen needs to know the laws of Digital Land, even as an American Citizen needs to know the laws of this nation. Some copyrights on images can be worth suing a person over. It has been said that the Disney corporation is very aggressive in protecting it's intellectual property. Similarly, due consideration must be given the physical property of companies and businesses and not commit theft there either.
Yet on the other hand, there are many differences between a Digital Citizen and an American Citizen. One such difference is that a Digital Citizen would not need to know the three Branches of American government, nor the veto power of the President. The famous leaders of the American Revolution have no connection with the Internet. And the details of the Civil War on the citizenship test have nothing in common with digital etiquette. Then finally, the Articles of Confederation have zero to do with digital health and wellness.
Yet we can apply traditional citizenship ideas to our work in helping students develop digital citizenship by considering how to be a good citizen in both realms. Both realms need their citizens to be law abiding, not doing illegal actions. Both realms need their students to be considerate of other people, and be an influence for good, not oppressing or threatening others. Traditional citizenship would be like knowing the Bill of Rights, knowing and abiding by the Nine Themes of Digital Citizenship, respecting the right of free speech, and the right to privacy.
Finally the teacher's role in helping students develop digital citizenship is essential. A teacher must tell the students about copyrights on images and videos. A teacher must encourage the students to honor these copyrights. And lastly, a teacher must show the students how to use and attribute images off of the internet properly.
For more information on attribution see:
Attribution Infogram
Yet on the other hand, there are many differences between a Digital Citizen and an American Citizen. One such difference is that a Digital Citizen would not need to know the three Branches of American government, nor the veto power of the President. The famous leaders of the American Revolution have no connection with the Internet. And the details of the Civil War on the citizenship test have nothing in common with digital etiquette. Then finally, the Articles of Confederation have zero to do with digital health and wellness.
Yet we can apply traditional citizenship ideas to our work in helping students develop digital citizenship by considering how to be a good citizen in both realms. Both realms need their citizens to be law abiding, not doing illegal actions. Both realms need their students to be considerate of other people, and be an influence for good, not oppressing or threatening others. Traditional citizenship would be like knowing the Bill of Rights, knowing and abiding by the Nine Themes of Digital Citizenship, respecting the right of free speech, and the right to privacy.
Finally the teacher's role in helping students develop digital citizenship is essential. A teacher must tell the students about copyrights on images and videos. A teacher must encourage the students to honor these copyrights. And lastly, a teacher must show the students how to use and attribute images off of the internet properly.
For more information on attribution see:
Attribution Infogram
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