Monday, July 23, 2012

Six reasons why PBL is applicable in a flipped classroom

In flipped classroom students study class materials at home or during their free time and practice or in-depth learning takes place in class with the instructor as a facilitator.  Practice may be in the form of homework, hands-on experience as in Science laboratory, problem or project based learning.  Project Based Learning (PBL) is an inquiry experience; it is a constructivist approach to instruction and assessment.  PBL is a learner centered and authentic approach to assessment.  In project-based instruction, the instructor engages learners with authentic questions or prompts, inquiry-based activities, and the use of cognitive (technology-based) tools (Thomas, 2000).  There are benefits associated with teaching and learning using the PBL approach (Gulbahar & Tinmaz, 2006).  Learners
  • are involved in active learning,
  • acquires positive attitude towards the learning process,
  •  improve their work routine,
  • improve problem solving abilities and
  • acquires self-esteem.
PBL involves students in real life experience, and therefore the product and learning experience (process) is essential.  The learning process is rigorous; learners take initiative and responsibility since the instructor assumes the role of a facilitator.  PBL experiences are designed to suit students of all ages and developmental level.
There are different views of PBL process.  One of the comprehensive models of PBL expectation was created by Buck Institute for Education and depicted in the heptagon.  The essential elements are also explained in a video (PBL: Explained: http://youtu.be/LMCZvGesRz8).
         The PBL essential elements illustrates significant content and 21st century skills that are essential in classroom today and connects students to the real world experience (BIE, 2012).  These six essential elements of PBL are the six reasons why PBL is applicable in a flipped classroom:
Significant Content   and 21st Century skills

  1. In-depth inquiry: Students ask questions, search for answers, and arrive at conclusions, leading them to construct something new: an idea, an interpretation, or a product.
  2. Driving Question (open-ended):  This focuses students’ work and deepens their learning by framing important issues, debates, challenges or problems.
  3. Public audience: Students present their work to other people, beyond their classmates and teacher – in person or online.  Presentation increases students’ motivation to do high-quality work, and adds to the authenticity of the project.
  4.  Need to know: Project Based Learning reverses the order in which information and concepts are traditionally presented.  A typical unit with a “project” add-on begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them.  Project Based Learning begins with the vision of a product or presentation.  This creates a context and reason to learn and understand the information and concepts.
  5. Student voice and choice:  Students learn to work independently and take responsibility when they are asked to make choices.  The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.
  6. Revision and reflection.  Students learn to give and receive feedback in order to improve the quality of the products they create, and are asked to think about what and how they are learning.
 PBL Feedback
Revision and reflection of PBL products requires a clear and concise rubric.  Students’ product(s) is a result of rigorous and relevant experience and therefore the grading criteria should not overlook any aspect of the work input that produced the output.  Students self and peer assessment of their work enhance their self-esteem and the PBL process since students value their peers feedback.  The following is a sample PBL checklist that can be used in oral presentation: http://pblchecklist.4teachers.org/view.php?id=371403

The 3Cs of PBL
From the BIE 21st century skills model, three components stand out as overarching PBL experience.  Students are in involved in critical thinking, collaboration, and communication that are all essential components in the real world.
 
Resources
Buck Institute for Education (2012).  What is pbl?  Retrieved from
http://www.bie.org/about/what_is_pbl
Gulbahar, Y., & Tinmaz, H. (2006).  Implementing Project-Based Learning and E-Portfolio Assessment in an Undergraduate Course.  Journal of Research on Technology in Education, 38(3), 309-327.
Mwangi, M. (2011).  Impact of Integrating Educational Technology in Science Lessons At an Urban
School in the State Of Georgia: Student Learning Perspectives.  Argosy University.  (Dissertation)
Thomas, J. W. (2000).  A review of research on project-based learning.
Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

Monday, June 18, 2012

Let Go!

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge”
Albert Einstein
You never know what happens when you let go, but you have to let go to know what happens.  That is why students should be allowed to express themselves in a conducive and enriched environment.  Teaching bell to bell is not realistic; students need a moment to escape into their inner selves and share their thoughts with peers.  Most creativity is birthed in a moment of silence and student-centered learning.
 
The Unilever company identified four phases of creativity (Mostert, N. M. 2007): “getting into contact with the problem, incubation time to think about a solution, the ‘aha’ moment when you think of an idea, and action to share the idea with others.”  They implemented a “five minutes of silence” in their creativity sessions to allow participants to generate ideas.   The business (real) world is practicing the act of silence for brainstorming and team inputs.  The strategy is applicable in classroom today by allowing students to team up and hold "teacher-free' (student-centered) discussion.
Letting go occurs in different form and shape.  In flipped classroom, Jackie Gerstein suggests that, “authentic, often hands-on, experiences and student interests should drive the learning process, and the videos, support the learning rather than being central or at the core of learning.”  It is all about students. 

The following video by Coldwell Banker depict some of the hidden knowledge and skills possessed by children and can only be tapped when they are let loose to explore real life experiences.  Children in the video demonstrates their knowledge of science (colors), social studies (village and family), math (geometrical shapes they drew) and Language art (description of real estate).  Something happens to children when they are let loose.
Let go and enhance creativity by being silent and allowing students to think and then let them share and implement their ideas.
“Silent thought is more powerful than spoken words.”
Napoleon Hill
Gerstein, J. (June 17 2012).  The Flipped Classroom: The Full Picture for Tinkering and Maker Education Retrieved from http://usergeneratededucation.wordpress.com/2012/06/16/the-flipped-classroom-the-full-picture-for-tinkering-and-maker-education/
Mostert, N. M. (2007).  Diversity of the Mind as the Key to Successful Creativity at Unilever.  Retrieved from http://mccim.nl/publications/diversity-of-the-mind.pdf

Wednesday, June 13, 2012

Technology Planning and Integration



     The phrase “integrating technology in classroom” is a common phrase in education world.  In its simplest terms and application, integrating technology is not taking an old lesson plan and posting it online for students to access and complete it using traditional means.  It is redesigning the lesson so that students can accomplish tasks using technology tools.  With the introduction of the Common Core Standards for K-12 in 44 states, one of the key innovations and advances in the PARCC (Partnership for Assessment of Readiness for College and Careers) (2012) design includes:
 “Uses state-of-the-art technology in all components of the system to create online assessments that are authentic and engaging for students, provide educators with timely and actionable data, and are cost effective and efficient.”
       The statement implies that, with the Common Core State Standards technology integration should not stop at instructions but should include better use of technology in assessments.  (PARCC (March 2012), PARCC Progress Update, Retrieved from http://www.parcconline.org/sites/parcc/files/PARCC%20Progress%20Report%20-%20FINAL.pdf).

The following video is a basic explanation of some “why’s” of technology integration in classroom: http://www.youtube.com/watch?v=EP_yGEH6zaY&feature=colike.

 Technology integration requires planning for purchase, integration, and evaluation.  The following recommendations would help to address the ambiguity that is prevalent in education institutions:
1. Administrators require technology training.  During evaluation and “walk through” instructors are expected to demonstrate that they are using technology to instruct, and students are using technology to learn.  Administrators are given a rubric that instructs them how to evaluate evidence of application of technology in teaching and learning but the question is, can the administrator be able to design a lesson that integrate technology?  To be in a position to assist teachers, they (administrators) should learned how to design technology-based instructions. 
2.Creating technology training that are effective; includes hands-on activities on designing lessons that integrate technology and are aligned with content and technology standards.  Instructors require skills on how to plan technology-based activities that are differentiated to meet the needs of all students.  For free courses refer to: http://www.openculture.com/freeonlinecourses
3. Planning for the technology tool before purchase.  Frugality should be a virtue in education world when purchasing is concerned.  This will save money, time, and unnecessary trainings for equipments that will be used sparingly or will never be used.  Resource for planning for technology: Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003).  Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders.  Corwin Press, Inc.
Allowing time between implementation of new tools and software.  The duration will be utilized for follow-up and to give instructors sufficient time to implement and evaluate effectiveness (to transmit the necessary content) of lessons taught using the tools.  Instructors can fall prey of “good” lessons that are taught using all the sophisticated technology tools that just entertain students.  Technology Façade is a revelation of the status quo in schools; this tool assist technology teams in planning, implementing, and evaluating technology initiative (Tomei, 2007).  (Technology Façade checklist: http://center.uoregon.edu/conferences/ISTE/uploads/NECC2007/KEY_40173033/Kozloski_Facade_Checklist_0400Tomei.pdf ).
4. Frequent assessment for technology literacy.  Assessment should be formal and informal.  Not all students are capable of using technology as a learning tool; the fact most students are “digital natives” does not mean that they know how to how to learn using the available technology tools.  Technology literacy should be formally assessed at least twice a year-at the beginning and the end of the year.  Informal assessment should be ongoing as students are engaged in learning using technology tools.  (Jonathan D., Becker, J.D., Hodge, C. A. & Sepelyak, M, W.
(June 2010)  Assessing Technology Literacy: The Case For An Authentic, Project-Based Learning Approach. Retrieved from http://genyes.org/media/freeresources/assessing_tech_literacy_whitepaper.pdf)
5. Acceptable user policy.  Different institution have established a working AUP to serve the stakeholders.  Schools should expect student to learn AUP and be responsible digital citizen.  Businesses are taking major initiatives in informing their employees about AUP.  For instance, Edge Ware compiled the 3 E’s of Electronic risk management among other rules.  In a nutshell they advise companies to “Establish comprehensive clearly written Internet, P2P, email, IM , social media and blog rules, policies and procedures for all employees, from the summer intern to the CEO, Educate employees, and Enforce the written rules.” (http://www.edgewave.com/ga/aup.asp?oc=1209&gclid=CMzV8J6rzLACFQ0q7Aodc1LjXQ).  The Light Speed System AUP involves setting up goals in the foremost (http://www.lightspeedsystems.com/resources/Acceptable-Use-Policies.aspx):
  • To set forth clear expectations about proper use of school technology.
  • To reflect the school’s educational philosophies and values.
  • To be flexible and adaptable as guidelines and technologies change.
  • To educate students about topics such as netiquette, cyberbullying, and Internet safety.
  • To legally protect the school.
  • To protect the students and other users.
Schools should take firm initiative similar to the business world by involving all the stakeholders, empowering them, and holding them responsible.
Technology planning and integration is work in progress!

Monday, June 4, 2012

School is out but learning is not





Character education is more exciting to teach and learn, in a summer program that engage students in indoor and outdoor activities.  It is also beneficial when these planned experiences are interdisciplinary and run for a month so that participants can remain engaged.  The climax of the program should be a day of celebrating accomplishment.

Below is an example of a program that will inculcate values like responsibility, respect, fairness, care, and civil virtues, and at the same time integrate technology and celebrate diversity.

 Enviro-friendly

In this program, students will be involved with all aspects of conservation of environment- air, water and soil (land).
Introduction: Build a website that will introduce the program to the students and the public, and house all the activities and events that the students will be involved in.  The site will also host a blog where student can journal their experiences and events.
Set objectives: Formulate clear, precise and measurable objectives.  Students should be given opportunity to react on the set objectives.
Age-group: Selection of the age group determines the kind of activities and materials used.  For this program, the selected age group is 9-14 years.
Materials:
  • Computer and LCD projector to be used for presentation, videos and podcasts.
  • Access to internet and at least 10 laptops.
  • Writing materials (markers, crayons and pencils)
  • A variety of papers (copy, and construction papers)
  • Microphones
Activities
Video stream: Watch video clips on our environment, as an introduction to the program and an activator.  Videos featured in the program are available online (examples provided under video references).
Research and brainstorm: Participants outline various activities (with the guidance of the instructor) that involved conserving the environment.  They will use the internet for research and organize their thoughts using graphic organizers.
Discovery corner: Students will read books and articles in print or digital.
Journalism corner (they use the publisher program): Students educate the public by writing to the editor of a local magazines and newspaper and / or create and distribute flyers.
Podcast or Vodcast:  Students video tape themselves as they perform different task and explain the reasons behind their action.  The podcast is embedded in the program website and is downloadable.
Curriculum days: Students will experience a connection between specific activities to math, science, social studies, reading, and language art.  Teachers and other volunteers (like counties environmentalist) are invited to conduct the activities.
Celebration:  As a culmination of the wonderful month of hard work students, parents and community members visit a lake or a park.  The first activity should be to clean up the area, play games and eat.  A guest speaker is invited to commend the young environmentalist for the job well done.
Program outcomes:
It is important to always evaluate the program and draw conclusion and recommendation for improvement.  Evaluation can be drawn from program instructors, students, parents and community members.  The activity can be accomplished via internet, interview, and paper and pencil.
Examples of program outcome
As students work in groups, they will learn to treat each other with respect, and be responsible of accomplishing their tasks.  In addition, students share all the resources fairly among the group members and learn to solve their dispute when they arise without biasness.  The whole program will teach students how to care and conserve their environment, and teach others to do the same so that the effort can replicate through other members of the society.  Students will use technology as one of their tools for learning, be encouraged to be creative, embrace diversity, and create an awareness of how community members can conserve environment.
"School may be out but learning should not."
 Videos References
Global Development (2012) Rio Earth Summit: Young People and the Future They Want.  http://www.guardian.co.uk/environment/video/2012/may/25/rio-20-earth-summit-sustainable-development
The Girl Who Silenced the World for 5 Minutes. http://www.youtube.com/watch?v=TQmz6Rbpnu0&list=PLB17CE4366FC5C2AA
Discovery Education The Green Earth Club: How We Fit In www.unitedstreaming.com

Monday, May 28, 2012


Flipped  or  Flattened Classroom

                Great teachers are always exploring new strategies to improve teaching and learning.  Flipped or flattened classroom is not about comparing the models but acknowledging diversity in our classroom. Students are dynamic, and therefore instruction and assessment strategies should be dynamic.  Teachers do not have to stick to the style that they used yesterday since it worked so well, it may not work well today with the same set of students.  Assess and adjust.  Be ready, be flexible, and be accommodating.
Flipped or flattened, there is one common denominator, both incorporate project based and cooperative learning.  Can students apply or transfer their learning outside the four walls?  Can students work together as a team? 
I like a teacher who gives you something to take home to think about besides homework.  ~Lily Tomlin as "Edith Ann"


The flipped classroom inverts traditional teaching method, delivering instruction online outside of class and moving “homework” into the classroom.

Resources
Jackie Gerstein Ed.D
Sams,  A. & Bergman, J. (2012) How the flipped classroom is transforming learning http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
Andrew Miller (2012) Five Best Practices for the Flipped Classroom.  http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Musallam, R. (2011) Should You Flip Your Classroom?  http://www.edutopia.org/blog/flipped-classroom-ramsey-musallam
The concept of a 'flat classroom' is based on the constructivist principle of a multi-modal learning environment that is student-centered and a level playing field for teacher to student and student to teacher interaction.

Resources
Global Education On a Dime: A Low-Cost Way to Connect 



Monday, May 21, 2012



 

What is your reading preference?


             I picked up a tradition of sending a digital correspondent in the form of a text to my children every morning.  The content is meant to encourage and guide them throughout the day.  This year my daughter joined, the tradition but her digital correspondent is sent at 7pm daily as medical facts.  On Friday May 18, 2012, she transmitted the following fact: “People generally read 25% slower from a computer screen compared to paper.”  The researcher, teacher, and reader inside me stepped into action.  The reader analyzed my preferences: kindle reader, paper, and then computer.  The teacher reflected on the behavior exhibited by my students during a directed reading activity.  Student’s choices are normally: paper, screen, and then audio.  Lastly, the researcher investigated the statement and there seems to be very little readily available research comparing print and computer readability. 
           Charles Arthur (2008) article in the guardian, summarized aspects of printed and e-books.  He claims that reading on a screen is tiring, and slower.  On the other hand, he adds, with the paper you are not tempted to check your email or click on unrelated links.  Dillon, McKnight and Richardson (1988), identified five broad differences between print and screen reading (screen reading is slower, less accurate, more fatiguing, decreases comprehension and is rated inferior by readers).  They also explained 10 variables proposed as potential causes of reading differences between paper and screen (eye movement, screen dynamics, display polarity, orientation, viewing angle, user characteristics, aspect ratio, flicker, image polarity, display characteristics, and anti-aliasing).  
           A search of recent comparative studies of print versus screen readability revealed results similar to Dillon et. al. (1988) research.  E-books are cost efficient and portable but if they are to be accessed via, a desktop or laptops then there is a need for a more reader friendly screen.  What is your reading preference?

Arthur, C. (2008).  It's the screens, not the internet, that are making us stupid.  Retrieved from  http://www.guardian.co.uk/technology/2008/jul/04/charles.arthur
 
Dillon, A., McKnight, C., & Richardson, J. (1988).  Reading from paper versus reading from screens.  Retrieved from  http://www.ischool.utexas.edu/~adillon/Journals/Paper%20vs%20screens.htm

Convery Optometrists (n.d) Eye Facts. Retrieved from http://converyoptometrists.com/facts.aspx