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With all the promise that educational technology holds, several pitfalls are always on the minds of educators. The top two issues that commonly come up in my talks with educators are the technology (Internet, hardware, devices, apps) not working or off-task behavior on the part of students. While there are some serious challenges that can derail any lesson, there are some strategic ways to mitigate them ground in instructional design. Here are some of the most commonly implemented strategies, which I will describe in more detail in this post.- Classroom Management
- Pedagogically sound lessons
- Monitoring
- Accountability for learning
- Feedback
- Assessment
Classroom Management
It is tough to argue the fact that many learners will quickly go off and remain off task if a classroom is not managed effectively. The key above all else is to build positive relationships with kids. One great way to do this is to co-construct rules with them as well as ramifications if they are not followed or broken. Addressing issues immediately as they arise, re-directing adverse behaviors, and utilizing positive reinforcement at opportune times all aid in creating a classroom conducive to learning.
Pedagogically Sound Lessons
If you are a reader of this blog, then you know that this is one area that I focus on extensively with my writing. Instructional design is one of the best deterrents to off-task behavior. If a student, or adult for that matter, is bored, then we better accept what might happen. It is critical to get kids so immersed in their learning that they don’t think about surfing the web aimlessly, texting their friends, or accessing social media. Sound pedagogy consists of effective instructional strategies that involve all learners, a focus on higher-order thinking skills, scaffolding techniques, construction of new knowledge, and relevant application of thinking. Mitigating edtech related issues rests on authentically engaging as many learners as possible.
Monitoring
If kids are given a task to complete on a device, whether independently, in cooperative groups, or as a part of many different blended learning models, sitting or standing in the same place in the front of the room might lead to unintended consequences. During situations like this is when I commonly observe kids focused on anything but the learning at hand. It is vital to move about the room to not only look at what is on a learner’s screen but to also be in a position to either re-direct any off-task behavior or provide needed guidance.
Accountability for learning
When I say accountability, I am not talking about grades. I can go on and on about the fact that many grading practices are outdated, ineffective, and do not adequately reflect what a student has learned. What I am referring to are specific strategies that keep kids focused on the task at hand while ensuring that his or her part in the learning process is completed. Some ways to accomplish this include assigning equitable roles to each individual student in a cooperative group, handing in an assignment, developing performance tasks where a product is created, or using digital tools in a way where every student can report out using his/her real name.
Feedback
Continuous feedback is essential on so many levels. It helps to justify a grade, establishes criteria for improvement, provides motivation for the next assessment, reinforces good work, and serves a catalyst for reflection. Blended learning strategies lend themselves to providing continuous feedback during class time, which in turn helps to keep kids on task. Keep in mind that it doesn’t have to be just a teacher to teacher pathway. Creating opportunities for learners to give each other peer feedback is just as valuable.
Assessment
I would be remised if I didn’t include this strategy. Assessment determines whether learning occurred, what learning occurred, and if the learning relates to stated targets, standards, and objectives. For many learners knowing that they will ultimately be assessed based on the activities and tasks they have engaged in increases attentive behavior. A variety of strategies beyond traditional tests can be used, such as performance-based activities, portfolios, and rubrics.
The reality is that no matter how well you implement the above strategies, the chances are that a few students might still go off task. I am a realist. It is extremely challenging, no matter how great the lesson is, to engage each and every learner. What I do know is that the strategies listed above will help to mitigate common issues that arise when technology is utilized in the classroom. So, what did I miss? Please share any other successful strategies that you have successfully implemented.
There are many pedagogical techniques that run the gambit when it comes to instruction and learning. In a previous post, I discussed the importance of opening lessons with a bang, using an anticipatory set. Whether you call it a set, hook, or bell ringer is not the issue. What is, though, is the value the strategy has as part of a comprehensive lesson. Here’s why:The anticipatory set is used to prepare learners for the lesson or task by setting their minds for instruction or learning. This is achieved by asking a question, adding a relevant context, or making statements to pique interest, create mental images, review information, and initiate the learning process. A good do-now activity can accomplish this.
While the opening moments with students are crucial, so are the final minutes. Think about this for a second. What’s the point of an objective or learning target, whether stated, on the board, or students have the opportunity to later discover for themselves, if there is no opportunity at the end to determine if it was met or reflected upon? Closure matters, yet virtually every lesson I observe in schools across the country are missing the crucial component. Here’s why. Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the lesson, allows students to practice what is learned, and provides an opportunity for feedback, review, and reflective thinking.
Kathy Ganske provides this take.As in a puzzle, an effective lesson has many pieces that must fit together. We typically give considerable thought to how we initiate lessons: activate or build background knowledge, teach essential vocabulary, engage learners, and set a purpose for the lesson. And we carefully select tasks or activities and texts for use during the lesson. But closure is often given short shrift or omitted entirely. We need to be sure we plan time to cycle back to the what, why, and how of students’ learning to help them actively synthesize the parts into a whole. Lesson closure provides space for students to digest and assimilate their learning and to realize why it all matters. Closure is a component of planning and teaching that we can't afford to leave out.
A Google search will turn up a slew of ideas on how to close lessons. I prefer to keep it simple. First, make sure it is planned for and that at least three to five minutes are set-aside at the end of every period or block. Second, consider the following questions that students should answer or reflect upon in relation to the objective or learning target.- What exactly did I learn?
- Why did we learn this?
- How will I use what was learned today outside of school, and how does it connect to the real world?
Whether exit tickets, journals, whiteboards, or technology are used doesn’t really matter. What does is that closure is prioritized.
Get up and write! Well, this isn’t the saying that I abide by, but making the time to reflect and hammer away at the keyboard is something that I still consistently commit to doing. There are many reasons I continue to blog regularly, but the biggest is trying to add a practical lens to many of the ideas we either see or hear about on social media. During the past year, I attempted to connect more research to either further validate my thoughts or illustrate how educators were implementing proven strategies with an innovative angle into practice. An increase in the amount of job-embedded coaching work I did in schools over an extended period of time also influenced my thinking. There is nothing better in my opinion than to see either growth or success in schools where real challenges were overcome.
In my opinion, you don’t have to be a great writer to blog. Begin with a focus on your work and that of others you spend your days with as a starting point. Remember, the act of blogging is first and foremost you and the impact that it has on your growth and development. Another outcome is the impact that it has on readers near and far. Never discount how your ideas and experiences might positively influence the work of others. Back to the whole writing thing. If you ever doubt your ability fall back on a proofreader (thanks mom) on Grammarly as I do.
Here are my top posts of 2018.
Preparing Learners for the Fourth Industrial Revolution
Change isn’t coming. It’s already on our doorstep. You can’t run or hide from it. The revolution, or evolution depending on your respective lens, of our world, will transform everything as we know it. We must adapt, but more importantly, prepare our learners for a bold new world that is unpredictable. Welcome to the Fourth Industrial Revolution. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres marked by emerging technology breakthroughs in a number of fields, including robotics, artificial intelligence, nanotechnology, quantum computing, biotechnology, the Internet of Things, 3D printing, and fully autonomous vehicles. Education remains the key to the future. Don’t prepare students for something. Prepare them for anything!
Scaffolding Questions to Develop Deeper Understanding
The key to future-proofing school and learning is to empower all kids to think regardless of label or zip code. By using the Rigor Relevance Framework as a guide, we can begin by asking learners better questions with the goal being that they start to formulate questions on their own. With and without technology, it is crucial to create a thinking culture. Scaffolding questions enhance learning and aids in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.
The Pivotal Role Movement Plays in Learning
Research has shown that movement in the form of brain breaks, recess, and physical education positively impacts learning. Don’t look at kids moving in class as a break or poor use of instructional time. Schools need to do more to ensure that movement is being integrated into all classes. The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school.
Five Components of Good Feedback
Feedback is essential to improvement and growth. There is nothing more vital to our professional roles than a good discussion around evidence-based practice that paints a picture not only of what we are doing well but areas where we can either become much better or outright improve. However, for it to be effective, it must be delivered positively, timely, practical and specific, consistent, and delivered using the right medium.
To Improve Outcomes, We Need to Take a Critical Lens to Instructional Design
There is no perfection in education; thus there is always room for improvement. To get to where we want, and our learners need us to be, a routine audit of pedagogical practice is necessary. In this post, I identify five areas to look at when implementing any digital tool or innovative idea to determine whether or not improvements to pedagogy are changing. These include the level of questioning, authentic and/or interdisciplinary contexts, rigorous performance tasks, innovative assessment, and improved feedback. A question or two as a means to help self-assess where you are and if improvements can be made follows each of these areas.
Thanks to everyone who has made the time to visit my blog, read posts, and provide comments. Here’s to a fantastic 2019!
Pedagogy has been at the forefront of my thinking and work as of late. Decades of solid research have laid the foundation for current studies that bring to light how we can improve teaching, learning, and leadership. As Tom Murray and I highlighted in Learning Transformed, this research has been taken to heart by schools across the world as they have transformed learning while improving results in the process. It is important not to lose sight of what has been found to work. With all of the great ideas that educators are exposed to thanks to social media and live events, it is essential that we pause to reflect on what it takes to move from what sounds good in theory to successful implementation into practice. Ideas shouldn't just seem right. They must lead push learners to think while providing validation of improvement through evidence.
During my work as a principal, I wanted to transform the learning culture of my school. For so long my students, like many others across the world, just did school. Learning, or at least what we referred to it as was more or less a monotonous task consisting of the same types of activities and assessments that occurred over and over again. We weren't consistently getting our students to think deeply or authentically apply what they had learned. Getting in classrooms more, taking a critical lens to our work, and working towards a Return on Instruction (ROI) helped us take the needed steps to raise the learning bar while expecting more from our students. We began by improving the level of questioning across the board. From there, our focus was on the development of performance tasks that took into account objectives, learning targets, and curriculum alignment.
Performance tasks afford students an opportunity to actively apply what they have learned and create a product to demonstrate conceptual mastery aligned to standards. Jay McTighe describes performance tasks as follows:A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding, and proficiency. Performance tasks yield a tangible product or performance that serve as evidence of learning. Unlike a selected-response item (e.g., multiple-choice or matching) that asks students to select from given alternatives, a performance task presents a situation that calls for learners to apply their learning in context.
Learning in highly successful schools enables students to know what to do when they don't know what to do. This is also referred to as cognitive flexibility, the mental ability to switch between thinking about two different concepts and to think about multiple ideas simultaneously. To gain that competence, students need to acquire depth of knowledge and a rich set of skills and then be taught how to apply their skills/knowledge to unpredictable situations in the world beyond school. This is critical if we are to prepare students for the new world of work adequately.
By using the Rigor Relevance Framework as a guide, educators can begin to develop performance tasks that push learners to show that they understand while applying what has been learned in relevant contexts. McTighe identifies seven characteristics to consider during development:- Performance tasks call for the application of knowledge and skills, not just recall or recognition.
- Performance tasks are open-ended and typically do not yield a single, correct answer.
- Performance tasks establish novel and authentic contexts for performance.
- Performance tasks provide evidence of understanding via transfer.
- Performance tasks are multi-faceted.
- Performance tasks can integrate two or more subjects as well as 21st-century skills.
- Performances on open-ended tasks are evaluated with established criteria and rubrics.
The GRASPS model (Wiggins & McTighe, 2004) can greatly assist educators in the construction of quality performance tasks. The GRASP acronym stands for the following: Goals, Role, Audience, Situation, Products or Performances, and Standards.
It is important to remember that the two critical elements in any quality performance task is evidence of learning and relevant application. As we began progressing through our digital transformation at New Milford High School, technology became a vital component of performance tasks. To see some examples, take a look at this post.
The Independent OpenCourseWare Study (IOCS) that we created is another excellent example. It allowed students to fully utilize OCW to pursue learning that focused on their passions, interests, and career aspirations. They could select offerings from such schools as the MIT Harvard, Yale, University of California at Berkeley, and Stanford, applying their learning to earn high school credit. Students combined their creativity with their newfound knowledge to synthesize a unique product that demonstrated and implemented the new knowledge and skills they gained from the OCW. The aim was for students to produce an actual product, whether it was the demonstration of a new skill, the creation of a physical model, the designing and conducting of an experiment, the formulation of a theory, or some other creative way to show what they've learned.
If it's easy, then it probably isn't learning. Performance tasks push students to think more deeply about their learning while developing a greater sense of relevance beyond the classroom.
Wiggins, G., & McTighe, J. (2004). Understanding by Design Professional Development Workbook. Association for Supervision and Curriculum Development: Alexandria, VA.
Over the past couple of months, I have been working with a variety of schools and districts in the role of a coach. Most of this work is focused on digital pedagogy so naturally, I am focused on observing and collecting evidence to get a handle on both the level of instruction and the learning that is taking place. To allow educators to critically reflect on their practice I take many pictures of what I see, especially the types of learning activities with which students are engaged. After numerous visits, we all debrief and discuss the good practices that were observed, but also areas needing improvement.
The message that I try to convey is that technology should not be separate from sound instructional design, but instead serve as a ubiquitous entity that supports or enhances curriculum, instruction, and assessment. There are five main areas that are critical components of sound instructional design that I tend to focus on during debriefing conversations: level of questioning, authentic or interdisciplinary contexts, rigorous performance tasks, innovative assessments, and improved feedback. Of these five components, questioning techniques are something teachers and administrators can work to improve in every lesson.
Here is what I struggle with based on what I actually see in practice. In many cases, the "wow" factor of technology is placed ahead of getting kids to think deeply or authentically applying their learning. Take tools like Kahoot and Quizizz. There are no inherent issues with the tools themselves, educators just have to be more mindful of how they are being used. Many of these tools add either a fun or competitive factor to the process of answering low-level, multiple-choice questions. Now I am not saying that foundational knowledge is not important. It is in many cases. However, if this the only way tools like this are utilized then we are missing a golden opportunity to challenge our learners to think deeply about concepts.
While conducting some coaching visits at Wells Elementary School recently, I saw Ms. Mican using Quizizz. At first glance, all I saw were student responses to knowledge-based questions on the interactive whiteboard to check for understanding. What I saw next really made me smile. With the students sitting on the floor around the IWB Ms. Mican displayed the Quizziz results and then had the kids explain why they answered the way they did. This is a great example of scaffolding and building on the content. As I said previously, foundational knowledge provides a bridge to higher-level thinking and application. They key is to make sure when using response-based technologies that the level of questioning is addressed through scaffolding techniques. The same can be said in regard to any type of activity without technology.
Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Questioning is an integral component of this process. NSEAD provides this synopsis on the importance of good questioning techniques. Check out the link in the previous sentence it contains a wealth of information to improve the level of questioning in any class. Historically, teachers have asked questions to check what has been learned and understood, to help them gauge whether to further review previous learning, increase or decrease the challenge, and assess whether students are ready to move forward and learn new information (factual checks - ie 'Closed' questions). This can be structured as a simple 'teacher versus the class' approach (Bat and Ball), where the teacher asks a question and accepts an answer from a volunteer, or selects/conscripts a specific student to answer. These approaches are implicit in any pedagogy, but teachers need a range of 'Open' questioning strategies to address different learning needs and situations. Teachers must also pitch questions effectively to raise the thinking challenge, target specific students or groups within the class.
The Rigor Relevance Framework provides all educators with guidance to scaffold questions. It is an action-oriented continuum that describes putting knowledge to use by giving teachers a way to develop both instruction and assessment and gives students a way to project learning goals. This framework, based on traditional elements of education yet encouraging movement from the acquisition of knowledge to the application of knowledge, charts learning along the two dimensions of higher standards and student performance.
Below is a breakdown of the four quadrants:- Quad A - Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
- Quad B - Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
- Quad C - Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
- Quad D - Students have the competence to think in complex ways and to apply their knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
Below you will see how questions can be scaffolded according to each quadrant of the Rigor Relevance Framework.
With and without technology it is important to empower our learners to think. Scaffolding questions enhance learning and aids in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.
Schools continue to make investments in technology to engage students better, improve outcomes, and prepare all learners for the new world of work. We are beginning to see more and more innovative uses of technology not just to personalize, but also to make the learning process more personal. When a solid pedagogical foundation is in place, the stage is set to challenge students to demonstrate thinking and learning in ways that we could never have imagined a few short years ago. This, combined with relevance grounded in authentic contexts and applications, empowers students to own their learning.
As I continue to think through the use of technology in schools I am always drawn back to this guiding question – How can students use technology in ways that they couldn’t without it? To improve the learning experience for kids, we must continue to develop ways where technology becomes a ubiquitous component of our work, but also leads to a demonstrated improvement in practice. Here is where the tool supports or enhances the pedagogical technique to aid in conceptual mastery, construct new knowledge, or demonstrate learning through the creation of a learning artifact. One such method that is rapidly gaining traction is blended learning.
Blended learning is one of many strategies that can add a level of personalization while also making the experience a bit more personal with the right conditions. However, there seems to be a bit of confusion as to what blended learning is or the conditions that have to be established for it to improve feedback, differentiate instruction and empower learners. Based on what I have seen during my work in schools and through the sharing on social media, the majority of what educators are calling blended learning is blended instruction. Here is the difference:Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace.
For me at least, the distinction above brings a great deal of context to the discussion of how technology can improve learning for our students. Now I am not saying it is bad practice when educators integrate tools such as Kahoot, Plickers, Socrative, Mentimeter, Padlet, and much more into their instruction. As long as the level of questioning focuses on the higher levels of knowledge, technology and students can show what they understand that’s a good thing. However, this is not blended learning. To see some of the many-blended learning models available click HERE. If students genuinely own their learning, then they have to have some level of control over path, place, and pace while receiving more personalized feedback regarding standard and concept attainment.
The image below outlines some critical considerations when incorporating blended learning in the classroom or school.
I have been very impressed by how Kirk Elementary and Wells Elementary in the Cypress-Fairbanks Independent School District (CFISD) have been implementing blended learning on their campuses. In each case, the station rotation model has been the preferred strategy. I have observed students rotating through various stations that include teacher-directed, independent reading or practice using technology, formative assessment, flipped activity, and collaborative problem-solving. In some cases, students have individual learning playlists to work through. Students rotate through the various stations, and this is typically triggered by music. The use of mobile technology and flexible seating provides students choices as to where they will learn. In the example above technology is blended into their learning experience so that students have some control over path, pace, and place.
All in all, the significant shift that we should focus on is what the student is purposefully doing with the technology. Student agency is at the heart of effective blended learning. It is also important that it supports high-level learning, provides better means of assessment, and improves feedback. Blended instruction is a start, but blended learning is where our practice should move.
