Reposted from the Blog of Mark Barnes, Brilliant or Insane: Education and other intriguing topics.
Archive for the ‘Professional development’ Category
Posted in Accountability, Administrator, Blog, Connected Educator, Curriculum, Edcamp, Education, IWB's, Literacy, Observation, PD, PLN, Professional development, Professionalism, Reform, Teacher, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Truth on August 12, 2014 | 32 Comments »
I just read a post by my friend, Tony Sinanis, #EdCamp: What’s The Point? Tony had an unconnected colleague attend an Edcamp. The colleague was most impressed with the ever-present passion. According to Tony’s friend:
This whole experience seems to be one of the best examples I have ever seen about the power and importance of self-directed learning…
The organic way this whole day unfolded blew me away…
All seemed to be going well in winning a convert to the connected side and then it came.
The only thing I am wondering about is the heavy emphasis on technology and sometimes I think the technology tool or tip became the focus as opposed to the conversation or overarching topic… is that always the way?
For too many educators the second statement wipes out all of the wonderment that the first statement brought to the table. It always comes down to the requirement of educators having a need to know or have some perspective on technology in today’s world. That however, is the very least we must prepare our children for. How can we prepare them for their future when so many educators have yet to learn about the needs of learning today in the present?
Let’s place two classrooms side by side and instruct each teacher to use collaborative learning to explore a given subject. One teacher will be limited to 20th Century methodology, pair share or group work at their seats using chart paper, posters and the always-present overhead projector. The second teacher may use 21st Century methodology and tools: Skype, Google hangout, Google Documents, Social Media, PowerPoint, and Prezi. Both classes will learn stuff, but which class will take with them presentation and collaboration skills that are career ready in a tech driven society?
Using that same two-classroom scenario let us teach a writing class on voice in writing. Again one class will do compositions and hand them in to the teacher to grade. Of course 20th century methodology is fine. Peer editing should be employed. The second class will teach Blogging. Students will create blogs, comment on blogs and respond to comments on their own blogs. Again, which class is getting real world authentic experience in the 21st Century? Which class will get a deeper understanding of voice, the class with an audience of one, or the class with an unlimited audience that interacts, comments critiques, criticizes and praises?
Too often educators view new methodology and tools with a 20th century mindset. It is their own educational experience that is driving their teaching. A big problem is that we are no longer in that time period. Many educators are losing relevance. It is not something that we can point out without creating friction, and most people refrain from doing so for that reason. Educators like to be fair and let people learn for themselves when it comes to their colleagues. Of course students and parents assume that they are getting the biggest bang for their buck for an education that will provide a path to, at the very least, a safe and competent ability to make a living in a world that will be using technology that advances further even that which we are using today.
Teaching is not easy. It is a profession that requires educators to be relevant. Being relevant doesn’t come with age. Just the opposite occurs, and it requires work to keep up. Teaching is not a profession that enables one to stop learning after the degree is earned and the job is secured. Technology is moving us all too fast for anyone to sit back relying on old methods and tools. With a Masters degree in Educational technology I can assure you that not one piece of hardware, or software that I studied with and used so much to get that degree exists today.
The pedagogy should always be the focus of education discussions, but the technology will always continue to be the accelerant of the pedagogy. Educators no longer get to decide whether or not to use tech as a tool. If they are scared to learn about it, that creates a problem. Technology is not going away as many expect that mythological pendulum to swing back. Educators have been programmed to believe that, if one waits long enough, the worst things will eventually go away. Barring apocalyptic disaster, technology is here to stay and it is a tool for learning, as well as curation, collaboration, communication, and creation, which include many of the things that we need to teach Again, to better educate our kids, we need to first better educate their educators. Edcamps do just that, and most will be dominated by technology discussions, because that is the very discussion educators need to engage in to maintain relevance. As an educator if you are just standing still in your personal development, you are falling behind.
Posted in Accountability, Administrator, Back channeling, conference, Connected Educator, Edcamp, Education, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Teacher, Teched, Technology, Thought leadership, Thought Provoking on June 10, 2014 | 9 Comments »
On June 6, 2014, almost 100 educators from all over the U.S. arrived at the United States Department of Education to participate in the first-ever Edcamp to be held there. Most of these educators paid their own way to attend incurring a personal expense of time and money, two days and $500 to $900, depending on where they came from.
The question comes to mind, why would any educator give up personal time and money to attend an event at the U.S. Department of Education? Actually, the organizers were limited in the number of educators that could be accommodated, because of space and security issues. There were over 1,000 requests to participate the day after the EdcampUSA was announced. This was a huge number when we consider that many educators are in the closing weeks of their schools and could not apply.
Most of the participants had attended previous Edcamps, and many had organized their own local Edcamps. There have been well over 500 of these conducted in the US and some in other nations. Edcamp is being recognized as a grassroots professional development movement for educators. This was suggested to the US DOE in order to involve them in some way in the movement. The whole idea of doing an Edcamp at the DOE was probably an effort not only to inform the DOE, but also to seek some form of validation for trying to fill a professional development need that is felt by so many educators today. It was also a statement that educators are very interested and invested in improving their profession by taking up that cause without any help from the very system for which they work.
My hope was for the DOE to become more than aware. I hoped for the participation of top policy makers in the sessions to observe first hand the discussions of educators and their efforts, needs, and desires for real education reform. Edcamps are known for their frank and experienced views on the problems in education. These are views that take place through a lens of experience and not theory.
My view however was not to be realized. The DOE did assign a few people to attend the sessions. Some rotated in and out during the course of the day. The policy makers however did not participate in any numbers. There were a very few at the beginning of the day, but after just two sessions they went on to other obligations in their day.
The chief liaison person, Emily Davis, who headed up the Edcamp on behalf of the DOE, was an educator working as the Secretary’s direct assistant in such matters. She was a great contributor, and participant. It was her first Edcamp and she participated with excitement and enthusiasm, as well as awe, throughout the entire day. I know that she will enthusiastically report the success of the Edcamp at the DOE, but I admittedly wanted more. I wanted the Secretary and other policy makers to experience an Edcamp as opposed to receiving a feedback report. That desired involvement however, was not to be. We were granted a very quick visit and a limited photo-op with Secretary Duncan before the opening session.
I know we often refer to Edcamps as a place for professional development to take place, but it is not PD in the conventional sense of the term. It is more of self-examination of what we do to bring learning to students. Some of it is steeped in tradition, education as it was in the 19th & 20th Centuries. Some of it is very progressive, involving the latest technological tools for learning. It is also an examination of pedagogy. It is an open reflection of the educator’s role in education today. It is an experience that gives direction to educators as to how to direct their professional development to achieve the outcomes discussed in these sessions. It is an eye-opener for many, and an expansion of progressive ideas for others. All of it is based on education experience and pedagogy of educators. These are not opinions of politicians, business people, or for-profit reformers.
The Edcamp itself was very exhilarating. It is always great to respectfully test someone’s ideas on education, as well as having your own ideas tested. It was that open transparency in examining the problems and possible solutions that I wished could have been experienced by some of the people who are in a position to make education policy.
I always come away from these experiences wondering after all this is said and done, what is the next action to be taken by all who attended. I think the educators there came away with a number of ideas to implement. I am not sure what the next steps from the DOE will be. That, after all, was the reason for locating this Edcamp at the DOE in the first place.
The DOE’s awareness of Edcamps is a big step. The positive force of social media that was evident at the event was another lesson for the DOE. I would also hope that the dedication of educators to unselfishly sacrifice for their profession was another lesson learned. I know that the members of the DOE are often targets for the wrath of frustrated educators, but that is not part of Edcamp. Hopefully, that was learned as well, so that, if this ever happens again, policy makers will engage rather than just do a quick walk through and photo op.
BTW: If you get an opportunity to attend an Edcamp, jump on it!
Posted in Accountability, Administrator, Assessment, Curriculum, Education, Leadership, PD, Pre-Service teachers, Professional development, Professionalism, Reform, Standardized test, Student teaching, Teacher, Thought leadership, Thought Provoking on June 4, 2014 | 18 Comments »
I just finished reading a post from my good friend and co-author of The Relevant Educator, Steve Anderson. His recent post, “Why Formative Assessments Matter” got me thinking about assessments in general and how often they are misunderstood and often abused by well-meaning educators.
We have all been taught that there are two categories of assessment, Formative and Summative. Formative assessment is done during a particular lesson to gauge student learning and understanding as the lesson progresses. This often takes the form of quizzes, but there are less formal forms that are as effective. The summative assessment is usually, but not always an exam of some type. It is to determine how much the student learned and understood from the overall experience. This could be a unit exam with various types of questions, or possibly some type of report done by the student.
With my education students I would explain assessments with a cooking metaphor. As a chef prepares a meal he or she would taste it along the preparation process. Based on those tastings adjustments are made. Spices may be added. Cooking time may be lengthened. Some components of the meal may even be eliminated. All of this is formative assessment. This assessment is for the chef to read the results of his or her preparation in order to adjust for the best outcome.
The summative assessment has nothing to do with the preparation, and everything to do with the final outcome. The summative assessment happens when the diner experiences the dish by eating it. How successful was the preparation in the final outcome?
Now, how can such a simple concept get corrupted? Grades! We are all held accountable by some measure. We have determined that grades are what we will use to hold students accountable. We will measure their every effort to learn and assess it with a grade. I guess if the chef assigned a grade to the dish with every tasting and averaged the grades it would not be an outstanding average. But then again how can the dish be measured when it has not yet been completed in the preparation process. Similarly we hold students responsible for quiz grades on assessments, which were originally intended for the teacher to consider in order to make adjustments to a lesson. If the kids do not get it, is it their fault or could it be a shortcoming in the lesson? Yes, students do have a responsibility to bring something to the table as well, but the bulk of the responsibility lies with the teacher.
Grading formative assessments to measure students understanding makes little sense. They all learn in different ways and arrive at learning specific things at different times. To use formative assessment to grade a student is a misuse of the assessment. It is expected that some will get it others won’t, but that is for the teacher to understand and adjust accordingly. That is the purpose of formative assessment.
Of course grading the summative assessment might have some value, as long as the summative assessment is assessing the learning. Too many unit tests however are nitpicking questions for content recall. I guess that lends itself well to Scranton testing. We all know how quickly we can bang out those Scranton test results. It is as easy as ABCD. Essays take too long to grade.
Of course not every teacher does this, but how many is too many? We need to better understand why we do things as educators. Often times the only reason for doing something is because that’s how others do it, or that’s the way it’s always been done.
If we better understand how to utilize assessments, maybe we can better our delivery of lessons without penalizing kids for things that they have little control over. Formative assessment comes in many forms and none really require grades. Summative assessments come in many forms as well. We need to choose those forms that show what individual kids have learned overall. To aim for the low hanging fruit of content questions is missing the mark. They have their place, but they should not be the focus of any test.
This should be a topic of faculty or department meetings. These are the things that need to be addressed by educators more than the usual fare of such meetings. We need to better understand what we do, and why we do it as educators. We need to be more reflective and critical within our own profession.