Pause to reflect:
No matter what it is: program, device, technology, software, or curriculum, for learning to occur, the focus will always turn to the student and the teacher. That is where the magic is, not in any silver bullet.
That said, let’s look at today’s learners and their future: they expect to be engaged and their future requires active participation in a collaborative and creative culture.
How do I know?
Students expect to be engaged:
Almost every student has some device with them at school (even though it is, unfortunately, banned).
If they aren’t engaged by the learning, they engage themselves with classroom distractions or their devices.
Future job requirements:
Think about it: Will future jobs require:
Yes– but there’s more needed. Think about it:
Did you know that in the United States, 47.0 million people (18 percent) spoke a language other than English at home? (Source: Census )
The number is growing, and with our global culture growing, the need to connect wit others as part of one’s job is also growing.
Look at the applications now developing so people can meet online but at their own time and place (webinar systems (Adobe, Blackboard), collaborative documents (Google Docs, Wikis).
The future is participation as part of global teams collaborating on documents for which the people involved collaborate as well as protect the information.
Johnston and Stoll shared in their article, “”Being able to demonstrate the solution to a problem or provide examples for a concept by simply handing over a device as you would a piece of paper is transformative.” It’s not just a piece of paper the device holds: it’s the research, the graphic, the problem, the tools, and the documentation and collaboration all in one device held in one’s hand.
Therefore, to engage students and to deliver relevant and real instruction, the technology tools are very important.
But that’s not all that is needed by teachers to engage students, is it? There is no magic yet for deeper learning.
How do I know?
Does this sound familiar?
Middle school students come to class from their little worlds of drama with friends, days of gaming, and dreams of hoop heroes. When asked what their goals are, they usually have none, except to become an NBA or NFL player. If they plan for college, it’s just to “get a good job.” A few will say doctor or lawyer, but without any reason or dream behind it. Let’s get real, though. They are only middle schoolers, what should they be thinking? If our schools are preparing them for their future and their future careers, and they have no clue of the possibilities, what is their purpose for coming to school, let alone planning for life?
He shares research by Bill Damon, Stanford professor and child development expert who indicates that “25% of teenagers claim to have no purpose in life. And, while others ‘dabble or dream,’ only 20% have a solid sense of direction.”
Just engaging youth in gadgets won’t inspire deep learning of the communication and collaboration skills needed in their future. Dr. Markham suggests “that the school’s most important goal is to help students discover their purpose in life—to go deep into themselves and come out the other side with insights about who they are and what they want out of life.”
What does this mean?
Dr. Markham explains:
“Purpose is a critical asset for healthy adulthood. Without a reason to get out of bed in the morning, a host of problems start to show up in people’s lives that impact their health, behavior, and productivity.
Purpose also relates directly to the pursuit of new skills and knowledge. Research clearly shows that purpose, meaning, and mastery move in tandem. Without tapping into a sense of purpose, high schools are reduced to rules and incentives—primarily the promise of college—rather than relying on the deeper wellsprings of learning that lead to the highest levels of student performance.”
Without purpose, why involve oneself in the learning?
He continues with these suggestions (condensed):
Step 1: Redefine rigor
Rigor is a measure of personal performance, not a standar
d to quantify how much information has been learned
Step 2: Establish a “drive and thrive” culture
Establish a culture of inquiry, excellence, and personal responsibility.
Step 3: Acknowledge the “soft” skills as “hard” skills
Navigating a changing world demands a communicative, creative, and collaborative person with a flexible, empathetic, resilient, and persistent temperament.
If my purpose is to help students discover their purpose in life as well as learn the skills needed to achieve that purpose, then the learning standards cannot drive the learning, the student’s purpose must. We’ve heard this many times: “Student-centered learning.” With the purpose, there’s drive and passion. With drive and passion, there’s peak performance.
Think about it — the project-based learning process:
Guide students to their possibilities and opportunities which will provide the purpose to find personally relevant information with rigor and through a drive/thrive culture of inquiry while communicating, creating, collaborating in this discovery.
In my mind, Dr. Markham expanded the past pedagogy of rigor, relevance, and relationships to today’s terms: personal rigor, personal and future relevance, and the relationship to the work, peers, and teachers as a community of learners using today’s collaborative and on-demand tools.
Is that all? Is that the magic?
It’s not the device. It’s not the pedagogy. It’s not the purpose.
I really thought about this quote: “Without a reason to get out of bed in the morning, a host of problems start to show up in people’s lives that impact their health, behavior, and productivity.” Especially when, near the end of the blog, he suggested “A new set of best practices for 21st century education is emerging, melding youth development principles with inquiry-based methods that stimulate a young person’s desire to know more about the world and serve it well. That’s how we can prepare students for the future.”
Our civilization progresses when our people have “productivity” and “serve it well.”
How do I know?
First thing that pops into my mind — The wheel — someone invented it, and the rest of the world was served by its benefits.
The computer — some people invented it (it sat in huge rooms for awhile before Steve and Steve made it small and personal), and the rest is history.
True, the inventors may not have set out to “serve it well,” but, in the end, they did.
Think back to the classroom — when do classroom activities work best? For my room, it’s when the classroom is a community of learners, helping one another.
Therefore, It’s not the device. It’s not the pedagogy. It’s not the purpose.
The magic of engaged learning is Purpose, Pedagogy, and Beneficence.
How do I know?
This year, the seventh grade reading teacher found a way to get her small group of active boys reading: they partner read with kindergarten students (pedagogy). In order to read to the students, they needed to know how to read (purpose). Once they read to the little partners, and realized the impact, they did not want to stop (Beneficence).
Also this year, the seventh and eighth grade students did not have presenters for our Outdoor Education Day at the lake, so the two teachers decided we would plan an Outdoor Eduction day as a service project (pedagogy) for the Kindergartener’s who are not part of OED. The older students planned with maps and checklists created themselves a Nature Walk around the campus, including science and nature talks at each stop. Since the younger students had just read about pirates, the older students also planned a Nature Scavenger Hunt using a “Nature Treasure Map” and based on the Nature Walk. It was a great event, and the immediate response back at the room for the older students were self-evaluative discussions of a) managing younger students and b) planning better information for next year.
Purpose, Pedagogy, and Beneficence equals engaged learning.
Play to Learn
So how does one move to Purpose, Pedagogy, and Beneficence?
At all ages we need to share careers of opportunities for students. Connect them to our curriculum. Allow students to learn about them. Most importantly, create the pedagogy of the content area so that students think like careers in that content: So their work, thinking, and products are that of writers, geographers, historians, geologists, scientists, cartographers, authors, etc.
Make sure the purpose is relevant to the learner and the purpose engages the class in a community of learners whereby each member adds to the project in ways that enhance the community, or some other person or entity. Purpose, then reflects the targets required, the learner’s desires, the project’s cause, and the learning community’s goals.
A project could be:
Annotated artwork for nursing home
Website of facts about animal abuse prevention
Letters to agencies
and on and on
For all of this to occur, the classroom process and goals need to be taught — the purpose of this school or classroom will look and feel differently. In addition, students will need skills in collaboration, listening, analyzing, discussion, problem-solving, etc. See resources below for ideas.
My Goal to Begin:
Engage students in introductory, short projects (example: prepare and teach about digital citizenship to younger students– a review for my students, and a purpose/product that is achievable).
Evaluate that process and establish protocols and procedures for successful completing.
Evaluate content skills learned and set goals for improvement.
Evaluate the effect of our work on others.
Begin career investigations.
Brainstorm and plan further projects.
What do you think? How do you know? What will you do?
Project Based Learning
Think Like A Scientist
Think Like an Historian
David Perkins – Thinking Skills
Questioning by tbond
Educational Origami by Andrew Churches
Thinkers Toolbox by paulajamieson
Habits of Mind
Digital Writing Workshop by Troy Hicks