This will be the final journal of my current ‘how to learn’ unit before we hit the end of the educational year. Remember the intent of the unit was to shift the emphasis from me teaching to students learning, and especially to students taking responsibility for their learning. The unit has been aided by mobile, ubiquitous devices (in our case, the iPod touch) – chosen because of the power of such devices to put learning tools right into each learner’s hands.
First, I’ll report on how the last weeks of the unit have been going. As alluded to in the last journal, school events such as swimming and compulsory PD I had to attend have really impacted on how much time I’ve had with students, such that we will not complete the unit. Now, two things – first, this is still ok as I’d built the critical thinking/ making learning decisions throughout. Secondly, in reflecting on this I’ve realised that all units suffer from interuptions – I just need to plan less – or maybe not – perhaps I actually should keep planning ambitious units but just plan in agility for the sub-parts.
Agility really has shown itself to be the key to the success of the unit actually. Because even though I planned for reflective points every two weeks, some students only needed one week, some three to work through the ’solution’ (app) they had found (duh!). To help manage this complexity, rather than go back to a one-size-fits-all unit, in this phase I introduced a data-base tracking where each student was up to. By displaying this at the start of each session via data projector, I could begin each lesson discussing with students exactly where they were up to. This database also includes a cell for student comments – I quiz students constantly about their app – what, how, why questions linking it back to their decision making and chosen focus area. These comments then form the basis of the review that students write once they either complete an app, or decide its not helping them.
So as we near the end of this ‘proof of concept’ run through of this unit, I must ask – did it work? I’ll answer for myself, and for the students. For me, what I’ve found is that this unit has been very hard work. Thrilling yes, exciting, but also – going uphill – ie. creating rather than just using an exisiting program, and stepping back rather than always stepping in. These are not always natural teacher behaviours, and despite knowing in my head lots about student-centred learning, the power of what is established (both for myself and my institution) has shown itself to be very strong. But I do believe in personalised learning, so I’m committed to this now.
For the students – I’ve had comments like – ‘why are we doing this?’, and ‘do I have to come?’ – exactly the kind of questions that students have always asked in regards to being part of learning support. Does this mean it wasn’t the revolutionary change the world unit I had thought? I hope I never did expect so much of it – what I did differently though when asked these was respond back with a question this time – putting the emphasis back on student decision making. I see that it will take more than one unit though to have students take full responsibility for their learning. But now they have successfully completed pro’s and con’s charts for example, they have begun to learn critical thinking. Some students have completed these independently to such a degree that I am sure they will be able to do this.
As for 2010, I’ve already started planning two additional units with the same approach but building on what I’ve learned. And I’d like to set up some ‘critical friends’ as part of this – email me jnxyz at mac dot com if you are interested!
Tags: Connectivism · Future · mobile/miniaturisation
Keywords: Personalised learning, challenge-based learning, digital pedagogy, iPod touch, OLPC XO laptop
As a learning support teacher, I happily spend my days teaching struggling and disadvantaged students in years 4-7 some of the basics that they have missed or have difficulty with. I see groups of four to five for 60 or 90 minutes a week for about half the year. Is that enough time for one teacher to ‘fix’ them, or have them ‘catch up’?
No. And yet for five years I have been content that the regular improvements 75% of them make each year are sufficient. But I’m changing my mind now. I’ve identified that in fact, much of the improvement I see is in danger of falling away once my regular but limited scaffolding and support is not available. Some of their classroom teachers are able to provide ongoing scaffolding also, but in a room of 28 needy kids, I ask how can learning support students experience ongoing success in their learning?
I recently blogged about just how many giant shoulders I feel I stand on in being awarded a Smart Classrooms Teaching Award and being a finalist in the Handheld Learning awards. Giants like my own Education Department’s Smart Classrooms framework, the Connectivism ideas of George Siemens, the ‘death of education but the dawn of learning’ thinking of Stephen Heppell, the ‘less us, more them’ philosophy of Gary Stager, the #eqelearn twitter network of engaged and dedicated Queensland teachers, fellow edtech bloggers (especially this post from shanetechteach and this one from josephperkins and this article), the Challenge-based learning tenets of Marco Torres and fellow Apple Distinguished Educators, the ‘addicted to learning’ mindset of Kristine Kopelke… All these and more have been percolating thru my mind over the last few months.
So in recent weeks when I asked ‘how can students experience ongoing success in their learning?’, an answer has started to emerge. Its probably not half as innovative or radical as I’d like to think, but it does reflect a big change in the way I’m going to approach my teaching. A change from incorporating bits and pieces of digital pedagogy into existing programs where I as teacher chose entirely what students needed to learn, to one where the presence of digital tools makes it possible for students to begin to take charge of their learning.
And I’m going to do it! I’m going to attempt to teach my students how to reflect and HOW TO LEARN rather than what to learn. With this skill and awareness, they will be able to succeed on their own.
Now, it is true that I’m only able to do this because:
- The ‘digital’ in this digital pedagogy ie. iPod touch’s and XO laptops are available to me in enough numbers now to be used by students as personal learning platforms
- I have a supportive local and regional administration
- I stand on the shoulders of the giants above
- My education department recognises how key ‘digital pedagogy’ is
- I feel confident enough to attempt it.
So what will this look like in practice? Well here is a draft diagram:
View this in full size via posterous
Basically the plan is that students will reflect on what their learning strengths and weaknesses are and create an iLearn plan by selecting the learning tasks (in this case, XO activities or iTunes apps) that will help them improve. They will further be shown how to ask if their choice is in fact working or what other resources (podcasts, Smartpen ‘pencasts’ etc) they might incorporate as well. Finally, because data and assessment are still the be-all of the curriculum in which we teach, the original instruments and data which students based their iLearn plan on will be re-sat/ administered.
Sound ok? A bit simple? A bit …? Please all feel free to contribute feedback – in fact I’m inviting it. After all, why not ‘crowd-source’ a project like this and give it a better chance of success?
Over to you, and the kids…
Posted via email from Jonathan Nalder’s posterous
Tags: Future · mobile/miniaturisation · uLearning
