Communication and Collaboration in the Classroom: Addressing ISTE Standard #2

The Big Question: What tools could help students in an international school setting collaborate and communicate to learn more about one another's home country? There is so much diversity within the community already (typically more than five first languages in a class, sometimes more), so how can we integrate technology to celebrate and learn from each other?

The beauty of an international school setting is that a global community is already sitting in one classroom together. Students from India, Great Britain, Japan, Australia, Venezuela, China, and the United States learn side by side every day. Teaching cultural competency, however, must still be purposeful, as sometimes students trot along in daily life without developing much appreciation for the cultures of their peers. It's almost as if since virtually every child is "from somewhere else," it all blends together, and they can forget to notice all the surrounding uniqueness. They certainly peer into one another's lunch boxes (sushi, papadums, Swedish meatballs--it's all there), but there is more they can learn from each other. 

I appreciated reading the richness of the global student partnerships developed in the study by Ertmer, Newby, and their colleagues, and it affirmed my belief that in my current school setting, the opportunity is there for the taking. The study states: "The success of our future graduates depends on their abilities to be both culturally and technologically competent as they work and interact with diverse, geographically dispersed people, using a variety of technology tools" (Ertmer, et al, 2011).

DuoLingo, the language learning app available for iPhone, iPod Touch, and iPad, is a beautifully designed tool teachers can use to such an end. Although I can picture many uses in a classroom, in order to facilitate peer-to-peer learning which satisfies ISTE Standard #2, I would pair upper elementary students together to tackle a new foreign language. Ideally, students could be paired with someone with a different native language, and the goal would be to encourage and help one's partner through the learning process. After a three weeks of daily practice, each team would prepare a short presentation to communicate their experience as a cross-cultural student when taught by a peer! 

The app is easy to use, attractive, and can be monitored by teachers using the DuoLingo platform for schools. The screenshots below give a small taste of the app's aesthetic, as well as its instructional model. Its lessons are quick and range from introductory vocabulary to subjunctive verb conjugation. (Note: DuoLingo does not support Mandarin or Cantonese, but since Mandarin is required by all ages at our school, it seems okay to focus on other languages for this project. Plus, the goal is not fluency, it's exposure to the language and collaboration.)

As you can see, the images are quirky and mod, and using the app feels a lot like playing a game, in my experience. It has the just-can't-stop allure of Candy Crush, but with a much more noble end goal. 

 



In ISTE Standard #2, "students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others." As a classroom resource, DuoLingo could best be used when focusing in on section c of the standard, which aims to "develop cultural understanding and global awareness by engaging with learners of other cultures." 

I look forward to imagining more ways to engage globally-minded learners using technology that promotes collaboration and communication. This is certainly a very fun place to start.

References

Ertmer, P. A., Newby, T. J., Yu, J. H., Liu, W., Tomory, A., Lee, Y. M., et al. (2011). Facilitating students' global perspectives: Collaborating with international partners using Web 2.0 technologies. The Internet and Higher Education, 14(4), 251–261.

The Practical Use of Advance Organizers

Last week I learned a new term in education: AppSmashing. It's the concept of using multiple apps to create some sort of spectacular project or product, and it's a popular idea with teachers integrating technology in the classroom. 

Advance organizers are the old school yin to 21st century learning's yang. David Ausubel's concept, which can be a little abstract (but that's part of the appeal), gives students a baseline for their learning, frequently being paired with more traditional methods such as lectures and readings. Advance organizers can be a visual tool like a Venn diagram or an oral prompt--anything that helps students begin to activate their knowledge bank so they can keep building on it.

Because the definition of advance organizers is broad, they are useful in many different settings: "Across all ages and ability levels, readers use their knowledge base as a filter to interpret and construct meaning from text passages" (Scheuerman, 2016). An elementary school teacher might use the classic KWL chart, seen below, to help students feel grounded in their base knowledge and ready to keep learning. KWL charts also come to life through class discussions prompted by the same questions, so the tool isn't restricted to a written format. 

As I researched more about advance organizers, I found a lot of practical tools that could be used to the same effect as the KWL chart (most were visual but could be used in tandem with another strategy). ReadWriteThink is a fantastic resource, supported by the International Literacy Association and the National Council of Teachers of English, which I recommend mining for further resource treasure. 

I think it's refreshing to continue to see appreciation and respect for some of the more classic teaching strategies--if we get too wrapped up in iPads and BrainPop videos, we risk missing simpler opportunities to help our students solidify their learning. And while I want to create a joyous, creative classroom environment, there will still be times that it just comes down to less exciting tasks: conjugating verbs in Spanish, memorizing certain essential algebraic equations, and learning the difference between their, there, and they're. It might not be the most dazzling moment of their day, but students will be so much more successful in the long run if the bricks have been laid.

References

Scheuerman, R. (2016). Session 4 Transcript: Advanced Organizers and Strategy Instruction. 

Concepts and Facts: What Is Their Relationship?

In a kindergarten classroom, arguably the most important work of the students is to begin to read. Of course, reading fluency begins in such small bites that it doesn't look or sound fluid for many students, but the baselines are established. Jerome Bruner's idea, that a child should be equipped with facts and prepared to connect those facts to build concept attainment, applies perfectly to the early reader. 

Bruner asks a powerful question: "How do you arrange learning in such a way that the child recognizes that when he has information he can go beyond it, that there is connectedness between the facts he has learned with other data and situations" (Bruner, 1996).

For example, when a five-year-old can identify letters and their sounds, she can then begin to see how they work together: their relationship. Although I am still in the early stages of learning to teach, it is clear that letter-sound relationships are a huge step in learning to read. If students practice games and songs that reinforce those letters and sounds, they can connect the dots with words they encounter in every other moment of their day. 

A teacher might lead an all-class chant of the alphabet's sounds in a warmup activity, and then when students continue to reader's and writer's workshops, those hard facts will assist them as they sound out letters in interesting books, start to write sentences in their own books, and even read street signs as they ride home on the bus. Concepts begin to solidify as they apply and synthesize their basic knowledge.

Bruner also emphasizes the importance of helping kids realize that they can and should be looking out for ways to connect all the things they learn in a day. This is critical thinking, and they can take ownership in it. I can picture the faces of happy, empowered little learners when they make such discoveries--such joy!

Using their newly-established language into math games, or writing their own signs for a play restaurant, or gathering friends into a group and then making a plan for a new version of tag on the playground--it's all the fruit of factual learning blooming into essential kindergarten concepts. The best part is watching it come to life. 

Check out the educator resources at Seussville.com

References

Bruner, J. (1996). The Culture of Education. Cambridge: Harvard University Press.
Joyce, B., et. al. (2014). Models of Teaching, 9th Ed. Boston: Allyn & Bacon.

Induction: A Broadening Teaching Strategy

Is questioning a teaching strategy? Most definitely, and it's one that more and more educators are exercising in 21st century learning. 

The Mountain Light School Project's excellent guide to asking questions shows the inductive process at work for students (Scheuerman, 2015). Knowledge based questions such as, "What color is it?" or "How long did it last?" establish basic facts around a subject. One level of sophistication beyond those questions offers challenging comprehension questions such as, "How is this organized?" or "Why did this happen?" Learners reach the final stage of inductive teaching when faced with questions such as "Is this useful, meaningful, beautiful, or right?"  

Charlotte Mason's emphasis on using original source material for teaching history struck a chord for me, mostly because I still feel true, human stories are the most powerful way to learn (2015). When Humans of New York ran story after story on Syrian refugees a few months ago, the sense of connection and humanity was incredibly strong--much stronger than my experience through the dozens of articles I'd already read about the crisis. I can picture a high school class using these stories to think more broadly about their political, social, and cultural perspectives--experiencing induction through the challenging conversations surrounding current events like this one.

Taking a subject as complex and divisive as war, and first of all making it human, and then asking questions about the journalism used to deliver the stories means students will quickly find themselves answering difficult questions about morality and values. I believe that the incredible storytelling made possible through web journalism makes for a great exercise in inductive teaching, and I am hopeful for a chance to practice with my own students someday soon.

This man's story from Humans of New York caught the attention of the White House.

References

Scheuerman, R. (2015). Session 2: Strategy and Induction. Retrieved from: https://bbweb03.spu.edu/bbcswebdav/pid-1129472-dt-content-rid-2467028_1/courses/EDU6526_27922_201562/SIS.%20Session%202%20Outline%20%28Induction%29.pdf 

Creativity and Innovation in the Classroom: Addressing ISTE Standard #1

The Big Question: How can creative and innovative technology be applied in an early childhood classroom setting, especially for nonreaders?

The sky's the limit, apparently! Upon deeper digging into the world of technology for early education, it appears that there are myriad resources and opportunities for teachers to engage even their youngest students in this type of learning. My research began with a fabulous introduction to robotics with a learning toy called a Bee-Bot, but as I shifted my focus toward digital technology, even more tools surfaced. 

Hello Ruby, a website with impeccable design and a clear angle toward young children, offers some such resources. Although the site ultimately aims to teach kids about coding, it's all packaged in small step doses that are extremely approachable. One lesson plan aims to "lower the barriers for kids to get acquainted with computers" (Liukas, 2015). Pre-kindergarten and kindergarten students may have had some experience on a parent's computer, but in general, they spend much more time on touchscreen devices. Because they can't yet type, and many don't have the fine motor skills to finesse a trackpad, their computer time is still to come. 

I liked this approach as a way to help small children understand what a computer does and how it gets its many jobs done--what's a more complex system than a computer? The hands-on project includes plenty of fine-motor practice time as students cut out the many bits and pieces in their own personal (paper) computer, and of course the addition of markers and crayons to add pizzazz would also be a big hit with little ones. It's a natural fit for ISTE Standard #1, as it builds on existing knowledge to generate fabulous new ideas, can be collaborative, and certainly inspires much creativity. Students are dreaming up their own computer, from the ground up--no reading required.

The site has tons of activities and lesson plans for teachers, as well as materials parents could easily tackle at home. The best part of Hello Ruby, and what seems to stand out from the many other apps and websites, is that most of the content is actually utilized off-screen. There is a celebration and appreciation of computers, but the tools are a change of pace from yet another touchscreen experience. Even more important, however, is the foundation of basic tech skills that's accessible to students in such a fun format. I liken it to the process of getting excited about frogs, learning about frogs from books, watching frogs in their habitat, and developing a passion and fundamental understanding of frogs...before growing a little older and learning how to dissect the frog. 

As we consider Tony Bates's call to develop students with strong digital skills, his imperative to teach students in small steps makes perfect sense for early learners (Bates, n.d.). Hello Ruby, and many more sites I have yet to discover, takes this mandate and provides fresh, engaging content in small bites that will inspire teachers and kids alike. 

A sample of the beautiful design at helloruby.com

References

Bates, A. W. (n.d.). Fundamental change in education. In Teaching in a digital age (1). Retrieved from http://opentextbc.ca/teachinginadigitalage/part/chapter-1-fundamental-change-in-education/

Liukas, L. (2015, October 15). For educators: Lesson Plan for My First Computer exercise. Retrieved from http://blog.helloruby.com/post/131553874873/for-educators-lesson-plan-for-my-first-computer

Program Standards and Elements of a Model Entry

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.