Archive for October, 2013

Why Do We Evaluate Students at Their Lowest Level of Thinking?–Reflection Three

Excerpt from my blog How to Stop Flunking Your College Classes:

 

stop“For some reason we live in a society that places value on temporarily memorizing stuff. In the real world you can pull out your phone and type in, “What is the difference between maintenance rehearsal and elaborative rehearsal?” and you will get 14,900 results in approximately .47 seconds. People who can remember stuff sound smart, but interestingly enough on the spectrum of thinking skills, memorization is at the bottom. Intelligent people understand what they have learned; they can analyze and conceptualize and support their opinions using facts and details (which they can pull up on a phone in less than a half second).”

The brutal beating my son suffered as the result of bigotry and hatred last weekend reinforced my belief that moving students beyond memorization skills is key to preventing these types of events. I believe the value we place on our ability to to use this lowest level of thinking is hurting our society. I hope someday, there won’t be a need to write a blog post on how to study for a test which sadly right now seems to be the only thinking skill necessary for surviving college.

Having said that, this is an introduction to a post I wrote on how to study for a test on a blog I have called How to Stop Flunking Your College Classes. It is a long post that compares using tech to memorize information versus using tech to learn the material. It addresses all of the items for this week’s reflection, so I am including the link here instead of copying and pasting the entire post. In the post, I explain how using a flashcard site like StudyBlue.com to create flashcards and review quizzes is a great way to temporarily  memorize information (lowest level of thinking skills), however, if one needs need to know and understand the material in order to proceed with what one wants to do with one’s life and/or education, one will want to utilize the highest level of thinking skills to study for the exam and develop a comfortable and confident level of understanding.

I explain in the post that in my opinion the best way to learn something is to understand it well enough to teach it to someone else. Of course the first step to teaching it to someone else, is learning the information. Sitting and listening to the information in class is not really learning. One needs to take the key concepts one hears in class and read about in one’s text, and do something creative with them. If one does not understand them well enough to do something creative with them, one needs to gather more information.

Below is an example I included on how to use higher level thinking skills to “create” a product (using a variety of Web 2.0 tools) about the material one wants to develop a deeper understanding of. Please keep in mind the audience for this post is struggling college students. I used creating an Animoto about lower level thinking skills as my sample product (if you are interested, you can view it on the original post).

*Coincidentally, Halloween was the 30 year anniversary of the party we met at.

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3.2 Activity: Collaborative Presentation on Web 2.0 Tools

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Reconciling my Desire to Give Students Autonomy With . . . Reality – Reflection Two

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How Does the Coffee Get Into the Cup?”  This student’s burning question would have been a perfectly legitimate topic to explore for his senior project if his passion happened to be growing coffee beans or learning about entrepreneurship. However, it became very clear very quickly during his presentation that he was under the influence of a different crop during the brainstorming process (and while he was presenting the project). Unfortunately, a semester long class was dedicated to this “project” and the end result was an embarrassing presentation in front of a panel of educators and community members. I was one of the panel members, and all I could do when I was offered a filthy cup of lukewarm water with instant coffee grounds floating in it was feel really bad for this kid. The Senior Project which is a required course in our district is very similar to the flipped classroom except students learn from mentors who are experts in their chosen topic instead of using technology. Classroom time is dedicated to planning, and to writing a proposal, a research paper, and thank you letters (to the mentors and panel members). The Senior Project has proven time and time again to be a positive and sometimes life changing activity for students who have the skills to complete each step in the process. 

And a not so positive experience for students who lack basic skills and the ability to complete tasks without a lot of supervision.

When I consider my experience as an intervention teacher and my goal of wanting to create a blended learning environment which promotes student autonomy, the coffee kid is the first thing that comes to mind. What happened in the process that allowed him to fail so miserably? What instructional methodologies, skills, and strategies would I apply in an online and blended learning environment to insure that in a worst case scenario (a coffee kid scenario), students would be successful?

I would . . . not write the coffee kid off . . . I would . . .

1. Provide a calendar with all assignments, due dates, and expectations (rubrics). Make sure that parents are aware of expectations and deadlines as well.

2. Offer multiple forms of communication with me as well as other students.

3. Meet with each student (online or in person) to discuss what they perceive to be their strengths, weaknesses, talents, passions. . . , and how I might be able to help them by providing them with additional resources and/or creating a curriculum together with them that builds on their strengths and allows them to focus on their interests. In other words, allow for as much flexibility as possible for topic selection as well as project selection (blog, website, video, game, etc).

4. Provide all students with links to resources on basic skills such as how to write a paper, how to read an article, how to study for a test, etc.

5. Have daily, very brief and hopefully engaging pre and post assessment activities via a shared online tool like padlet.com, Makes Belief Comix, a class blog . . . adjust curriculum as needed (by providing additional resources or pairing/grouping students with individuals who can help them).

6. Choose online activities that recognize different learning styles and accommodate students with disabilities (I am partially deaf and tend to be a very visual learner – I like online learning because I can replay and never miss anything because I did not hear it).

7. Choose activities which employ skills across the spectrum of thinking skills.

8. When students meet in class have them work in mixed ability groups.

9. Provide simple step by step instructions on how to use the online tools I assign (such as VoiceThread or Animoto).

10. Closely monitor discussion groups for appropriate content, language, understanding, and make sure that nobody is falling through the cracks (there must be a better web metaphor for that).

There are probably many things I would need to change in my current approach to teaching in order to be an online teacher who promotes autonomy, but two things come to mind:

1. When teaching a concept, my approach in a nutshell (over the course of one week) is: pre-assessment, whole group lesson, review activity, small group activity, review activity, individual activity, post assessment. 

It seems like the flipped classroom and/or a classroom that is student-centered would require me to rethink that approach. I am a little surprised by my own rigidity when it comes to giving up my presentation role and becoming more of a guide.

2. I need to learn to be more concise. Most kids do not like to read a lot of words, and I have a tendency to “talk” too much when I write.

I am sure as we move through this class, I will find many more changes that need to be made in how I approach teaching in order to be a successful online teacher.

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Indonesia

Link to my Worrywart blog post about the Bromo Marathon.

Bromo Bliss: How a Worrywart Found Happiness in the Least Likely Place at 3:11 a.m.

bromocover

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