This weeks topic for my #tiegrad class was inquiry based learning and how technology can facilitate it. I have to admit, I have not been caught up in this new fangled method of teaching yet. Perhaps it is just because I am just too long in the tooth or that back in the day, inquiry learning was known as being a kid.
As a result, I was not sure what I was going to write this week but as luck would have it, a colleague and I ended up having a bit of a chat on the subject and lo and behold! My blog post was born. He is much like me, a miserable curmudgeon who looks at education from more of an Eeyoresque point of view and quite frankly, neither he or I quite get this whole inquiry learning movement.
We talked about the good old days when “inquiry learning” was a simple endeavour. Give something a go, fail, then try something else. There was always the alternate scenario as well. Give something a go, have a brush with failure’s evil twin success and get a pat on the back from your adoring fan. Either way, it was rarely planned. It just happened, no adults needed.
My concern here is why are we trying to apply rubrics and quantify that which was once called life? As well-intentioned as the inquiry learning model may be, why do we have to formalize learning that was once just part of growing up?
When I was a kid I learned all sorts of good things without an adult looking over my shoulder
Meteorology: When your hair stands on end while standing in the middle of a baseball field as thunderheads are rolling in from the South, lightning is about to strike.
Physics & Firearm Safety: Don’t shoot a pellet gun at a power line insulator in -40 degree celsius weather.
Environmental Sciences: Don’t play with matches, in the middle of a grass field during dry season.
Mechanicsand family dynamics: If you crash your new moped into the side of a car, don’t try to hide it from your dad and fix it yourself.
Physics & Gravity: Jumping off your roof with hefty bag parachutes does not work.
Anatomy & Emergency Medicine: You break multiple bones when jumping off your roof with hefty bag parachutes.
I shudder to think of what we might have come up with if we had the internet at our disposal but even without the internet, the things we accomplished were monumental. All we had at our disposal was our imaginations our bikes, some sporting equipment and a couple of dogs. I guess what I am trying to get at here is that we didn’t need someone to set up learning opportunities, instead we discovered all on our own. It was just part of our daily lives but now, it seems that life has to be a curricular objective.
After our maudlin bit of meandering down memory lane, I did a Google search for: “what is inquiry based learning” and I found a site where I found this one line.
Inquiry based learning is mainly involving the learner and leading him to understand. Teachnology, Inc.
I really don’t mean to be a buzz kill here but after reading that, I have two burning questions.
Is it true inquiry if students are being led to understanding?
Are we now trying to create curriculum to replace life experience?
Perhaps this is just the brave new world but I am sad for our children if we have come to a point in our society where everything in their lives has to come from a lesson plan.
I tried something a little different this week, just to change things up and get away from all that silly prescribed curriculum nonsense. Just for fun and a little curiosity, I resurrected a problem solving activity I learned back when I was a kid and introduced it to the modern digital classroom. The good old, “balance 12 nails on the head of one” activity.
What inspired me to bring out the old hammer and nails, was that I recently became the last person on earth to read “The Outliers” by Malcolm Gladwell. In the Outliers, Gladwell makes reference to a math experiment that Berkley math professor, Alan Schoenfeld, does. It is pretty simple, nothing fancy. Schoenfeld gives the subject a math problem to figure out and then times how long it takes for them to find the solution or give up. In the book, Gladwell uses the example of a nurse named “Rene” who takes 22 minutes to figure out Schoenfeld’s math problem, then Gladwell goes on to explain in great detail why this is significant.
The long and the short of Gladwell’s well taken point, is this… (I paraphrase and take some poetic liberties here) In math, we tend to condition kids to try and figure things out quickly. We view those kids who can come up with the answer quickly, as the ones who are good at math. The ones who are left plodding along and take longer to figure out the problems, are the dullards and relegated to the numeracy dung heap. (1 guess which group I was a part of) In other words, our system rewards speed at the expense of thoughtful processing of the problem at hand.
This got me thinking about how the digital device might be furthering this fast is right conditioning we instill in our children. Just Googling it (as handy as it may be) might be compounding the problem of not taking the time to think things through. Why bother trying to figure out anything if you can just find the answer using your handy-dandy digital device?
But back to the nails… What I wanted to see was just how long it would take for kids to get frustrated with the task and either reach for their digital device for the answer, or give up.
The task is simple. Balance 12 nails on the head of a single nail, I had hammered into a block of wood.
I distributed 9 sets of nails to the class, so the kids would have to work in small groups. The idea being, that the problem solving process would be a collaborative.
I told the kids NO DIGITAL DEVICES to look for the answer on.
The first class I just let work straight on through, the second class, I promised a hint at the 20 minute mark.
Within 5 minutes some groups were looking for their device, which I quickly quashed.
At the 10 minute mark about 1/4 of the groups had given up but started back up again, at about 20 minutes whether I gave a hint or not.
In my first class, one student figured it out at the 45 minute mark and in the second class a pair of students figured it out at the 40 minute mark (with a hint).
The sad thing is, this was probably the best class I had all year. Fortunately I can put a curricularly relevant spin on the whole thing, so when the kids go home and say “Mr. Rispin is the best because we played with nails all class!” I will be able to justify it.
What this whole exercise has proven to me is that, we need to give kids the opportunity and the time to work on problems, whether they be academic or just silly nail hanging like activities, sans digital device. We spend so much time trying to cram curriculum down kids throats, that we forsake the value of thoughtfulness.
What is even more interesting, is that I was asked five times in less than 36 hours after that activity, if we could do that sort of thing again! So I think I am going to make it a Bi Weekly activity. Problem is coming up with the challenges.
As the Teacher dispute in British Columbia starts to get ugly with plenty of mudslinging from both sides of the political spectrum. It would seem things are starting to come to a head simply by the pinch which only the withdrawal of Volunteer services can bring.
Teachers in school districts throughout the Province are now being told to ONLY do their job as outlined by contract and to work bell to bell. What this means is that any “extra time” a teacher volunteers to their school in the way of coaching, clubs, study sessions… etc, will be withdrawn. The strange thing is, it seems that the public feels that this action is more reprehensible than the legislation which got teachers to this point in the first place.
Like the kids, for many teachers the extra curricular stuff is the best part of their school day. Teachers do not volunteer out of obligation, they volunteer out of a love for the activity they are supporting. Despite the old adage, “those who can do, those who can’t, teach” Schools are packed with incredible people who have achieved great things in their lives. All of them want nothing more than to impart their wisdom, their skills and their experience on their students and extra curricular activities gives them this opportunity. With this said, the withdrawal of volunteer services is not taken lightly and there will be some instances where teachers will continue giving their time, regardless of professional or personal consequence.
So where does this leave us? Well for the short-term, things will be messy and both kids and teachers will be deprived of the opportunity to do what it is they love to do. How long will this last? It could be months, it could be years but one thing is for certain, this has been many years in the making.
Teachers giving their time, is not as simple and straight forward as one might think and before the general public goes straight to taking on a “HOW DARE YOU” position, one needs to understand that there is more to it than a simple temper-tantrum.
Teachers can no longer afford to “donate time”.
As I wrote in a previous post Teachers simply can no longer afford to give away their time. In cities like Vancouver, many teachers (usually the <40 crowd) need to work at least one additional job just to pay the bills. If a teacher is racing off to go to another job after school, they won’t be spending time with your child after school for free.
Should it come to the point where participation in extra curricular activities becomes part of a teachers job description, it would become a significant problem for many, as people’s livelihood would be at stake.
Liability issues are scaring teachers away from giving their time.
We are a litigious bunch nowadays and because of this, many teachers refuse to take on the responsibility of any activity that requires 24/7 supervision. Where common sense and personal responsibility use to be the code by which most extracurricular programs were run, today this expectation is not enough.
We no longer look at our youth as sentient beings, capable of making mistakes of their own doing. Instead if a kid screws up, we immediately start looking for an adult to blame. It is because of this, I will not take any group of kids anywhere that requires me to be “responsible” for them over night.
I have heard stories of coaches taking shifts, standing watch in hotel hallways all night long, to ensure kids are not sneaking out at night. I have been on watch myself until 1 am on occasion because kids could not behave themselves. I have even heard of programs resorting to requiring parents to accompany their child on road trips in an effort to mitigate liability issues for the coaching staff.
Our desire to blame an adult rather than expect our children to behave responsibly, is quickly destroying extracurricular activities all on its own. If a coach cannot have a reasonable expectation that kids are willing and able to conduct themselves in an appropriate manner, then you cannot expect teachers to take on that responsibility.
Pay for participation programs are poaching kids from school activities.
Kids have so many opportunities outside of school, that many simply do not have time for in school activities. We over schedule our children in an effort to enrich their lives but in doing so the “free” programs like those in schools, tend to suffer.
In Canada, many of the best athletes in a school are playing hockey. Depending on the level they are playing, some may try to do both school sports and club hockey but usually school sports are secondary. A kid can only attend one practice or game at a time and it is the free one that will get forsaken.
In the larger centers there are also a myriad of fine arts programs that draw kids away from in school programs and then of course there is the constant drive for academic excellence that send kids to extra studies outside of the school hours.
As a coach this is frequently a HUGE headache as teams may start a season with a full roster but kids will fall away as the season progresses until the team is no longer viable. The result is that, there is not much motivation for a teacher to give up their time for a fruitless cause.
Sometimes thank you just isn’t enough
I have a colleague who takes 6 – 8 kids every year on a hardcore wilderness experience over 10 days, during which he is on 24/7. In addition to this, the responsibility he takes on when he is in the middle of the bush is extraordinary as there is no support. No principal, no parents, no ambulance service, no nothing. He is literally on his own in the wilderness. Of the 240 hours he spends with these kids, only 64 of that might be considered “billable time” but he gets no additional pay, no days in lieu… absolutely nothing other than a thank you
Now that sort of thing would be unheard of in private industry, lets see a lawyer do that for free! I am thinking it would be an absolute “NO!” and the public would accept that but if a teacher says “NO!… Ain’t gonna happen”, all hell breaks loose. Teachers are instantly labeled as selfish, greedy, uncaring and money-grubbing. If a teacher even thinks about saying “NO” they are instantly vilified. It just doesn’t add up.
Just like the BC Liberals have said, we need change in our school system and it looks as though the changes the @BClibs want to make will be at expense of the teaching profession and if that is they way they want to go, so be it. If they want to go to a free market system, where teachers are nothing more than a commodity, then teachers will more than likely start treating their time as such. You can’t have it both ways, where teachers are freewheeling with their time all the while the employer is trying their best to short change them at every corner.
Like it or not, the Good old days are gone and we are all going to pay for it in the end.
Here is a great Video on what motivates us in the work we do. At about the 4:40 point in the video, pay close attention to what is most important in getting the most out of an employee.
Nothing to report here… Just some fragmented thoughts and whatever’s. A bit of a schizophrenic week actually but that has been my element these past 15 years of teaching.
The iPad group didn’t move the earth or cure cancer but we did have some progress with assignment submission using WordPress blogs. It was a bit messy to start but I think we have turned the corner on our work submission woes. Outside of that, there was nothing exciting to report from the iPad front.
What did happen which was of note is that I had a wee bit of a revelation.
This “Ah Ha!” actually originated with my “regular” kids, specificaly my classes with a significant number of ESL kids who seem to always be lost in my class. Try as I may, it is very difficult to help these kids keep up with the curriculum and I would (on occasion) lose sleep, thinking about how to deliver content in a manner which would allow them to absorb the information at their own pace.
It was only this week, that I came to consider the possibility of screencasting as the answer to my problem. A visual snapshot of the critical elements of my lessons,which a student can refer to at any time. I make the screencasts available through YouTube and my students can use them complete an assignment at there own pace. It was a stroke of delayed genius! Admittedly the videos I have produce so far are rather crude but I think they will become far more polished and useful as time goes by.
Now this, in and of itself, is not all that special. Teachers have been screencasting lessons for a number of years now. What is more important however, is that I started to think about how I can do this with the iPad kids. As intuitive as the iPad and all the apps my be, sometimes people still need instruction. The complexity gets ramped up when you are using more than one application at at the same time so being able to capture a video on how to use these apps would be great.
Currently there is no way to create a screencast of an iPad and considering the restrictive nature of Apple products, being able to do this would be significant. We had all hoped that iOS5 would provide us with this functionality and it has come close but it stops short of allowing a teacher to capture lessons and spin them into an instructional video. With that said… I think I may have stumbled upon a screencasting solution for the ipad. It won’t be simple but if it works, I will be able to create 720p screen casts of my lessons using the iPad and post them to YouTube.
Unfortunately, I will have to drop a couple hundred bucks to see if my idea works… but if it does? It will open the door for some serious advancements in the use of the iPad as an instructional tool. Stay tuned to see if my idea works.
Look Out Future Shop… Here I come!
Well the good news is that I can do it! The bad news is that I am going to have to wait until I can get my hands on a little piece of technology that will allow me to send the image from the iPad to the capture device.
OK so perhaps “Great” isn’t the word to use here, especially since using iPads in the classroom is no longer bleeding edge but it still has some cache in the education world. Perhaps what is more remarkable is that I have somehow finagled a spot as one of five teachers who are giving these little technological marvels a trial run in our classrooms.
Five teachers and a single cohort of twenty-five students have agreed to make the ipad the center of their educational universe for one year. With iPad in hand, we have gone into a digital never land and hopefully we will return a little wiser for the experience.
Now of course, it is too early to tell how things will play out in the next 10 months or so but thus far, things look promising. Kids are certainty enthralled with their new toys, I mean learning tools! The teachers are enthusiastically taking up the challenge of using the iPad as an instructional / learning tool, now all we have to do is get some curriculum across to the kids.
Fortunately for me, Planning 10 is not one of those courses that has a standardized test attached to it. Sure I have to hit the curricular objectives along the way but I have significantly more latitude in my delivery and content I use. My colleagues on the other hand, have to please the testing gods or there will be hell to pay so they might be a little more restricted in their use of the iPads.
I suddenly find myself in the enviable position where I will be able to try all sorts of different things in the way curriculum is delivered and learning is demonstrated. If something is an epic fail, we simply dust off the digital debris from the attempt and move on. In fact, I am kind of looking forward to the failures as much as the successes. I don’t think we have enough failure these days, besides it sure is far more interesting then succeeding all the time.
It is going to be fun, a little stressful but most of all it will be a good experience so stay tuned for more adventures in iPads in the classroom. With any luck we might all learn something from “The Great(ish) iPad Experiment”