The Awakening of A Mind

"Flipping" from Teacher to Coach

2011-08-25T04:32:00.000-07:00

Buzz words these days seem to get created overnight. In looking over my RSS feeds, I found an interesting article about the idea of “flipping” the classroom. After I read that article, I was off on a web search about the title which caused me to spend a good portion of my Sunday morning reading watching and gaining as much information about this new buzz word in education. For many of you educators out there, this may be just another fad but for me it seemed to formalize some small ideas that had been brewing around in my head for some time now. That’s what happens when a buzz word has meaning to you. It is no longer just a buzz word and it becomes part of your every waking moment of thought. An idea to test. A lab experiment that may just become a major component of your educational philosophy. If it works for you…

Most articles that I read have mentioned that the idea of flipping your classroom has been around for a while but advancements in educational technology have made this even easier than before. Flipping a classroom means changing the traditional time usage of a class and making the class time more student centric and less content delivery. The content or lecture portion is done as homework and the class time is spent by the student completing exercises or by working on some project either collectively or individually with the help and guidance of the teacher. Most flipped classrooms are tied to the notion of digital delivery of content by many different means. Screencasts and lecture videos seem to be the common delivery method.

In essence an example would be in an Algebra class, the student would go home, fire up YouTube and watch the instructor or some other resource deliver the knowledge necessary to balance an equation. The student can stop and replay the video at any time and can choose to watch as much or as little as needed to understand the material. If they are using an outside source such as the ones found at Kahn Academy (http://www.khanacademy.org/), then they can take a quick quiz on their own as well to check for understanding. Once they enter the classroom the next day, the teacher will then provide a class work assignment or a project for the students to complete and the teacher would then help the students work through the assignment to check for learning.

Although this idea has many different concepts of merit, the change in role for the teacher is the one idea that I think is the most dramatic. In this new world, the role of the teacher being the “sage on the stage” is dead. Content delivery is best handled outside the classroom and now the classrooms of the new world are practice fields where students can learn by doing. Teachers are now coaches - Guiding the student through the motions of learning. Teachers observe students doing and then make small one to one adjustments based upon what the student is showing. This concept seems to work well in most athletic programs across the country, why wouldn’t it work in the classroom?

Could you imagine trying to teach an athlete how to play hockey just by giving a lecture on the finer points of edge control on skates? After the lecture, the athlete goes home and tries it on their own without the coach. They come back the next day, placed in a game to test their progress. The game does not go well (they flunked their test because they couldn’t skate). OK – Let’s show them how to shoot a slapshot now in the same pattern. After weeks of content delivery, non-guided practice and assessments, the hockey player is ready for the big game right? After that process, the athlete is probably ready to go back to watching TV and quitting the sport. Reminds me of my Algebra I class in 8^th grade…

I have the luxury of being able to test out this new flipping approach this year with my 18 and 19 year old students. It will take some adjustment on both of our parts but I am really excited to see what can happen when you make a switch of this nature with students who have been taught in a traditional manner for so long. Many things are working in my favor though. For one, many of my students are familiar with the coach-player relationship. I have an interesting sport (class) to coach and a wonderful arena / field (technology) to utilize. I feel confident in my coaching staff (computers) and I am looking forward to big success from my team.

To me, flipping makes sense because it puts the student first in the education process. Once content delivery is taken out of class time, the relationship between teacher and student becomes stronger because it is a one to one relationship now. Time is spent by truly helping the student to fill knowledge gaps they may have and coaching them to become better students. The role of the teacher in all of this becomes clear. Let’s make sure our students (athletes) can effectively execute the skills needed for success to win the big game of life (to become life-long learners).

Senioritis Redux

2011-05-06T13:16:00.000-07:00

So here is a snapshot of my class last week. I needed to cover some items in Adobe Premiere for my Multimedia class. Mainly, how to do the cool transitions between video clips. You know the ones - the cool page turns or the cube rotation or the diamond dissolve or the most dramatic of all - the fade. I am getting fired up about this because when I made my last video of my daughter's first grade gymnastics meet (she is now 15), I used every one of those transitions. Once the video was complete - I sat back and marveled about how cool those effects were. Bottom line - I was fired up to teach this topic. What I didn't realize was that I was the only one in a class of 15 that was motivated to cover this topic.

I set out on an epic quest to show each and every student the wonders of including transitions in their video productions. I had a Prezi ready to go for the SMART board, I had all of my lesson files in order. I was going to introduce at the board, they would take notes and then we would work through the lesson files together as we perfected our Bike Race masterpiece. That was the beginning of the class. By the end of the class my hair looked like I stuck my finger in an electrical outlet. My face was as red as a tomato and my voice was quivering with anger as I found myself saying close your mouths and follow along for the hundredth time in a 50 - minute span. I was also half tempted to cut the wheels off of the entire classroom of chairs. Brilliant educational idea - Let's put wheels on the lab chairs so that our students can move around in the class whenever they want. Some days it looks like the Kentucky Derby in here and that day was no different.

After my description of the class, you might think that I teach young kids or even pre-school but the reality is that I am at a one year postgraduate institution for young men. A class full of 18 to 19-year-old males that are all (hopefully) going to college next year. I have been doing this for 15 years now and what I have realized is that our lucky young bucks are going through their second bout of senioritis. You see, we graduate in less than two weeks and no matter what content I wanted to teach, they were going to be uninspired. I could have been teaching them how to make millions of dollars and get any girl they wanted and all they would be thinking about is wondering how fast they can physically go in the chairs before they bruise.

So, in order to save my sanity I started thinking of ways that I could get the content over to them in a way that will allow me to stay calm and feel like I had some sense of classroom control. I decided to create screencasts of my lessons. Screencasts are recordings of a user's actions on a computer that can be posted to YouTube or Vimeo or any other streaming video site. Screencast programs like Camtasia Studio and Jing as well as Adobe Captivate allow the user to record either a program you are using or the entire screen and make a movie for training. I used Camtasia Studio because it also adds functionality such as captions, zooms, recording voice audio and picture-in-picture as well.

So there I sat at the computer on the first morning, ready to make my lesson with my coffee in hand. I methodically went through the lesson, cracking some jokes but being clear about the main points of the lesson. All recorded into one movie file. Some even with my image on the screen as well. That must have been a sight for my students. I then posted it to YouTube and voila - I am a published screencaster.

The plan in class was simple - hand out headphones, send them a link to all of the lessons and give them the questions that I wanted them to answer. Once I received the first question from a student that didn't get an answer (this took all of 10 seconds into class), I put on my stern face and said "If you missed it then rewind the video." I then sat on my desk in amazement as they were all fully engaged in the lessons. For those who don't believe I have posted a video of the class working on this project below:

Although most were not overly thrilled about the delivery, they all took part in the lesson. Most were relatively engaged and worked on their own quite successfully. I will post again with more of my ideas about why this worked and as to when and where to use this type of delivery but for now I am just going to bask in the quietness of the moment, take a breath and have another sip of my coffee while my calmer, better-groomed virtual self explains the finer points of burning a DVD to my students.

By the way - the students were capable of answering all of the questions correctly on their own. This never happened when I lectured.

I think I'm on to something.....

Are Schools Ready for the Mobile Hot Spot?

2010-08-24T20:56:00.000-07:00

Controlling Access or Teaching Access Skills

A few weeks ago I realized that my cellular phone was out of contract and I had the opportunity to upgrade to something new. Bonanza right? It is one of the few moments in your life that you can think about the latest technologies and how they will affect your life. Like most people who use Verizon for their wireless company, I had heard the rumors about the iPhone possibly making it's way to that service. I waited, I hoped and then I just got flat out impatient so I caved. I started to research the Droid and made the call to switch. Here I wait as my Droid X is being shipped.

You might ask why I actually picked the Droid. You might also ask why that has anything to do with mobile hot spots and education. My reasons for picking the Droid revolve around the limitless amount of features that come with the phone. The apps, the HDMI Jack, Yahtzee, Angry Birds, touch screen and what? The Droid can act as a mobile WI-FI hotspot for up to three other devices? Yee Haw... Sign me up! That means that I can take my Droid and my iPad anywhere that I have Verizon service and I have full Internet access as part of my phone plan. Oh... Wait a minute... If my daughter is with me then she could have access to the Internet as well on her iTouch or laptop if she stays near me. I guess that is one way to make sure she still loves me.

Then I put my teaching hat on for a moment and said, "If I think this is pretty cool, then most young students (a group of individuals that are buying Droids by the masses) will probably think this is pretty cool as well". Picture this, every student in your class having a mobile hotspot in their pocket. Schools that have worked for years to control Internet access in the hallowed halls of their building have now lost the ability to shape their students Internet experience. All of the money spent on firewalls, bandwidth meters and content filtering are no longer the tools of control. So how is this going to play out?

There has always been two diverse rules of thought when it comes to the Internet expience for our students. Some believe that we can mold their experience by controlling every aspect of their experience. Let's limit what they can see and limit the time that it is on. Many schools have taken that approach in the last few years and it has worked to a certain extent. Those schools have been successful in curbing inappropriate activities for the most part but it has always created an adversarial relationship. Students would always be looking for ways around the system.

Other teachers and educational leaders have taken another approach in the meantime by really trying to teach the access skills that are sorely needed for our young minds. These skills include time management, information retrieval and assessment, critical thinking skills and general proper Internet use. Access is given all of the time and there is no content filtering. Those leaders believe that through proper educational techniques and some behavior modification, teachers can create good habits in our students when it comes to Internet usage.

So now that control through technological means becomes a less viable option. One would think that some schools would tend to now lean toward the educational nature of Internet usage. Or will they use other forms of control? Do we now not allow cell phones in buildings? Will wireless signal scanners or blockers now become tools of the trade for teachers? Whatever the solution will look like, as a teacher I would hope that we as a community do not loose sight of what we are hear to do. Teach students how to obtain information, synthesis it and learn from it. Even if it is acquired from their own WI-FI signal coming from their pocket.

Back From My Thanksgiving Nap

2009-12-08T04:45:00.000-08:00

The art of procrastination is the one skill that I have perfected over time. It’s funny how I somehow got very good at devoting time to thought processes that are counter productive to productivity. I find ways to justify the reasons I don’t want to do the things that are good for me. Case in point – this blog.

When I started this blog, I was heavily involved in researching due to a commitment that I had made to speak at an upcoming conference. My mind was aflutter with thoughts about educating boys, pedagogy and technology. What better way to flush some ideas out as they were entering my head than to write a blog about those thoughts. “The Awakening Mind” right?

Once that time had passed, I stopped reading and therefore stopped writing. I had no earth shattering thoughts anymore so why should I post to my blog. I wouldn’t sound intelligent. My due date for my term paper had come and gone and therefore I didn’t need to be awake anymore. I was getting tired… Back to my slumber….. ZZZzzzzzzz…..

After a few wake up calls from a friend, I am back at it for now. I actually woke up this morning with the intent of posting these ideas. Now that I am in my third paragraph, I actually am getting on a roll here…. There is a lesson in this somewhere and I am getting to a point in this post – really I am.

I was sitting in a staff meeting and we were discussing how we as a school could become more involved in the bigger conversation about educating young men. As I always do, I asked myself how technology could help. Pretty nerdy huh? I discussed the fact that our staff is great at sessions devoted to discussion and skilled in the art of verbose interaction. I have been privy to many discussions with my peers that have great content and have generated ideas that are earth shattering (and then I spoke up). The problem that I see is that there really is no record of those conversations ever happening. Enter the blog.

Yes it’s true that most blog writers use this medium as a forum for their ideas and to generate a discussion about a certain topic. Our youthful generations use it as a form of digital diary for the whole world to see. Both are methods of expression. Expression of ideas written on a public platform. Ideas that may be thought provoking, scary, crazy and sometimes downright incoherent. Nonetheless, bloggers post those ideas and for the most part, probably feel as I do – better after those ideas have been disseminated. More importantly, they are in a format that may not be forgotten or lost. For lack of a better metaphor – they are committed to pen and paper and thus – a part of history.

So here I begin (again) being awakened by an idea, a concept, a crazy thought and hoping that:

I get more of these crazy thoughts. (This shouldn't be a problem).
I find the motivation to write about them and .....
I continue to stay mentally awake (at least once a week) to prove to myself that I have a brain.

I’d better stop before the coffee kicks in….

Kids and Creepy Treehouses

2009-10-06T04:07:00.000-07:00

As I was researching information in my quest to become more enlightened, I came across an interesting idea based on fear and entitlement. Sure enough it had to do with technology but more importantly it had to do with my kids. Sorry to be so self involved...

(Shameless self promotion coming...) I am in the process of collecting notes for a presentation I am giving to the Maine Boys Network about the use of technology in helping boys communicate and I came across this concept of a "creepy treehouse".

By definition from Jared Stein it is "any move to integrate or aggregate new institutional tools or systems with new systems or tools already embraced by the community may be seen as creepy treehouses, in as much as it may be construed as institutional infringement upon the social or professional community of its participants." By definition from Dave Lepage - It is basically the use of existing technologies (like Facebook) by teachers and the feeling that students get when we infringe upon something that they believe is their territory. The fallout is that once the adults invade these communities, they are no longer useful to the students.

Case in point - when is the last time you heard about your child posting to their MySpace account? What happened to MySpace?....

I'll tell you - the adult demographic found the site, logged on and took over. Now - MySpace became OurSpace and the kids didn't like it so they jumped ship to Facebook.

This is not new information but what I have been really interested in is that now Facebook has become a destination for the older generation (by older I mean my age range... I must now apologize to my friends...). I have used it to find friends I haven't connected with in years, poke fun at my existing friends, and oh yeah, figure out how our kids create relationships and communicate. The interesting thing is - my kids don't seem to be bothered by this invasion from their parents.

My wife is even more plugged into her Facebook than I am and our kids (who have thier own accounts) do not seem to mind the intrusion at all from either parent. In fact, they seem to quite enjoy it. Here comes the deep philosophical questions....

If Facebook is called something of a creepy treehouse then as parents (and builders of treehousees for years), how can we make these treehouses less creepy?

Is it because our kids see their parents interacting in the same way they do and might even think its cool? (They would never admit it...)

Could the younger age of our kids have something to do with it?? (Age range 7 - 14)

Is this a place where they are getting needed attention when we are not in front of their face?

Considering it is not traditional parent/kid time and we never used the interactions to parent - do they (the kids) appreciate the interactions more?

If we stay in the technology loop and learn with them as opposed to "after" them, is there a sense of team as opposed to a feeling of invasion?

Hmmmm.... - I think parents can once again reclaim the building of treehouses and they can once again be a great place for human interaction as opposed to being creepy...

Great Halloween topic! - Happy Halloween!

Good Morning, Dave

2009-09-28T18:59:00.000-07:00

So I have been asleep for the past ten years. I walked through my masters degree program just jumping through the hoops to get the celebrated wall-mounted piece of paper. I have no idea who signed it and I can't even remember what my motivation was to do it. It was supposed to pique my interest because it had to do with technology and education. An extension to my Bachelors.... right??? All the bases covered to turn me into a life long learner.

I think it was the beginning of my ten year nap.

I have the piece of paper that says I am supposedly smarter, sharper, more mentally aware and more mature but I know the real story. I did it because it was the right thing to do, not because I really wanted to get engaged and learn.

A series of decisions in the last few years has caused me to wake up and take notice of my own mental aptitude.

I can synthesis other peoples ideas
I know a little something about technology
I have some of my own ideas about technology
I can help teachers start to feel comfortable with technology
I can have a conversation and sound intelligent
I realize that what I have to offer is important for now and the future

These confessions are based upon two events in my recent life:

I started to read books for enjoyment again.
I started to believe that I had something to offer.

Neither of which was indicative of my life when I was working on my Masters. So....

Here is where I awake from my intellectual nap. Wish me luck....