Creating a Learning Adventure for Teachers

"The creation of something new is not accomplished by the intellect, but by the play instinct..." Carl Jung

Our professional learning focus for this school year has been STRETCH; exploring how we can creatively differentiate teaching and learning to ensure all students reach their potential. We've spent much time discussing what this might look like in our inquiry-based programme and the role technology plays in the development of engaging, relevant and challenging learning experiences for our students. Throughout the year we have had opportunities to discuss these ideas, even arranging for all staff to take a week long course on gifted education and higher order thinking. As we began planning for our latest pedagogical development day, we knew we wanted to create learning experiences for our teachers that would put many of the ideas previously discussed into action.

I had recently read a post by Carl Hooker about Making Learning Fun Again - Even for Adults on Edutopia. In it he describes the concept of 'Interactive Learning Challenges' that he used at a learning festival (as opposed to a conference) to replace the traditional lecture driven sessions. These challenges promote collaborative problem solving, creative and critical thinking, as well as authentic integration of technology - a perfect fit for what we are striving to illustrate for our staff development day.

Using this model, we planned our day as a learning adventure. We created a series of open-ended challenges that staff teams would have a set amount of time to solve. Each challenge had an element of technology embedded, either as an optional extension or a core component. The week before the development day, we had all participants identify their comfort level with technology integration on a continuum and this information helped us with the creation of the teams. We wanted people to have an opportunity to collaborate with members of staff they do not normally have a chance to work with in order to continue building relationships and potential curricular connections.

On the big day we all came together to highlight the aims of the development day and share the logistics. We structured the time at each challenge to mimic our typical school day, asking teams to allow for group reflection at the conclusion of each task. The teams of 4 were unveiled, given a 'tool kit' with an iPad and a digital camera and set out to find their starting place by locating and scanning their unique QR code.

It was an exciting day and action-packed day. Teams had a great deal of fun, as well as moments of frustration, but the genuine problem-solving and authentic integration of technology was clearly evident. It was a day of learning. It was a day of Stretch - trying new things and leaving our comfort zones, as can be seen in the tweets shared during the challenges throughout the day.

When we asked the teachers for feedback about this new approach to staff development the responses were very positive.

"It was an enjoyable day.  The group I was put in allowed me to get to know two members of staff who I didn't know very well yet and had not worked with." 

"...the Twitter idea was fun and it was interesting to see other group's photo and thoughts through the day." 

"I think had we not been prompted by a guided reflection it would have been dropped all together and on least one occasion our reflection from the previous task help in the next." 

"I liked the format of the day a lot. I enjoyed the opportunity to work with people I don't always get to collaborate with and to be challenged to think creatively. It was very intense!"

More importantly, the experience of our Interactive Learning Challenges has prompted teachers to consider their own practice and thus, will have an impact on students' learning.

"I will allow the students to spend more time reflecting and time to think."   

"[I have] more sympathy for students who are not in comfort zone but will actually insist more on them finding out for selves as very good for you if a little painful." 

"I will think about the timing of activities and about the expectations we place on students to quickly switch from one activity to another." 

"Try to use more technology, in more creative ways in my teaching."

If you are considering a new approach to your next professional development day, I would whole-heartedly encourage you to give this a try. It may have taken a great deal of time to create our learning adventure, but the rewards are well worth the effort.

Resources:

Link to our challenges, with success criteria and reflective tool.

Technology Integration: Are we speaking the same language?

"The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs." John Dewey, 1933

I have had the great privilege this past week to meet with an amazing group of educators to discuss how we might best plan for seamless integration of technology in the IB programmes. At first glance this appears a straight-forward task, and among a group of like-minded educators it might be, but we quickly learned that there are still some obstacles that stand in our way.

The first, and in my view the most critical, is developing a shared understanding of what technology integration means. Too often when we (teachers, students, administrators, parents) discuss this term we are thinking about devices, apps or the implementation of a 1:1 programme. Focusing on how to use things moves us away from the conversation we should be having, that is to say, how will we best support and enhance learning? Living in 2015, this conversation will of course embrace a range of technologies, including digital technologies, for this is the world in which we live. As educators, seeking to provide relevant and challenging learning experiences for all of our students, how can we possibly discuss learning without considering our context? Moving toward a shared vision will allow us to define technological literacy¹ rather than being bogged down in the current confusion of technology integration and implementation issues. In other words, this shared understanding will allow us to consider how to best foster technology literacy within in our curriculum - the written, taught and assessed.

If we agree that technology literacy is integral to a contemporary education, then we must also establish a shared understanding of what this actually means in practice. During the course of our discussions this week it is clear that there are some critical elements that need to be in place to enable schools to move forward.

The first of these essential elements is a mindset to engender technology literacy. Why are some people more naturally comfortable when confronting issues arising from technology in education? Carol Dweck's work on mindsets may explain why this is so. As educators we need to foster a growth mindset not only in our students, but in ourselves as well. It is crucial that we model the types of behaviours that will enable learners to try new things, take risks and think creatively as well as critically. Successful learners understand that when things don't work, they have made a discovery that will bring them closer to solving a problem. They seek feedback and are reflective, appreciating that the good ideas and successes of others' can inform their own work. With a growth mindset, learners are focused on how to solve problems and select tools to support and enhance their thinking. If the tools are inadequate or do not serve this purpose, learners develop a certain agility, an ability to reflect on their learning and select a different tool. It's all about the learning - not the technology.

Image: Everyone's Connected by Satish Krishnamurthy 

on Flickr CC-BY-2.0

Another element that we must acknowledge is that there are a set of competencies that learners must have in order to be considered technologically literate. Many of the transdisciplinary skills we identified during our meeting are already a part of our IB programmes, but their connection to supporting technological literacy is not always made explicit. We would all agree that the ability to think creatively, critically and reflectively are essential to learning, but it is important to take this further and provide learners opportunities to develop systems thinking and design thinking. Communicative skills are also an integral part of learning, but we need to expand upon our notion of self-expression, form and audience when considering the possibilities provided by technology. There are also many new skills that contemporary learners must develop, from managing online relationships and networking, to self-regulation and intercultural competence. Of course, research skills must also adapt to the readily available large data sets that students now have at their fingertips. Learners today must develop information processing strategies to enable them to evaluate, manage and use this information responsibly and effectively. Contemporary learners need to be discerning, curating content as well as contributing to the growth of ideas.

Finally, we can plan for the development of conceptual understandings that will foster technology literacy. Too often, technology integration becomes an add-on in curriculum planning, seen as a tool to help students understand the central idea of a unit. When we think of technology literacy conceptually, there is a shift, a need to bring these ideas into the initial planning stages. As PYP educators we plan backward, by design. We identify what we want our students to know, understand, be able to do, and which attitudes we hope they will demonstrate. We then think about how we might know what students have learned, what evidence will we be able to see. It is only when this is in place that we begin to plan for learning provocations and engagements, as well as accompanying formative assessments. Unfortunately, technology integration tends to happen only in this third stage which reinforces the notion of technology as simply a tool. If we consider technology literacy in the first stage of planning, we are empowered to seamlessly infuse the development of the mindset and competencies needed to become a technology literate person.

Having the opportunity to clarify my thinking in the company of other IB educators has been a great experience. I didn't fully appreciate the complexity of the task - the need for a paradigm shift (again!). Educators can no longer wait to see what will happen as policy makers and curriculum developers discuss technology integration issues. We have waited so long that the term no longer has any significant meaning. We must act now to develop relevant educational practices for the sake of our students - and teachers.

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1 There are a number of organisations working to develop a definition of technology literacy as a concept much wider than digital literacy. The International Technology and Engineering Educators Association first stressed the importance of technological literacy in 2000 stating:

"In order to be a technologically literate citizen, a person should understand what technology is, how it works, how it shapes society and in turn how society shapes it. Moreover, a technologically literate person has some abilities to “do” technology that enables them to use their inventiveness to design and build things and to solve practical problems that are technological in nature. A characteristic of a technologically literate person is that they are comfortable with and objective about the use of technology, neither scared of it nor infatuated with it. Technological literacy is much more that just knowledge about computers and their application. It involves a vision where every person has a degree of knowledge about the nature, behavior, power and consequences of many aspects of technology from a real world perspective."

More recently, The National Academy of Engineering has worked to develop the conceptualisation of technological literacy and view it as a continuum of understanding the 'designed world' that are a domain of humans' existence. They have identified three interdependent and inseparable dimensions to technological literacy: knowledge, capabilities, and critical thinking and decision making.^↩

Works Cited
Wiggins, Grant, and Jay McTighe. "Why Backward Is Best." Backward Design (n.d.): n. pag. Edutopia. George Lucas Educational Foundation. Web.

International Technology and Engineering Educators Association. "Technologically Literate Citizens." ITEA's Technology for All Americans Project. N.p., n.d. Web. 15 Feb. 2015.

Committee on Assessing Technological Literacy, National Academy of Engineering, and National Research Council. "Defining Technological Literacy." Tech Tally: Approaches to Assessing Technological Literacy. Ed. Elsa Gamire and Greg Pearson. Washington, DC: National Academies, 2006. 29-40. Print.

Math? Language? History? It's about understanding

"To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life."
~ Ernest Boyer

To better understand where we are in time as a part of our unit investigations, students have worked collaboratively to create a huge timeline spanning over 4 millennia. We began this mathematical inquiry be discussing what we already know about some of the words associated with time: decade, century and millennium. It didn't take long for students to make connections between other words they have used in math, such as decimal, centimetre, millilitre. How many centimetres in a metre? How many millilitres in a litre? What other words have these beginnings? The connection to the base 10 system was strong and made sense; decades were 10 years, centuries consisted of 100 years and a millenium was, of course 1000 years (this is all leading to a new word study centre 'It's all Greek ~ or Latin ~ to Me', but that is for a later post!).

Once the students understood the parts of the timeline, we looked at a number line we would use in math. While counting from 'Year 1' to today makes a lot of sense for students in Grade 4, go further back in time, Ancient Rome for example, is another story. This led our conversation into a discussion of BC and AD, terms the students had heard before, but what did they mean? Again, a discussion about Latin, as well as the Christian influence in our calendars. We moved on to talk about how today, many scholars agree to call these times the Common Era (CE) and Before the Common Era (BCE), which we have agreed to use for our timeline. Now a very tricky bit of thinking occurred, if we look at the separating point between BCE and CE (traditionally thought of as the birth of Christ) we know that the numbers get larger from 1 to present day ~ 2012. We explored how the numbers also appear larger as they move farther away from this point in the opposite direction (BCE).

The students then formed 4 groups with each one responsible for the construction of a segment of the timeline. Each segment was to represent one millennium and show the centuries and decades, labelled with the appropriate years. After much measuring (to ensure equal parts of 10) calculating, cutting, labeling and gluing, our timeline is complete and hanging in our classroom.

Lastly we placed the major events and periods of time that the students have investigated as a part of their inquiry into this unit. In doing so, they will have a much greater appreciation of where they are in place and time.