“Why won’t you help me? You’re the teacher.”
“This project is going to take FOR…EVER. Ugh.”
“You mean I actually have to think on this assignment?!?”
Ever heard one these grumblings from one of your students? Believe it or not, it’s a good thing. It means your learning environment is transitioning. Our students are programmed to succeed in the traditional educational system. They want to continue to use BASIC while the world now requires them to know Objective C.
FACT: The recent shift to 21st century learning – promotion of skills like creativity, collaboration, problem-solving, curation, and innovation – is just as difficult for students to embrace as it is for teachers. Shocked?
Our kids are accustomed to the age-old game of content acquisition (passive learning) and testing (regurgitation). And many have gotten downright amazing at it. You know them. They’re typically your honor students. The ones who breeze through the homework and ace all your tests. They average a 98% or better in your class. And they’ve found a nice, warm, cozy niche in your educational environment. The problem is that information, once scarce, is now abundant and instantly available in today’s world.
So now, you’re challenging them to move. You’re asking them to take knowledge and do something with it (other than just spew it back to you). You’re asking them to design. Create. Innovate. Share. Debate. Present. Choose. Imply. Ask questions. Manipulate the content – and do so in a team with others.
It’s not going to be an easy adjustment for some of them. And, as teachers, we must understand the challenge involved in figuring out the rules of this new game – 21CL. So, what can we do to help our students then?
Have you encountered student resistance to 21CL activities in your classroom? How have you handled it? Found anything that works? Share your experiences with the E21 blog community. Comment on this post.
We have to “deprogram” our students by increasing the 21CL opportunities. We have to talk with them about the fact that the game is changing. Discuss the new “rules” when you implement a PBL unit. Explain that it may seem at times like you’re not teaching them, but that’s because you want them to learn. The active process is now theirs, not yours. It’s because you want them to take ownership of their own learning. Assure them that you are not abandoning them – and they can call on you for help and guidance as they explore. Expect mistakes along the way…and encourage your students to learn from failure. You are their 21st Century Tour Guide.
Failure is okay. Some of the world’s most successful people failed miserably while learning to succeed. Remind your students that they fail time and time again playing video games.
And yet, in the end, they always save the world.
And reveal the new learning environment of the 21st Century. Is it time for an Extreme Makeover: School Edition? I think so. And so does Bob Pearlman, nationally renowned educational reform consultant.
An example of “connected learning” (see my previous post), this topic is relevant on several levels for me right now. You see, Pearlman is going to speak at Heritage Hall in April regarding project-based learning (I absolutely can’t wait!). I am currently in the midst of dreaming and blueprinting a redesign of our Upper School computer lab. To top it all off, our E21 Team is thrilled about our upcoming road trip to see one of the premier examples of 21st century learning environment (21CLE) in our region – New Tech High at Coppell, Texas.
We all know that students learn best when they are engaged and allowed to do most of the learning on their own. Research has proven such about this generation of students. So what is the best way to accomplish this phenomenon? The successful formula seems to be: PBL based pedagogy + 21CL environment + performance assessment = meaningful, connected learning.
Pearlman cites a Buck Institute of Education definition of PBL:
PBL is a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.
Sounds intense, doesn’t it? It is. According to Pearlman, PBL activities at New Tech schools usually last 1-3 weeks long. Examples include presenting a plan to Congress solving the oil crisis and inventing a sport that astronauts can play on the moon so they can get exercise. Students usually receive a rubric up front, so they know what amount of work will be required to achieve basic, proficient, or advanced scores.
Here’s an idea I absolutely love…when students finish a PBL unit of study, they present to an external audience. That could mean community experts, parents, Board members, other teachers, peers outside of their own class, or more. And students self-evaluate throughout the project and write a summative reflection on what they learned and how the project can be improved. And, in the spirit of 21CL, why not share with a global audience…online?!? This could be done with a partner classroom, or simply through a blog or Wiki open to the world.
So what about changes to the physical environment? 21CLE’s are large open spaces with mobile furniture. Every student has access to a computer. Tables or desks can be easily moved together for collaboration or “break-out” sessions structured around student “need to knows.” Many 21CLE’s use glass walls or windows to make learning transparent to all students and visiting adults.
The best 21st century schools provide every student with a computer, which increasingly means a laptop in a wireless environment. [Bob Pearlman]
But it’s not just about the technology. It’s the pedagogy behind technology that makes for successful learning in a 21CLE. Students use the laptop to conduct Internet research, Skype with experts, work collaboratively outside of school to construct products of learning (i.e. videos, podcasts, websites), and utilize technology to present their findings. In other words, according to Pearlman, “Students utilize all these [digital] tools to be investigators and producers of knowledge.”
At New Tech High in Coppell the school has adopted new language to refer to students and teachers. They have become “learners” and “facilitators,” respectively. Pearlman goes on to describe the physical landscape of NTH@C, both in the classroom and in hallways & common areas. Because our E21 team will be visiting NTH@C in early April, I will save discussion on these revelations for a future blog post. For now, check out these links to five schools ID’d by Pearlman as “the best of the new learning environments:”
Columbus Signature Academy (Columbus, Indiana)
New Tech High @ Coppell (Coppell, Texas)
The Metropolitan Regional Career and Technical Center (Providence, Rhode Island)
High Tech High (San Diego, California)
New Line Learning Academy (Kent, England)
The bottom line: These findings, yet again, suggest that our E21 mission is true. We are on the eve of implementing at a 1:1 laptop program – not based on simply dropping in technology, but based on years of our own research about 1:1 and 21CL. Our program is founded on technology rooted in tried and true pedagogy. By moving forward, we further enable our students to go beyond passive consumption of information and actively CREATE their own knowledge and experience true lifelong learning.
And that is what it’s all about, friends.