Tag: creativity

“I think I’m like many teachers: most of us feel like we haven’t yet arrived where we want to be in terms of what we’re doing with students. I have so much further to go and I really want to do more work that infuses rigor and relevance in the curriculum and connects my students to both their communities and the French-speaking community.”    Nicole Naditz

My search for student-centered learning environments led me to Nicole Naditz who teaches French at Bella Vista High School in Fair Oaks near Sacramento, California. Our conversation first started about flipping the classroom. She wrote me:

“I’m still a novice in terms of fully turning over my curriculum to the students, but I’m always striving to work more in that direction. In the meantime, I work hard to ensure that what their learning is put to meaningful use, is rigorous and engages them with the French-speaking community beyond our school.
For the online projects with other countries, I have typically designed them in cooperation with the other teacher, although my students always have significant input. I tell the students to write a book encouraging children to eat healthfully. After that, they are free to create. The best books are sent to France or Belgium to be put in the waiting rooms of children’s areas of hospitals or dentists.

That’s when I knew Nicole was moving into the student-centered world even if she didn’t realize it. Email after email, I received specific projects from Nicole.

For their work with Burkina Faso (the village has no input), Nicole had an idea called ‘Through their Eyes’ about students in both California and the village in Burkina exchanging pictures of how they see their world and lives. Burkina Faso, in West Africa surrounded by six countries, was occupied by France up to 1960. It is currently a member of the African Union and La Francophonie.

This was a community event held in cooperation with the local public library as a celebration of solar power before they sent the grant-funded lanterns to a village in Senegal so the families could stop using kerosene to light their huts and the students in the village could do homework and study after dark–students did all the research about solar energy to pick the lanterns and they designed a Web site about their findings.

 

The lanterns were funded by a grant from the local utility, SMUD (Sacramento Metropolitan Utility District). The students did such a good job researching solar lanterns to purchase with the grant money that they were able to get twice as many as were needed for the Village, so the class donated another 100 lanterns to the local Red Cross for use during emergencies when there is no electricity. http://burkinasolarproject.wikispaces.com/

Earlier this year, French 4/AP created their own inventions and presented them on Ustream: http://www.ustream.tv/channel/voil%C3%A0-le-fran%C3%A7ais This was very informal. It was a basic homework assignment rather than a “project”. It went with the AP theme of science and technology. We were studying the role and responsibilities of scientists and inventors.

 

 

French 2 was given free reign to show off what they could do at the end of the first semester. Here is a clip: http://www.ustream.tv/recorded/17835286

Nicole has taught French to grades 3 through 12, including AP French Language since 1993. Nicole is very active in professional organizations. A recipient of numerous awards, including the 2010 Jane Ortner Educating through Music Award, she serves as webmaster and advocacy chair on the FLAGS board. She also serves on the Leadership Team of the Capital Foreign Language Project and she served on the American Council on the Teaching of Foreign Languages interview committees for the first National Foreign Language Teacher of the Year in 2005 and for the Florence Steiner Leadership in K-12 Education Award in 2007. Nicole was invited to join the California Commission on Teacher Credentialing Subject Matter Advisory Panel for Languages Other than English in 2004. She is the founder of the Read Around the World Program and organizes additional opportunities for students to experience languages and cultures outside of the classroom.

Nicole has presented on a variety of topics at local and state workshops since 1999 and has received several grants for study in France and Canada. She was named an Outstanding Teacher by both the Foreign Language Association of Greater Sacramento and the California Language Teachers’ Association and was a finalist for the California League of High Schools Educator of the Year in Region 3. In addition, Nicole achieved National Board Certification in 2003 and earned her M.Ed in 2006. In 2012, she was named San Juan USD Teacher of the Year, Sacramento County Teacher of the Year and was one of 12 finalists for California State Teacher of the Year. That same year, she also became a Google Certified Teacher.

She has been a member of the FLAGS board since 2001. In her spare time, she enjoys figure skating, calligraphy, singing, crocheting, musical theater and travel. 

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Can you see why I wanted to share Nicole’s personal journey?

The chart on Personalization vs Differentiation vs Individualization that Kathleen McClaskey and I created has brought an enormous interest from people and organizations around the world. We also have received lots of requests for copies of the chart along with thousands of hits. So what we did was create a place to download the chart.

Now that the chart is all over, we have been getting lots of questions and requests for more information. We created a report explaining the elements of the chart in more detail and added it to the download.

Click here to learn more and download your free chart and the report

Collaboration is in, but it may not be conducive to creativity according to this opinion piece on the New York Times. The author, Susan Cain, states that solitude produces innovation and brainstorming sessions are the worst possible ways to stimulate creativity.

The “evidence from science suggests that business people must be insane to use brainstorming groups,” wrote the organizational psychologist Adrian Furnham. “If you have talented and motivated people, they should be encouraged to work alone when creativity or efficiency is the highest priority.”

The reason why this author states that brainstorming fials is that people in groups tend to sit back and let others do the work; they instinctively mimic others’ opinions and lose sight of their own; and, often succumb to peer pressure.

Then the author talks about electronic brainstorming and communication. Marcel Proust called reading a “miracle of communication in the midst of solitude,” and that’s what the Internet is, too. It’s a place where we can be alone together — and this is precisely what gives it power.

So the new GroupThink takes individual artists and thinkers to share what they know and are learning. This is a good point but I believe that being in a room collaborating on an idea is not all bad.

You need a good facilitator for group work be it with teachers or learners. I also see how easy it is to turn a point with electronic brainstorming. There are individuals who alone can be very loud on the Internet. Cain ends her article with “Our offices should encourage casual, cafe-style interactions, but allow people to disappear into personalized, private spaces when they want to be alone. Our schools should teach children to work with others, but also to work on their own for sustained periods of time.”

Cain’s opinion made me think about personalized learning and why the world is moving to individuals on the other side of laptops and mobile devices are making a difference in how we learn now. Some of the loudest individuals on the Internet sit in their living rooms or at Starbucks all by themselves tweeting, blogging, curating, and doing so-called collaborating online. It’s whoever has the loudest voice, the most Twitter followers, the most hits on a post that makes a difference now.

I see that each person can be an artist, inventor, and “out of box” thinker if they are given opportunities to work alone, brainstorm with others, and connect with the world online. Personalized learning is all about the learner — starting with the learner — and designing an environment that is conducive to them becoming the artist, the inventor, the writer, or whatever they are so they blossom and grow into who they are supposed to be.

Image by Andy Rementer from http://www.nytimes.com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html?pagewanted=1&_r=2

Something is happening in education. Do you see it? Education is changing. Textbook companies realized they have to change. Everything is going digital. Many online courses are now open and free. Educating children is different than it was a few years ago. But what does that mean for schools and teaching? Learners are different. Learners are demanding to learn when they want to learn wherever they are and in anyway that works for them. They use new tools that are not allowed in most classrooms. They do it anyway. They are dropping out of school or taking classes online. Parents are looking for alternatives. Learning matters!

Maybe you noticed that students are taking responsibility for learning how to do this or that on their own…that is, mostly outside of school. They need to know something so they google it or ask others. The teacher is no longer the only expert in the class. Teachers have less professional development or access to resources so they are trying to figure things out and still teach to the test. That part has to change. Teachers may not want to change because they only know what they were taught — to be the expert in the class. They are being evaluated by test scores so the pressure is on them. But, even with that, teachers are asking other teachers for help in the next classroom, going online or figuring out things on their own. Some teachers are realizing that their students have the expertise they need especially when it comes to technology. As a coach working with teachers I realized that I had to see how and why everything was changing. I cannot assume that professional development, curriculum design, and instruction will be the same so I had to rethink my coaching and how I support teachers and schools.

In doing this, I thought I’d make several predictions on what education could look like and what I’d like to see in 2012:

1. Teachers understand how each student learns. They use different methods of assessing how each student learns best and along with each learner keep track of their learning.

2. Assessment is ongoing since learning is not a constant. Learners are collecting evidence of their learning and reflecting on their learning.
3. Teachers collaborate with teachers that teach the same subject or grade to design or adapt instruction that is individualized. This means instruction is paced to the learning needs of their students so students can pace through the content at different levels based on their learning needs.
4. Teachers share content and lessons online and realize that it’s not that important to reinvent the wheel or keep content to themselves anymore.
5. Teachers are no longer the hardest working people in the classroom. They are appreciated as a facilitator or “guide on the side” instead of the only content expert. Teachers are more like a coach encouraging students to find their strengths and go with them.
6. Learners determine their strengths and weaknesses and share their expertise with other students and teachers.
7. More instruction is flipped where teachers and/or students find or create and upload lessons as videos or on websites to the Internet so learners learn the content out of school and then do the real work in the classroom.
8. The classroom can be anywhere at anytime. Learning can happen anywhere. Everyone is a learner and a teacher. More learning is mobile and on mobile devices.
9. Students have access to what they need when they need it. If a school or district does not have the resources, the learner brings their own device to school. The school represents the real-world and all devices are allowed. Everyone is responsible and trusted.
10. Homework is different. Learners watch videos and lessons, learn about content, and learn from each other out of school. They take more control of their learning. No more busywork.
11. Forward thinking IT departments allow YouTube Education, Facebook, Twitter, and other social media so students can use real-world tools in school.
12. Schools and universities accept prior knowledge, realize that experience matters and students are open to challenge a course or test.
13. Assessment is not just about test scores. Learners collect and reflect on evidence of learning. Assessment is ongoing and everyone is part of a feedback loop and supporting each other.
14. Teachers are not evaluated by test scores. They have a coach or mentor and are part of a team that supports each other. Teachers collect evidence of learning in their classroom as an ePortfolio.
15. Students lead parent conferences with their teachers. They own how they are learning and ask for feedback and help in monitoring their progress.
16. Teachers, parents, and other learners are part of each learner’s learning team.
17. Professional development involves more collaboration and support for teachers based on their own needs. Coaching teachers and students involves designing assessment strategies, facilitating collaborative planning sessions and redesigning learning environments, guiding student experts who flip the classroom and create websites for the classroom, and helping behind the scenes with ePortfolio design.
18. Learning is personalized. Creativity and curiosity is back in the classroom. Learning is passion-driven and joy matters. Learners drive and own their learning.

    These predictions may seem like dreams to you, but I really believe they can happen. It is all about our children — right? We need to teach less so everyone can learn more.

    Tags: 21st Century Skills, Change, creativity, joy, passion-driven, personalized learning, predictions, Professional Development, student-centered learning

When I think about engaging students, I think about Flow. Flow is the mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity.

In 1997, Mihaly Csíkszentmihályi published this graph that depicts the relationship between the challenges of a task and skills. Flow only occurs when the activity is a higher-than-average challenge and requires above-average skills.

Graph of Flow from Wikipedia: http://en.wikipedia.org/wiki/Flow_%28psychology%29

The center of this graph (where the sectors meet) represents one’s average levels of challenge and skill. The further from the center an experience is, the greater the intensity of that state of being (whether it is flow or anxiety or boredom or relaxation). Flow only occurs when the activity is a higher-than-average challenge and requires above-average skills.

Kindergarteners spend more time learning how to take a test than learning how to socialize. Watch children play and challenge themselves. You can see how they are engaged. Play and learning needs to go hand-in-hand. If play is purposeful and challenges the learner, any learner of any age will want to learn.

“We don’t stop playing because we grow old; we grow old because we stop playing.” — George Bernard Shaw (1856-1950)

Conditions of FLOW

Mihaly Csíkszentmihályi identified ten factors one may experience with FLOW:

• Clear goals and expectations

• Deep concentration
• A loss of the feeling of self-consciousness
• Distorted sense of time
• Direct and immediate feedback
• Balance between ability level and challenge
• A sense of personal control over the situation or activity
• Intrinsically rewarding activity
• A lack of awareness of bodily needs
• Absorbed and focused only on activity

How are you experiencing FLOW?

Think about an activity that gets you excited and are passionate about. If you love mountain biking, you probably cannot wait for that time to jump on your bike and take off. If you are working on a project that you are really interested in, you might work right through your lunch and not even know it. If you are part of a team and are valued, it makes you feel important. If the project you are working on is something you want to do or want to learn, then you spend even more time on it than you would in a traditional classroom setting.

How are your students experiencing FLOW in the classroom? Are they? If so, when?

I am a coach. I work with teachers to facilitate moving teaching and learning to student-centered classrooms. This isn’t easy for teachers especially with everything else on their plates. When teachers develop an activity that is student-centered and their students drive and own their learning, the environment changes. The noise level in the classroom gets louder. For some teachers this is bothersome, but that’s just because they are not used to it.

I call it controlled chaos and purposeful play. There’s a buzz going on in the room. When students are working in groups and fully engaged, they enjoy working as a team. Especially if each member of that team has a role and is valued in that role. I’ve seen middle school classrooms change from a group of at-risk students who are not interested in anything to learners who are excited about learning. I’ve seen them stay during lunch or after school to continue to work on projects. Now that’s FLOW!

You can see FLOW happen when students are working in groups or doing individual work. FLOW is personal. Learning needs to be personal. It really is all about the learner.

21st Century Skills include three areas of creativity:

• Think creatively.
• Work creatively with others.
• Implement innovations.

The elements for these skills include:

View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.

Traditional school doesn’t allow for people to take risks and fail. Glenn Wiebe wrote in Are You an Under-taker or a Risk-Taker?

“One of the reasons that we as teachers don’t take risks is our fear of failure. We’re afraid that our state tests scores won’t be good enough or that we’ll look silly in front of kids or that the technology won’t work or that we’ll get calls from parents or…

But we also know that failure is often a prerequisite to success. Teachers take risks because they understand that screwing up is not necessarily a bad thing. Risk-taking involves possible failure. If it didn’t, it would be called Sure Thing-taking.”

Nothing in life is a sure thing-taking. That is except the answers on a standardized test. Life is not a standardized test or we would have everything labelled A, B, C, or D. Today is so different than yesterday. Look at the economy. Who knows what’s going to happen with the stockmarket? Look at jobs and unemployment. What type of jobs will be available for us in the future? Many jobs we used to offer are no longer an option. Because of that higher ed is changing or needs to change. So why am I talking about failure?

For hundreds of years, people were preparing for factory jobs. That’s why schools were set up in that model. They needed to know how to follow orders and not question. Failure was NOT an option. Candidates for most jobs now need critical thinking skills and to stand out of the crowd. They need to be remarkable. The only way you can be different is to take risks, fail, and come up with new ideas. You also need to build up a network of people you can ask because the world is changing so fast. You won’t find the answer in a book. You may not even find the answer online. You will need to know how to collaborate and work together as a team. Each of the team members will bounce ideas off of the other members of the team; some ideas work, some don’t. You learn from things that don’t work.

“I have not failed. I’ve just found 10,000 ways that won’t work.”
― Thomas A. Edison

We want our kids to be inventors, thinkers, team players, and innovators. The only way to do that is to create a learning environment that encourages failure or new ways that won’t work. I believe the secret to success is failure. We need to create an environment that challenges students so they struggle with unfamiliar or difficult information. Why make it easy for someone to learn? Why is it that teachers are working harder now than ever? The students need to be the hardest working people in the room and challenged so they are excited about the topic.

When you look at children playing a game that challenges them in a good way, they are motivated. They don’t win right away. They get feedback right away. What is the fun in winning right away or all the time. The fun is in challenging themselves beyond what they know. I know myself and how I am writing and taking risks to write down new thoughts. I learn from you. I learn from others. I don’t have to have the right answers all the time. That’s what learning is all about. Challenging yourself to change; trying new things and failing and trying again.

Here’s a new challenge: The 2012 National STEM Video Game Challenge that opened today is a multi-year competition whose goal is to motivate interest in STEM learning among America’s youth by tapping into students’ natural passion for playing and making video games. Go ahead and show your students this challenge. It is open to multiple ages. They have until March 2012. Have them experiment, fail, and come up with something amazing. They will learn so much.

A new iPad app just came out, Condition ONE, that lets you change the perspective of what you are seeing in the video. You can physically control the camera’s perspective in the video by moving the events on the iPad as if you are holding the camera. This is just the beginning of what we will be seeing in the future how you will be able to make your virtual experience with technology more personal.

Condition ONE Demo from Danfung Dennis on Vimeo.

Condition ONE was created by photojournalist Danfung Dennis and his partners as a way to make more immersive documentaries, but the format has the potential to work for any topic or subject that is enhanced by a feeling of immersion (sports, live music, education). The app turns specially encoded video into a virtual reality experience, where the iPad becomes your window into the video that you are watching. Using the iPad’s gyroscope, as you twist your body the viewing window follows with you as if you were in control of the video’s camera. Want to see where that action is coming from? Just turn your body (with the iPad) and look.

How do you see this as an app in education?

Download Condition ONE here.

Just putting technology in students’ hands doesn’t make the environment learner-centered. Change takes time. Actually change takes years. When you put a program together and ask teachers to change how they teach in one year, it’s just not going to happen. I put up a Scoop-it on Apps for the Student-Centered Classroom and it became my most popular Scoop-it quickly. Why? Because it’s all about the apps. I have techno-lust. I love new apps and learning about new technology, but really changes in the classroom.

I created other Scoop-its on Creativity, Innovation, and Change and Making Learning Personal that have followers looking for something different than apps. Well, maybe they are looking for apps and tools too, but the ideas for those apps focus on a changing learning environment.

I am very lucky to have coaching jobs where I facilitate change. Yesterday I saw some Aha moments from some of the teachers where they had all day to collaborate and rethink their learning strategies. Live Oak Elementary in San Ramon, CA is a large school with 6-7 teachers at each grade level. So the school provided them subs for the 3rd grade teachers so they could plan and share and learn without interruptions. What a concept!

I just read “10 Big Problems with Lecture-Based Learning” that is targeted for higher ed but applies to all learning environments.

The 10 points in this article include…

1. It’s passive.

2. It doesn’t engage every learning style.
3. It facilitates rote learning above all else.
4. It’s biased.
5. It precludes discussion.
6. It’s not the right fit for every subject.
7. Minimal student feedback.
8. Not every teacher excels at public speaking.
9. Not every attention span lasts that long.
10. It only nurtures a limited range of skill sets.

I suggest reading the article above for more information and just don’t think teachers and professors are going to give up lecturing. Since I said it takes time, we need to rethink how we approach different topics. Student or learner-centered means that learning is personalized for the student. The student drives their learning. It is different than a teacher differentiating learning for each student. When you differentiate instruction, the teacher is working even harder now creating multiple lesson plans for the different types of learners in their classroom. Personalization means the student is curating their learning, finding learning appropriate and relevant learning objects for their topic.

What I suggest is moving slowly to a more learner-centered environment by designing collaborative projects that build in inquiry and student voice and choice. This first project the teachers are creating at Live Oak is still mostly teacher-centric. The teachers are choosing the topic and standards met, designing the driving question, determining groups, roles, tasks, and assessments. Students are working in groups, choosing the types of products. The teachers are creating a collaborative website and link it to their class website. This is the first step toward learner-centered environments.

The power of designing the same project together is that the teachers will do action research on what worked and what didn’t work for each teacher. This feedback will help them design the next project. The mindshift only works if teachers and students are immersed in the process, do the work, see how it works, learn and reflect on the results (not the test scores only) but if students were able to demonstrate evidence of learning and were engaged in the learning process. I think this is cool!

In this article in Psychology Today by Michael Michalko on Creative Thinkering, he explains why experts miss opportunities to be creative. Experts tend to specialize and miss the bigger picture.

The paradox is that people who know more, see less; and the people who know less, see more. Phillip Reiss invented a machine that could transmit music in 1861. He was dissuaded from converting it into a telephone because every communications expert in Europe convinced him that there was no market for a telephone as the telegraph was good enough.

When you review the history of inventions, most inventions might have started out as mistakes. Penicillin was invented from a mold that was not supposed to happen. This made me think about education for the last 100 years or so. The industrial model was designed to train people to do specific tasks to meet specific goals. They followed orders. They didn’t question authority. There was no opportunities to allow creativity or inquiry. The teacher did the thinking for the students. The textbooks did the thinking for the teacher. The teacher was the expert. This is mostly what teachers know and were taught.

Sorry, but this model is not working any more. Where are the factory jobs for the students who graduate from the factory schools? Everything is changing. Management is changing. Technology is changing how information and expertise is delivered and shared. Student-centered means that the teacher is allowing student choice in different situations about different topics. Most children can figure out how to use an iPad, tablet, laptop or smartphone. They grew up digital. They are learning to be curators of their own learning. This Ted.com video from 2007 shows kids teaching other kids without any guidance.

Michalko wrote in his article that if you already consider yourself an expert, you might stop imagining a possibility.

If we experience any strain in imagining a possibility, we quickly conclude it’s impossible. This principle also helps explain why evolutionary change often goes unnoticed by the expert. The greater the commitment of the expert to their established view, the more difficult it is for the expert to do anything more than to continue repeating their established view. It also explains the phenomenon of a beginner who comes up with the breakthrough insight or idea that was overlooked by the experts who worked on the same problem for years.

I see every child as gifted and unique. We need to stop asking how smart are you and consider what Garner wrote, “How are you smart?” Personalize learning so the learner discovers concepts and ideas and more. Why think the teacher needs to be the expert or that each child can only learn from one expert or one textbook. It’s time to rethink what learning, thinking and creativity is and how important it is to let go as a teacher. This will make the teacher’s role more exciting. Just imagine the joy, engagement, and excitement in the learning environment. I like the idea of tinkering, playing with ideas, being creative, and taking risks.

What about you?

A curator pulls together and oversees collections of materials. The Internet, Web 2.0 tools and social media has expanded the traditional role of publisher to almost anyone. The role of curator is changing too. Anyone can “curate” online material, pulling together their own collections.

I started a new Scoop-it “Curate your Learning” and now I see why curating is important. When you create a Scoop-it, you put in the tags.

Some of my tags are:

curation, curating, curate, curation skills, curating learning, 21st century skills

Because of Scoop-it and other curation tools, there are thousands of results as you curate. If you don’t take the time to read the contents and just Scoop-it, then is the resource really useful and valuable?

Curation skills can include:

• understanding keywords and tags

• scanning text
  
• reading and summarizing content

• building connections
• choosing appropriate resources
• sharing resources
• promoting and branding topic

When I searched for others with the same topic, there were many so I followed several of those people. However, the content differed because of their background. I couldn’t always tell from the title or understood why some content appeared for me to curate. I started another topic on Creativity, Innovation, and Change. What I’m finding is that this is a great idea to store articles, blog posts, and other resources by topic. I used to use Diigo and Del.icio.us, but I’m a visual learner. I also like the way I can build communities of people and view their topics. I can easily Scoop-it on one of their topics and add it to one of mine.

Something to think about. Is Scoop-it the right tool for kids?

I see a great opportunity for a company to design a curation tool for kids. A few concerns come to me though: filtering, monitoring, providing feedback, measuring what they curated.

The thing with curation is that what you curate keeps changing — just like the real world. Maybe we need to rethink what we measure.