Dan Meyer and Developing Patient Problem Solving

I just saw this video (thanks to O'Reilly Radar). It features a math teacher, Dan Meyer, talking about how to interrupt the impatient problem solving fostered by textbooks and developing patient problem solving in his (and our) students.




The talk is amazing. I especially appreciated his take on using media and social media to create powerful learning opportunities.

And check out Dan's blog.

Gmail Labs and Classrooms

The Bits blog at the New York Times had an interesting piece the other day. Entitled "The Hidden Danger of Gmail Labs," it described another Google initiative, where regular folks can develop software connected to Gmail and have it pushed to those interested.

The blog discussed the archetypal conflict between freedom and chaos which seems to be the hallmark of Web 2.0. I mean, what does happen/what will happen, when people can have a voice? Is Wikipedia the ultimate in the democratization of knowledge or the insane ramblings of well, anybody?

But any creative process alternates between tightness and looseness, between brainstorming and prioritizing. And I think that Google’s ever-expanding array of services already suffers from the ills of too many different authors.

And, by extension, what happens when students are equal participants in our schools. Do we see the transformation of education into something amazing or digital graffiti?

Check out Gmail Labs here.

Newsrooms and Classrooms

I heard an interesting story on NPR's On the Media today

The theme of this week's show was the physical newsroom, and the particular story dealt with two responses to changes in the newsroom.

One part that was very interesting talked about technology, especially computers, has changed the soundscape of the newsroom. Once noisy, with the clacking of typewriters and phones and other equipment, they are now eerily silent. In fact, some newsrooms pump in "pink noise" to add sound where there is none and where there used to be lots.

I tried to think about how classrooms would/do sound differently as technology becomes more and more integrated. What old sounds will be gone? What new sounds (and new conversations) will take their place?

Take a listen.

What if it's true?

A recent article in eSchoolNews discusses the top searches performed by students in about 20,000 U.S. schools. These schools use a search engine called Net Trekker to catalog their students' web search queries.

According to the article, here are the top 15 searches being performed by students in these schools:

1. Games
2. Dogs
3. Animals
4. Civil War
5. George Washington
6. Holocaust
7. Abraham Lincoln
8. Multiplication
9. Math Games
10. Weather
11. Frogs
12. Fractions
13. Planets
14. Sharks
15. Plants

The question, for me, is: "what if this is true?" I can't help but notice that these students are not searched for pornography or YouTube videos or any of the other things that people are so worried that students will do when let loose on the internet.

I also recognize that this report is probably no where near scientific, but I think the results are more than a little compelling. Maybe, those of us who want to "protect" our students should pay closer attention to how they are actually using the Internet, and less time wrapping them in intellectual bubble wrap?

NYSCATE 2008 Metro Conference Presentation

Here is the slideshow from my NYSCATE 2008 Metro Conference Presentation, entitled "What Happens When Students are Given a Voice?"

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NYSCATE 2008 Metro Conference

I was fortunate enough to present at and attend the NYSCATE 2008 Metro Conference this past weekend.

I will post later about my presentation (as soon as I have a chance to turn it into a podcast). For now, I just wanted to say how struck I was by presentations that I attended. Here are some highlights:

• A librarian (and her colleagues) in a Rockland County, New York district came up with a low cost way to do video conferencing using laptops and camcorders and free software. Check out their wiki here. They then created intra-district events that were really innovative. They took struggling Middle School readers, gave them picture and story books, which they would normally be too embarrassed to read, even if those books were at their reading level, and then created a video conference where those students read those books to elementary students. The Middle Schoolers practiced their reading (without knowing) and then had the opportunity to contribute to the younger students, all in a way that engaged all the students.
• Educational Technology staff members in the Bronx (here's their wiki) shared a program where High School students created documentaries, and in the process learned storytelling and research skills. And created a really compelling documentary on the history of their High School.
• A graduate student in Instructional Technology at NYIT shared research she did in which she allowed struggling students create their own curriculum with technology and through which the students did amazing work.

I left so inspired and so challenged and with so many ideas to try and sit with and let percolate.

People Power

An ongoing question for me continues to be: "What happens when people are given a voice?"

I ask it often of myself about my students in a middle school science classroom. But the power of the internet to allow for easy, free collaboration and networking takes the question to an entirely new level.

This week, NPR's series On the Media interviews Clay Shirky, who has just published a book called Here Comes Everybody: The Power of Organizing Without Organizations. The interview was (for me at least) a discussion about the question I have been asking myself.

You can listen to the interview in the player below. You can also go to the On the Media website for a transcript. According to the site, the transcript will be available as of the afternoon of Monday, March 3rd.

One from many or Many from many?

Scott McLeod recently published an interesting set of diagrams on his Dangerously Irrelevant blog (which is incredibly worth reading, by the way). He uses them to tell a story.






The story he wants to tell is about what seems to most effectively contribute to a creative economy.

I certainly agree with him, but saw them as telling another story as well. I saw them as depicting the ends of a spectrum of the relationships between teachers and students in a classroom. Does a teacher shape everything into "one right answer" or does he/she allow possibility to arise from these relationships in the classroom.

This dilemma is a very real one for me right now. The school year so far has been about living out the question: "What happens when students get to use their own voice?"

In most cases, my experience is that of a profound thing of beauty. The kinds of things that make teaching (and life) worth while.

I thank Scott for giving diagrammatic representation to my experience.

Some amazing art

A colleague shared some of Peter Callesen's art with me today.
In some of it, he creates 3-dimension paper sculptures. The rule is that each one is made from only one piece of paper.

There's an example of one above.

Here is what the artist says about his work:

My paper works have lately been based around an exploration of the relationship between two and three dimensionality. I find this materialization of a flat piece of paper into a 3D form almost as a magic process - or maybe one could call it obvious magic, because the process is obvious and the figures still stick to their origin, without the possibility of escaping. In that sense there is also an aspect of something tragic in most of the cuts.

The cool thing for me, in looking at them, is the progression from the more simple relationships between the figures and the original piece of paper (like the skeleton) to those where the relationships are more and more complex.

It made me think of the process of ownership, where knowledge or skills move from something that belongs to someone else to something that belongs to you. The relationship between you and the knowledge and/or skills gets deeper and deeper and deeper.

Check them out here.

An example of what can happen

As had been widely reported, the Library of Congress has launched a pilot program with Flickr. The pilot has placed 3100 of the Library's photo collection with the photo sharing site.

Here a report from the Library of Congress blog:

Let’s start out with a few statistics, as of last night:

• 392,000 views on the photostream
• 650,000 views of photos
• Adding in set and collection page views, there were about 1.1 million total views on our account
• All 3,100+ photos have been viewed
• 420 of the photos have comments
• 1,200 of the photos have been favorited

And just look at all of those tags!

What blew me away when I read this was that prior to this pilot, people seeing the photos in the Library would have had whatever responses they did, but there would never have been this level of interaction/participation/adding value.

As I always say, what would people say if you gave them a voice?

Link

I'm in love!

Today, I had a chance to spend some time playing with the XO Laptop (aka, the One Laptop Per Child Laptop).

There have been many (and more detailed) reviews/praises/criticisms published, (like the one below from David Pogue) so I'll not try to compete with them.




What struck me most was the revolution of the interface. [You can read their interface guidelines here. And check out an online demo here.] The focus (unlike most PCs) is around play and collaboration, as opposed to "productivity." In my experience, the icons draw you in and the machine really, really delivers: it has WiFi, word processing, web browsing, programming (in 3 different applications), painting, video recording, audio recording/editing, and, most importantly, networking.

Here's what really hit me. I have been in lots of discussions (both face to face and online) about the role of/use of technology in K-12 situations. And, like many of us, I have strong opinions about this. But this little laptop showed me that it is possible for the whole metaphor to change. And when it does (which I am convinced in does in little XO), who knows what can be possible?

Thanks, Mr. Negroponte.

How does learning work?

This morning my 3 1/2 year old looked at this picture, the cover from the latest issue of Wired.

Then, he said, "Look, there's some juice in the snow."

It reminded me that we learn new concepts by piggbacking them on what we already know. Then, as we go on, we fix any misconceptions (or they are fixed for us) -- hopefully.

What if....

Here is a quote from an interview with Harvard's Harvey Cox on the NPR show, Speaking of Faith.

I have a hunch that congregational life is going to move in a more conversational direction — study groups and, I might say, a less kind of pulpit-centered audience format into a way in which people can sort through their concerns and their doubts and their aspirations for other people. Periodically, any religious tradition does have to go through this kind of waiting, this period of expectation and openness and hope for new, new ways of expressing faith.

Now, imagine that the works congregational and pulpit and religious are replaced by education terms. It might read like this:

I have a hunch that school life is going to move in a more conversational direction — study groups and, I might say, a less kind of teacher-centered audience format into a way in which people can sort through their concerns and their doubts and their aspirations for other people. Periodically, any educational tradition does have to go through this kind of waiting, this period of expectation and openness and hope for new, new ways of expressing reform.