Several years ago, I had a student in my ninth-grade class. He only came to the high school because of my program. His parents plan had been to enroll him in private school. This choice was not because they felt public school was inferior. His brother and sister had graduated from our high school already. The problem was that he was hyper, extremely inquisitive, and smart enough that he was usually bored with school. My program offered a challenge. It also offered an environment where he could be himself and chase his passions. He could make mistakes in a safe environment and he could grow. He’s only been out of high school six years and owns a very successful company now.
On the other side of the coin, I have a friend who teaches English at an inner-city school. The students did fine on standardized tests, but he knew they were missing the real point of what he was hoping they would learn in his class. Several years ago, he changed the structure of his English class to be completely focused around video. Instead of writing essays, the students created documentaries, tutorials, and other video projects. Since then, their scores on state and federal standardized tests improved. At the same time, his students were asked to produce videos for the governor and local TV programs. They have also won awards at state and national competitions. Their focus shifted from grammar rules to the story they wished to communicate. Grammar became one of the tools to help communicate the message. The students also learned that their success wasn’t due to individual actions. Each production required a team that worked together and learned together. These stories are to highlight the point I’m trying to make. Schools are not a place to teach, they are a place to learn. When we create environments that feed and nurture the desire to learn, then we are meeting the needs of each and all of our students. Information transfer methods are fine for some students, but not most, and definitely not all. Thomas and Brown (2011) point out that explicit learning is fine for memorizing dates and places and then replaying that back on a multiple-choice test. Tacit learning on the other hand requires a deeper understanding and more complex answers. This type of learning cannot be gained from a lecture or handout. A different approach must be taken by both educators and learners. Over the years, I have been working to foster an environment conducive to tacit learning. My goal is for the students to work together. For them to learn from each other and even bring younger students on board. I’m making progress, but not as much as I would like. In some areas I can see a lot of progress. Our solar car team, for example, has created a program where older students mentor the younger students. There is no “formula” for making a solar car. It is a gigantic project that takes years to complete. This is truly a team project. The success of the team rests on the actions and commitment of each team member. That same mindset has not translated to my classes as quickly. Too often in class my students still focus on their individual grade and assignment. The issue I have seen, at least in my class and school, has to do with assessments and grades. The students think of grades as a zero-sum game. They are in competition with each other. Teachers, students, parents, and our community are aware of the situation and want it to change. Redoing assessments and indicators of success will help change this “GPA mindset”. In my innovation plan I am working with students and teachers to be more intentional about incorporating problem-solving as they utilize new methods of assessment. Using a technology such as Sphero to demonstrate emotion will require a substantial change in the environment provided by the teacher. At the same time the students will have to take on a greater personal responsibility in their learning in order to demonstrate mastery of the required skill or content. This work will not be easier or faster. On the contrary, it will take more time and it will be more difficult. The difficulty will bring about deeper and more meaningful learning. Research supporting this position can be reviewed in my literature review on this site. A significant learning environment that is truly focused on mastery of tacit skills for the 21st-century will require effort from both educators and learners alike. Educators must create a safe place for learners to experiment and learn from failure. Learners must feel safe to work with others. At the same time, learners must be held to high standards and given proper support. Learners have requirements as well. They must take ownership of their learning. Significant learning environments are not “sit and get” situations. Learners have to be active participants and search for ways to find their passion. When a teacher gives the opportunity to be creative, the responsibility falls on the learner to engage themselves in learning deeply and demonstrate their mastery. Information is readily available. Learners have to be prepared to properly evaluate the information and make proper use of it. This type of learning cannot be adequately presented and assessed using traditional methods of instruction. Educators have to adjust their environment to encourage learners to be inquisitive and to follow their passions. Significant learning environments facilitate this mindset and are instrumental to helping learners truly become ready for the 21st century. References Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky, USA: CreateSpace Independent Publishing Platform.
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About 5313This is my fourth course in the Lamar University Digital Leading and Learning program. From here, I will be working on creating an environment conducive to the successful completion and longevity of my project. ArchivesCategories |