This is perhaps one of those midrashim that strive to unnecessarily explain the inexplicable…
It is, perhaps, worth noting — in my endless struggle towards internal consistency — that I’m still on board with what I wrote about striving to be less authoritative in my own classroom (as a means of pushing my students to be more active and independent learners).
The term “Expert Plan” that I was throwing around last weekend (and that, in fact, has become a whole category unto itself on this blog) is not of my devising. And is, in fact, my department head’s effort to do exactly as I aimed to do in being less authoritative: distribute leadership, push the folks doing the learning to take control of their learning, and generally promote active, independent learning… among faculty in preparation for going 1:1.
I am working on an “Expert Plan” for using laptops in education wearing my classroom teacher hat, not my educational technologist hat (although, perhaps, documenting with the educational technologist hat in the vicinity).
Seth Battis November 26th, 2009
This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.
Particularly in my [media design] class, which is fundamentally more process-driven, but also in my more application-driven computer animation class, I want to push my students to think critically about their own work and the work of their peers, and to reflect on that feedback (and, potentially, my feedback) in a constructive, forward-looking, “lessons learned” manner. To this end, as we reach the end of a project or unit, and we critique work presented, I ask students to respond the criticism that their work has received (while simultaneously providing similar criticism to their peers). I have them post their responses to our class blog, and then ask them to review each other’s responses, posting comments on ideas or insights that are particularly interesting or challenging to them.
In the interest of “pre-thinking” big questions before students arrive in class, I may also present them with a big question and a list of resources as a starting point for beginning to think about that question. I ask them to post their response to the question to the blog as a way of ensuring some level of thought and reflection prior to class, and ensuring that our class discussion can go further and deeper, rather than getting bogged down in background material.
This is definitely something that works better the more you do it. And initial forays will be deeply disappointing. The best advice I’ve ever received about asking students to be reflective (especially in public) is that you have to have one or two “throw away” assignments where the focus is on getting the process under their belt, without regard to the quality of the outcomes.
By the middle of November, I have really asked my students in [media design] class to critique and reflect on our class blog only a couple of times, at the ends of units. This is, perhaps, not frequent enough for them to develop real facility. I have interspersed the feedback reflections with the big questions, so that they stay in the habit of posting to the blog every couple of weeks.
I have found, however, that the process of pre-thinking (first espoused to me by my colleague Anna Reid at [my previous school]), is very effective. Particularly when done regularly (I have also used online reading quizzes in a similar way, asking open-ended questions based on the reading to focus their thought while providing mandatory accountability.) I found, for example, that when we sat down to discuss issues of copyright and Fair Use in class, the students who had posted had already developed much more nuanced and thoughtful perspectives on the issues, and that we had a much deeper and more informed class discussion than we had had on the introduction of the assignment before the weekend. (In fact, when presented with optional reading assignments, most of the students read them as well.)
The process of developing an online conversation, in which students are actively commenting on and discussing each other’s ideas and work also requires more development. I have assigned a couple of rounds of online commenting, asking students to post n responses to each other’s work, but have not had in depth discussions of those comments. I have modeled this commenting, particularly early on, although the process of commenting on every student’s work quickly begins to (at least) feel prohibitive in terms of time.
This is actually an area that I want to really hammer away at over the rest of the year. I think that the payoff — not potential, but actual payoff — is huge, in terms of helping students both learn to think critically about their own and other people’s work, and to develop their own perspectives based in evidence rather than hearsay. The big challenge for me, is to really embed this in the routine of my class. (I have mentioned this elsewhere, but the adjustment from 4-5 class meetings per week to just 2-3, is really messing with my rhythm… and I didn’t have terribly reliable rhythm before this.)
Seth Battis November 22nd, 2009