battis.net and I'm all out of bubble gum…

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.

The Model

I started off using this model in both my [high school] classes. I post an outline of the class to the wiki before class. At the start of class, as I discuss the agenda for the day with the students, I project the outline on the board. After discussing the agenda (my plan, their questions, etc.), I ask for three volunteers: one to take notes into the outline during class, one to review those notes for content before the next class, and one to review those notes for clarity before the next class. The content reviewer is responsible for correcting any mistakes (or omissions) that the original notetaker made. The clarity reviewer is responsible for proofreading and correcting the notes into a readable, standard English format.

In Practice

I found, almost immediately, that while the [media design] class was (grudgingly) willing to do the notetaking, the [computer animation] class revolted against it. The revolt in computer animation had a lot to do with the difficulty of simultaneously following along with the processes that we were learning in a computer modeling application and also keeping a browser window open and taking notes into the wiki. Theoretically, a dual display setup might have ameliorated some of those concerns (screen real estate was demonstrably at a premium as they were trying to use both applications, the browser and the 3D modeling tool). However, the real issue lay in the division of attention.

I have stopped asking the computer animation class to take notes into the wiki, but continue to encourage them to take their own notes (a practice that none of them engages in voluntarily — and their difficulty grasping new concepts reflects real difficulty storing the concepts for reflection, whether in their heads, their notebooks or their computers).

I have substituted somewhat more detailed notes of my own in the outlines for computer animation, or links to more detailed tutorials online covering the same concepts that we are learning in class, or links to screencasts demonstrating the concepts and processes we are learning in class. (One challenge that I have run into is that, using Blender, many of the tutorials and screencasts assume a great deal of prior familiarity with the materials, if not the tool, so I have been working on recording more basic level screencasts for that class).

On the flip side, we have settled into a routine in [media design] in which I ask for a notetaking team only on days when I know that we will be having a concept-based discussion/critique/lecture (as opposed to process or application-based lessons). A core of students have stepped up as fairly reliable notetakers, although I am working to spread the responsibility out across all students in the class — although I have set up no formal system of rotation (this lack of a formal system is actually based on previous experience with rigid rotations on what is, essentially, a creative task: it’s lousy. It works far better to set up an expectation that everyone will do it, and then ask for volunteers in the moment, while creating a (public) tracking system to ensure that no one is left out.

One issue that I have run into, particularly over a span of project-based lessons which are not discrete lessons but actually the continuation of a single idea (editing a video, for example), is that I lose track of time and forget to keep the wiki up-to-date. I focus my attention on the process occurring in class, rather than in documenting the process. Since my rationale for documenting the process is provide a resource for the students, this is deeply problematic and something that I need to address.

Reflections

Early on, I realized that I should have made more of an effort to distinguish between concept-based and practice-based classes, and to create different models for collaborative notetaking in each of those environments. My computer animation class did well in articulating their frustration (mostly) respectfully, and speaking up for their own needs and learning styles.

I have not incorporated the notetaking into the students’ grades (which was, really, something that slipped my mind), framing the notetaking not as an assignment, but as a collaborative study tool. I’m not sure that this is a winning motivator for students. I think it works in my [media design] class because they are a) intrinsically interested in the material at a more conceptual level and b) generally a year or two older on average than my computer animation class. That maturity is reflected across the board — preparation, classroom demeanor, participation, actual product. It would, of course, be easy to connect a grade to participation in the notetaking (do some math, figure out how many times everyone needs to do it to cover the semester or quarter and assign it that many times).

The other missing component, and this has much to do with my teaching style, is adequate review of the student notes, to provide feedback on quality (and quantity). Early(er) in the year, I should have dedicated much more of a class period to going over the previous period’s notes and pushing each of the members of the notetaking team to be more accountable. To be honest, the switch from meeting my classes 4-5 times a week to 2-3 meetings (yay for changing schools!) left me running ragged trying to keep up with material, and process fell by the wayside.

November 22nd, 2009

Posted In: "Expert Plan", Collaborative Writing and Editing, Educational Technology, Teaching

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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.

The Model

This started out as simply a way of addressing my own personal predilections: I’m tired of trying to build a syllabus on a calendar (the calendar doesn’t present the syllabus in a useful view), or in a spreadsheet (changing dates becomes a chore), so I decided to separate the various issues out and automate as much as I could. The result is a Google Docs spreadsheet that I embed on my course web site, which allows me to think in terms of units and lessons, and which automatically sequences lessons on to class meetings and updates me with notes about those specific days (Moadim L’Simcha, vacation days, etc.).

This is an example of one of my syllabi as the students see it:

In Practice

This turned out to be some pro-level spreadsheet work. I like working in spreadsheets. Not everyone likes working in spreadsheets. This link takes you to a “scratch” version of one of my syllabi (you’re welcome to edit it to see changes — this isn’t live. The organization is thus:

  • There is a worksheet for each unit of the syllabus, named sequentially Unit 1, Unit 2, Unit 3, etc. (The best way to create a new unit is to duplicate an old one and replace the information).
  • On a unit worksheet, a few of the columns are automatically filled in. You just have to worry about editing the title of the lesson, the lesson description, and the assignment summary. Everything else is filled in automatically.
  • The integrated view of all the units, sequenced together and lined up to days with notes is the Syllabus worksheet.
  • The Meetings worksheet is just a list of days when the class meets (which I entered manually) and any notes about that day specifically that might be helpful for lesson planning.
  • There are a bunch of “working” sheets that you can look at, but don’t edit — they’re collating and organizing all of the units automatically.

Reflection

This was way more work than it was worth for a single syllabus. But as a tool that I intend to reuse again and again, I’m pretty happy with it and feel good about the investment. It is mildly idiosyncratic, in the sense that it meets my specific needs. But it could be used as a model for other people’s style of syllabus design, separating the schedule from the concepts in a way that makes visualizing the lesson flow much, much easier.

November 22nd, 2009

Posted In: "Expert Plan", Educational Technology, How To, Teaching, Useful Tools

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