Previously I have written about how textbooks get it backwards, authenticity, using challenge, and all kinds of posts on pedagogy, ed tech, and “21st Century learning” (a phrase I am growing tired of, because we are well into the 2nd decade of the century…). I have also written about various challenges dealing with recent cohorts of students, and how the trend for general disengagement from learning in even a progressive classroom seems to be on the rise. It really is time for wholesale change.
I have experimented with flipping my classroom, with mixed success. While many students appreciate it, I still have students who just don’t do the preparation, and so they are unable to participate meaningfully in the activities that are based on the videos. So my plan is to build a hybrid/blended course with all of the content laid out online, so that all students can stay caught up, even if they are away at sports, or ill, or I am absent. Here is what I am thinking:
- Build the course online, in Google sites, with plenty of embeded videos (mine and others) and interactives, questionnaires, wiki components etc.
- Make use of Google groups and/or Google+ for asynchronous discussion, backchannel, etc.
- Have students do ALL their classwork in drive, shared with me, so that I can access and comment at any time.
Now, the items above are not really new. Others have been doing things like this for years, and I have used pieces of it myself, just not integrated them all, whole-hog. But here’s what else I would like to do:
- Incorporate the concept of 20% time.
I spoke with some of my students the other day about the idea of spending every Friday class (we have classes every other day, so we have Friday classes every other work. But it is still one class in five) on a project of their choosing. While intrigued with the idea, they suggested that it would be difficult to implement meaningfully, because, as they put it, “We’d just play Tetris”. So I thought about it some more, and hat the following train of thought. In order to implement 20% time, I need to streamline the efficiency of the course, so we can address the essentials in 20% less time. Fine. So, what would happen if I were to streamline the course, and use the Friday classes not for projects, but for homework? If content delivery can be compressed enough for 20% time, it could certainly be compressed so that there is no need for homework. So what about the 20% time? Well, what if students were required to spend, say, one hour a week outside school time working on a project of their choosing, but with no other required homework? In other words,
- Flipped 20% time.
This, I think, might work. With students journalling their progress there would be accountability, and ideally it should be something that is meaningful enough to them that there would be intrinsic engagement.
Now, here is the conundrum part. In order to pull this off, I have to compress a course that, historically, has typically been rushed as it is down into 80% or less of it’s former time allotment. Looking where the time goes now, I can see that some time is spent in delivering factual content, some in what to do with that factual content, and some in providing context for both. So where to trim the budget?
In terms of factual content, whether I give it to them, or they look it up themselves, time is required. In grades 9 and 10 the curriculum is particularly fact heavy. I can carefully trim the list of things they absolutely have to know, but it is hard to trim the time significantly. As for the doing part – if anything I would like to increase the amount of time on using the knowledge learned, so not much room for cutting there. So that leaves time spent contextualizing, and the heart of the conundrum.
We know as educators that lists of facts just don’t stick. They are meaningless words. New knowledge requires meaningful context for it to be effectively retained, and that requires providing students with both context in which to place the knowledge, and context for the students to relate to. My informal, subjective observations seem to indicate that it is this contextualizing that takes up a significant portion of the time, and so this is the only thing that can be trimmed significantly. And yet, it is arguably the most important use of time. So what to do? How about something like
- Layered context
If the course material is provided online, as opposed to in a textbook, it can be presented with basic context, but with links to additional background information, examples, videos, diagrams, applications and so on, so that those students who need the extra context have ready access to a veritable buffet of all the information they need, while those who get it quickly do not have to slog through unnecessary material. And if those who need more context are able to turn to those who “get it” for help, so much the better.
I still have a lot to wrap my brain around, and I would love to hear from anyone who has tried (successfully or otherwise) to implement any of this.