BP3_2009101_Anti-Teaching

When I was a senior in high school, I remember becoming so frustrated with the system that I decided to just graduate and get on with life. I had become tired of jumping through hoops that were, as it seemed to me, meaningless. When I genuinely engaged in a topic and requested to discuss my interests with teachers as I sought direction, I received direct replies of disinterest. "That's nice," was a common reply, and the shut of the door before I had left the room. Last year, my son announced to me that he decided to graduate rather than complete his senior year of high school. I was amazed to hear that he had become tired of being put-off after expressing his desire to engage in deeper discussions of his research for alternative fuels. My son had explained to me, "It's all about jumping through their hoops, that's all." And, that's frustrating to a bright, engaged mind.

I am clear that personal experiences are not explanations, but I mention these close experiences to clarify that learning to pass the test does not meet the needs of all students! In my classroom experiences as a teacher, I regularly observe a variety of interests to engage in content and activities. I'm glad to report that the curriculum I follow uses many strategies that are based from Brain-Based Learning, recognize the needs of Multiple Intelligences, and uses technology to differentiate learning (including needs for English Language Learners).

I've been experimenting with the use of virtual learning environments in my 8th grade Technology class. Our school district has purchased the use of a course management system called School Loop (www.schoolloop.com). It is password protected and every student, teacher, parent and staff member has their own accounts and sites. My experiment has been to post weekly assignments, projects, discussions, and blogs so that student directed learning could occur. I included links to sites that would clarify assignments, broaden perspectives and provide appropriate examples. My observations and experiences included that students were more engaged in their projects and learning than I'd ever seen in previous classes! Also, I was very busy facilitating their successes. Student questions were directed for their own project, and even included statements such as: "I wonder what would happen if...?" For me, that was very exciting. And, it was just this past week when I overheard students commenting to each other that they thought this was a very fun class. The linked web site included with this blog shows some of those students engaged in collaborative learning, using Google Docs (the url is listed below, if link is not present).

http://web.me.com/dcowdenhmb/ELDSimulations/Engage_Students_for_Role-Play.html

The use of a course management system still uses the two basic components for learning: a student and a teacher. Students still want direction, feedback and an audience for their work. So, technology in itself is not enough; technology is a tool to engage 21st century learners.

A key component that I would use in new schools would be Personal Learning Environments (PLE's). I would like to encourage the district I work in to include the facilitating of PLE's, such as iGoogle. Since this is the type of world that our students are living, it would be useful for them to know how to use PLE's. I envision students creating their PLE, and it would continue through with them, maybe forever! Research done in middle school (or maybe even elementary school) could be accessed in college and beyond! I remember information a college chemistry teacher provided in class that I've wanted to relocate; but, it was written into a binder where I scribbled the references, and I still haven't been successful to relocate it. Our students could start a place to gather their references and information that could be stored, organized and maintained for as long as the site was available and working. To me, facilitating our students to create and use PLE's is an example of learning beyond the test.

© 2009, D. Cowden