One of the many benefits of my new positionB is the exposure toB tons of new perspectives. There are 460+ teachers in Bonita USD, and I follow roughly 160 on TwitterB from around the world.
(The overlap is about seven people. I’m working on that.)
Conferences and trainings expose me to people from other districts I would never have met otherwise.
But there is no substitute for teachers.
Except… a substitute teacher.
At some point on October 20th, I had a conversation with a teacher in my district that led to this:
Today’s Epiphany: 2:1 that promotes student discussion is better than 1:1 that promotes student isolation. #edtechchat#edtech
That appeared to resonate with some other teachers.
Here’s a theory:
WhenB students are paired up on devices, they’re engaging the material, the technology, and each other. The few occasions where a grabby student bowls over a shy student and hogs the device are rare.
This is probably due because–in a 1:1 environment–the grabby student would be playing Angry Birds in the back row and the shy student wouldn’t have anyone to answer his/her question when s/he got stuck.
Further, a 1:1 class where students are silentlyB working on their device is relationally no different from a class where are diligently working on a packet of worksheets.
As teachers, we’re reaching a tipping point where we must create relational experiences for our students to discuss and wrestle with the material and other perspectives.
One of many things I like about the #mtbos is the math conversations that happen one line at a time.
It just so happens, I have a lot of thoughtsB on this particular topic, more than I could share on a tweet.
On SmartBoards
While it’s not the focus of this post, I had one of these. As with most technology, it’s tempting to drop it in someone’s lap with little to no preparation, and be disappointed when the individual doesn’t produce Nobel-Prize winning lessons after a week. Every classroom at my school had a SmartBoard, and I never saw a lesson that did anything more innovative than I did.
And I wasn’t doing much.
Tina, if you can afford both, great. ButB if you’re between the two, spend the money on tech that promotesB student creativity, insteadB teacher creativity. I loved my SmartBoard, but the stuff that my students created in an hour was much more satisfying than anyB cool lesson design.
And speaking of that…
On AppleTV in the Classroom
I had one in my 8th grade Math class for two years. Here’s the quick version:
Loved:
Students (on the same network as the Apple TV) can quickly and easily share their work with the whole class. My struggling students suddenly became the star as they showcased their problem-solving on the wall and walked the class through their reasoning. Below, you can see two students teaching the class from their iPads duringB Teacher 4 a Day.
Students who found new apps or iPad tricks can teach the class about it on the big screen wirelessly (from their seat if they’re shy).
Andrew, a timidB 8th grader, wrote his name using computer commands during theB Week of Code and taught his classmates his tricks.
I had my AppleTV with open access, no password, no confirmation; anybody could just hop on. The first week of school, Adrian (from his desk) bumped my iPad off the projector during a demo and showed the class a picture of a bunny from his iPad.
Take a moment to think of what he could have shown. I’m glad it was JUST a bunny.
Immediately, I knew it was him (the usual signs of middle-school mischief, furtive glances to classmates, frantic motions to hide what he was doing, chortling, etc.) and pounced on him.
“Adrian. That’sB not okay. If we’re going to work well with iPads in class this year, we have to be respectful of each other, and it’s not your turn right now. You’ll get your turn later. Ask me first.”
He was surprised. I was going forB firm and kind, but he was also surprised about my declaration for the year. I was laying the groundwork for our class and what we would do with these new fancy tools, and he–and, more importantly, the entire class–heard me say, “You will all have a chance to share.”
“But, why not just protect the AppleTV with a password?”
Yup. That would solve the problem, but it would also show students that I am the Chieftain of Class Culture instead of the Guide.
I was confident in theB class culture that wouldn’t need a password, and the openness–I feel–gave the students some autonomy and respect. They would casually ask, “Can I show this to the class?” and my answer was always “Yes” or “In a minute”.
I never had that issue of AppleTV control again, with Adrian1 or anybody else.
In the Math Classroom
My class had an unusual situation; the iPads were used as an intervention tool in conjunction with a bonus hour of time with me andB no curriculum.
That’s right. An unsupervised hour with low-performing students and iPads.
That free hour allowed us to explore other pseudo-core-curriculum exploits, such as the 20 Time project, Estimation 180, Visual Patterns, and Would You Rather?. Also, training the students in how to best use web-based tools like Google Drive (with whom, I have an inappropriate infatuation) and introducing them to computer programming with HourB of Code.
In short, the AppleTV provided opportunities for my students to get excited about Mathematics, art integration, and a collaborative learning environment. Yeah, I did those things before, but that little black box provided access and confidence for students who were usually silent, lost, and confused.
Worth it.
~Matt “Not sponsored by Apple, just satisfied” Vaudrey
1. Adrian eventually flunked out of 3rd period and joined my 1st period, which did not have iPads. He was surprised by this, after three parent phone calls, two conferences, and three failing report cards.b)
Today, I took a risk. I’ll present it to you in the same way I told my 6th period (who all have iPads).
The Intro
“That was the bell. Sit. Fergie; you didn’t ask if you could get water. Sit. Maria, eyes over here.
[Dramatic Pause] Today… you will begin… for the first time… ever… your Twenty. Percent. Project.”
A couple “huh?”s, a chuckle, then a few started clapping. The whole class gave a round of applause for something they knew nothing about.
This is clearly a safe class to take risks.
Accustomed as I am to a class full of adoring, applauding adolescents, I waited until their awe subsided and I said, “Go ahead. Ask me.”
In unison, they chimed, “What’s a 20% project?”
Akin to Kate Petty, I said, “You’ve got iPads. Figure it out. Do some Googling.”
So they did. After about 12 minutes, I killed the mood music and asked, “Okay; what did you find out?”
Belinda: It’s a Google thing.
Louie: It involves 20% of the time.
Kathy: No kidding!
Harrison: [reading off the screen] Employees will dedicate twenty percent of the work day toward–
Vaudrey: BORED! Somebody else, who isn’t going to read it.
Robert: Research?
Destiny: Like… um… you look up stuff that isn’t part of school.
Vicki: [reading] Students will create a proposal and a presentation–
Vaudrey: BORED! Somebody else, summarize what you’re reading.
Vicki: Hey, you didn’t say ‘summarize’.
Louie: We research anything we want?
Vaudrey: Let’s watch a video.
I had previously searched YouTube and–what luck!–found Kevin Brookhouser‘s video showing 5-10 second chunks of his students’ 20% presentations.
Vaudrey: Okay, what did you see?
Fergie: Novels.
Vicki: Cookbooks.
Nadia: Music.
Vasily: Raising money for cancer.
Buzz: Tutoring.
As veteran teachers will tell you, there’s a fine line between baiting the hook and stringing them along. One of them gets them interested, the other gets them frustrated. This group was approaching the threshold. Time to bring it home.
Vaudrey: For 20% of our week–every Friday–you get to learn about whatever you want. You get to pick something that interests you and learn about it.
Kathy: Anything we want?
Vaudrey: Anything that is interesting to you… and school-appropriate.
Two idiots: Awww!
Vicki: Like… what do you mean?
It’s notable that Kate and Kevin executed this project with 16-18 year-old students. My students are 11-13 and in a Math Support class (with iPads as part of the strategy). Developmentally, it was unlikely that they would understand the concept without some prodding and leading.
Vaudrey: Okay, Vicki. What’s something that interests you?
Vicki: Soccer.
Vaudrey: What about soccer?
Vicki: Um… the cleats.
Vaudrey: Keep going.
Vicki: Like… how are they made? Some are made from carbon fiber.
Vaudrey: That sounds like something that you could research and then teach us about.
Louie: We have to present this?
Vaudrey: Yup. At the end of the Trimester to parents and teachers.
[Cries of distress and gnashing of teeth]
Vaudrey: …but the final product isn’t graded. You’re graded on your work along the way.
[Blank, confused stares. I’ve hit the overload. Time for some exploration.]
Vaudrey: Take the next 15 minutes. Do some research on something that is interesting to you. What do you want to learn about?
And they were off. After checking with a couple groups, I was stoked. Photography, engine design, taking risks as a professional athlete, anime, sound engineering, art therapy; they were diving in, and it was pretty sweet.
Also, there were a couple of these:
Vaudrey: What do you have so far?
Anna: Nothing.
Vaudrey: Okay. What’s something that interests you?
Anna: Nothing.
Vaudrey: Okay. What’s something that you like?
Anna: Nothing.
[I wait and stare at her until she cracks]
Anna: I donno… like… music?
Vaudrey: Okay. What about music is interesting?
Anna: I don’t know.
Vaudrey: What’s on your iPod right now?
Anna: Songs.
I’ll have mercy and spare you the rest, but there’s probably a reason that this project is done with high school students instead of middle-schoolers.
Same reason that we let the dough rise for a while before we make pizza out of it.
Questions I Didn’t Expect
Beatrice: Are we allowed to change it up?
Vaudrey: Uhh… sure.B Because you’re probably having a hard time committing to one thing and you’re more likely to lighten up if it’s temporary in your head.
Vicki: Some of those students were in pairs or teams. Can we work in teams?
Vaudrey: Once you’ve decided what you’re researching, you might pair up, yes.
James: Mark! Me and you!
Vaudrey: Nope. That’s not how it works. Stop. Stop pointing at each other. If two people are interested in the same thing, then I might group you together.
Anna: We can’t pick our own groups?
Vaudrey: No.
Anna: Why not?
Vaudrey: I forget. Whose class is this?
Students: Mister Vaudrey’s class.
Vaudrey: So who is the boss, the divine ruler, the king?
Proletariat students: You are, sir.
Louie: Can I do SpongeBob?
Vaudrey: What about that is interesting?
Louie: Uh…why’s he so happy?
Vaudrey: Well… that’s a silly question. I could answer that with 4 minutes of searching on the Nickelodeon website.
Louie: Awwwww, What?
Vaudrey: Also, if you pick an easy thing, I’m going to make sure that you still have to work hard.
Louie: Oh. I’ll pick something else.
Vaudrey: Good idea.
Recent days at work have been great. The first month of school was tough; within the top 3 frustrating Augusts of my teaching career, but recent developments (and freedom to do whatever I want with 6th period) have freed me from the chains of canned curriculum, and given my tethered wings…
Today, my iPad class all got trained in DropBox, the online file-sharing service.
One student got a tough lesson.
Embarrassing, like the time I asked Mitt if his full name was Mittens.
All students downloaded the app and signed in with the same email and password. If you’re interested, click here to see how and why.
During the installation process, I specifically said, “Click LOGIN, then wait and do nothing.”
One student clicked ALLOW AUTO UPLOAD and a few dozen of her picturesB uploaded to the class folder. A nicer teacher would have quickly deleted them.
Guess who didn’t?
The whole class could see my iPad mirrored on the screen as I scrolled through OneDirection, Justin Bieber and a few of her self-portraits with duckface.
The student was, of course, mortified as I showed how easy it is to save a picture of Bruno Mars and use it as my background.
I’m an educator. Today, I taught about online privacy.
(Credit to my brother for the Romney joke. It made the debates adorable.)
I hate talking about myself, which is why I’m writing a post about it.
On Friday, I had 6 adults in my classroom during one period. The Math Coach from another school came over with one of her teachers and the Director of IT from the district office. The RSP teacher and my math coach joined them and my principal happened to drop by for a visit that day.
“Guys, it’s a little tight in here.”
Later, I got two more emails from people asking to come (with guests) and watch the iPad class. I’m not doing anything spectacular with the iPads, but it’s the big thing right now and apparently that makes me a hot ticket.
My principal did little to dispel my discomfort.
“In your class, you’ve made the iPad a part of the regular day. That’s what they want to see.”
There’s a circus in town, and the tent is in room P-08.
“Come one, come all! Watch me use an Apple TV!”
Recently, a new teacher posted on his/her blog “I want to skip to when I’m established in my craft, after all this hard work of becoming a good teacher.”
I thought that was interesting; because the established teachers that I know rarely feel that they have “arrived”.
Established teachers are the ones who improve daily.
Teachers who don’t improve haven’t “arrived”, they’ve stagnated.
;
I don’t feel like I deserve all the focus–the attention the iPad circus is getting.
That’s okay that I don’t deserve it. I haven’t arrived yet.
