Forging a Learning Environment in the Classroom

Yesterday I had the opportunity to see a presentation on the innovative workspace and culture of a company with a location in Des Moines. Pillar Technology utilizes a model that emphasizes collaboration and constant learning in an open work environment where employees are accountable to each other for their tasks. The Forge philosophy seems to create a productive work environment where employees feel valued and, as a result, perform very well in their jobs.

Beam Telepresence
Robot

Greg Orton, a Software Craftsman for Pillar Technology, led a presentation discussing the culture and work environment at The Forge. Greg emphasized the use of pair programming where employees collaborate on projects rather than working in isolation. This practice helps reduce mistakes, allows several voices to discuss solutions, and creates opportunities to learn from each other. After showing us pictures of their workspace and discussing some of the practices that contribute to the work environment, Greg utilized a Beam telepresence robot to give us a virtual tour of The Forge. It was amazing to see not only the workspace itself, but also the possibilities of a telepresence robot.

The video below includes a discussion of the philosophy behind The Forge and the work culture it creates, not just in Des Moines, but in all of Pillar Technology's locations. See OfficeLovin's "A Tour of The Forge by Pillar Technology in Des Moines" to see images of the innovative workspace in Des Moines.

The purpose of Greg's presentation was for educators to see a new type of workspace that our students may spend their careers in and for us to consider how we can apply some of these same ideas to our schools today. This session left me with many ideas and led me to think about how we can integrate some of these same concepts into our schools.

I have toured schools such as Iowa BIG and Waukee APEX that utilize some of the same ideas as Pillar Technology and I've read about High Tech High's innovative educational practices, but hearing about The Forge got me thinking about how these practices could be applied to existing schools and classrooms.

A lot has been made in recent years of classroom design and how teachers or schools can use new types of furniture to create a more flexible learning environment. I think many of these products could be valuable in classrooms and I would like to see some of these furnishings in schools, but the reality is that most schools and teachers are not going to rush out and buy new furniture for classrooms, nor do I think this is necessary. After listening to Greg's presentation and talking to other educators after the session, I began thinking about how The Forge is really more about culture than workspace. Workspace definitely contributes to the culture, but as we seek to establish this culture in our classrooms, mindset is just as important as the physical space.

There are many examples of educators and schools that have established great learning environments without expensive remodels or furnishings. I think one of the biggest things educators can do to establish this type of culture is emphasize the 4 C's in their lesson design. By focusing on critical thinking, communication, collaboration, and creativity we can create a classroom culture that places importance on learning and makes students feel like a valued part of the educational process. This environment emphasizes the importance of continual learning, allows students to explore topics that interest them (within the curriculum), promotes collaboration, and allows for creative expression of learning.

"4Cs 21st Century Skill" by rujroad kaewurai Licensed under a Creative Commons Attribution 2.0 Generic (CC-BY2.0). Accessed 16 February 2018. https://www.flickr.com/photos/rujroadk/24741951640

There are many small steps every teacher can take to begin establishing this type of culture in their classroom. Something as simple as getting desks out of straight rows and into groupings can help promote increased collaboration. As a culture of collaboration develops, students will feel accountability to their classmates and their learning rather than simply compliance (or in some cases, a lack of compliance) to the teacher. The trust that develops will help students feel empowered to share their own ideas and creative expressions. Students will feel like they have more control over their learning and, as a result, will begin to seek out additional learning both within and outside the required curriculum.

Many of the thoughts I expressed above naturally integrate with the inquiry arc. By creating an environment of inquiry, we allow students to experience deeper learning. Inquiry-based learning emphasizes facts in context and as evidence rather than what students often perceive as a list of disjointed things to memorize with no larger purpose or application. When students have the opportunity to discover content rather than a teacher providing them with essential concepts, they feel empowered and place greater value on learning.

Paska, L. (2016, November). SBS in Social Studies. Presented at Teaching the Social and Behavioral Sciences:
Past Present and Future. Available http://nas.edu/SBS-in-K-12-Education-Seminar.

As good as all of this sounds, it can be difficult to implement. Many of us have an established paradigm that school is led by teachers who impart their students with knowledge. It is important to recognize that inquiry-based learning does not devalue the knowledge and experience of teachers, but it does require a different mindset. The gradual release of responsibility model is a useful strategy as teachers work to instill the skills needed for lifelong learning. Teachers will spend less time on whole-class instruction and lectures that give students information. Instead, educators need to spend time working with small groups and individual students to help them discover content and apply the skills necessary for learning. Educators now become a guide who coaches students through the learning process.

Gradual Release of Responsibility (Pearson and Gallagher, 1993)

I believe the culture of a classroom has a bigger impact on student learning than any other variable. I think by creating a culture where students value learning, work collaboratively, and are allowed to express their own ideas, we can not only better achieve our curricular learning goals, but also prepare students for an unknown future.

What steps have you taken to promote a classroom culture where students feel valued, accountable, and emphasize learning?

Advertising for Learning - Creating Super Bowl Commercials in Social Studies

While watching the Super Bowl last night, I was struck by the incredible phenomenon this event has become. Although it is a football game, its appeal expands far beyond sports. The Super Bowl is nearly always the highest rated television program of the year and comprises 19 of the 20 most watched television broadcasts in the United States (the MASH finale is the other one). This event transcends sports, having become a cultural sensation that permeates nearly every segment of our society. Those who are not football fans are drawn in by the commercials, the halftime show, or the general hoopla that surrounds events of this magnitude. In some cases, people tune in simply to have knowledge of a sure topic of conversation at workplaces, schools, and social gatherings across the United States. Regardless of why people watch, this event has become an expression of American culture. 

Last night, while watching and considering the significance of the Super Bowl, I began thinking about the power educators wield when we connect events that are important to students with learning. I know there are many different lessons that leverage student interest in the Super Bowl to reinforce important concepts. I’ve seen lessons that seek to emphasize math, economics, advertising, media literacy, and many other concepts. I’m all for these types of lessons. I think we, as educators, must use every means at our disposal to pique student interest in our content and to make learning relevant to their lives. 

Thinking through this led me to consider how we can apply the spectacle of the Super Bowl to a social studies class. I’m sure there are great lessons that look at the cultural impact of the Super Bowl. Additionally, students could examine the economic impact of this event. There is also an opportunity, especially in this year’s politically charged climate, to analyze political statements, whether overt or implied by performers, commercials, etc. While thinking about the many educational tie-ins offered by an event of this significance, I came to the conclusion that it would be fun to have students create their own Super Bowl commercials. The commercials are a big part of the cultural draw of the Super Bowl and are often a talking point for days afterward. This activity also allows teachers to inject a discussion of media literacy and current events into a lesson that draws upon this shared national experience. 

I have not thought through all the specifics of a lesson related to Super Bowl commercials, but I wanted to share a few possibilities of how this idea could be applied to a history or social studies course. Students could be tasked with investigating products or items of cultural significance from an era in history and creating a commercial to advertise one of these items. Although this could be applied to nearly any topic, I see it fitting very well with time periods such as the late 19th century, the 1920s or the 1950s. These eras were more consumer-oriented and included a number of new products and inventions that have had a lasting impact on our society. 

Geography or world cultures students could determine what events would be comparable to the Super Bowl in different countries, cultures, or regions of the world and develop commercials that could be applicable for these events. These ads could promote a consumer item, a cause, or something else that would be significant for the region being studied. Alternatively, students could develop ads for their class. These commercials could recap learning, highlight class activities, and/or promote the class to other students. 

Ideally, students would have plenty of time to investigate their topic, film a commercial, and perform edits to create a polished final product. However, if time constraints don’t allow for full implementation of this idea, the teacher could provide information and students could act their commercials out as live skits rather than taking time to film and edit a video commercial. Either way, I feel it is important to incorporate lessons on advertising techniques and media literacy along with this project. This helps ensure that students are not only learning our content, but also becoming knowledgeable 21st century citizens. 

Regardless of whether the final product is a video or a skit, I like the idea of having a viewing party that resembles a Super Bowl party as a culminating activity for this project. Commercials could also be posted online, allowing for a broader audience and students could be encouraged to comment on each others’ ads much like the commentary that accompanies Super Bowl commercials. This creates a great opportunity for a valuable discussion of digital citizenship and how to comment or respond appropriately online. 

In my experience, students love the opportunity to create. The process of creating a commercial requires students to apply their learning and to utilize many different skills, including the 21st century skills of creativity, critical thinking, communication, and collaboration, all while engaging in an activity that many students would enjoy. Please share any experiences you have had with a project like this or any additional ideas you may have that could enhance student learning in this type of lesson.

Who Am I? -- Introducing the Teacher through Primary Sources

from: http://aminecube.deviantart.com/art/who-am-i-251512536

As we begin another school year I’ve tried to rethink some of my beginning of the year activities.  I have always felt it is important to expose students to the procedures and routines that are expected within my classroom.  I also think it is essential for students to become comfortable in my classroom, get to know each other and get to know me.  This year I have tried to incorporate all of these introductory activities into a lesson that allows students to begin practicing skills that will commonly be used in the study of history while being exposed to the idea of an inquiry-based approach to learning.

 

I think it is important to introduce students to the study of history early in the year.  This means conveying to students the importance of approaching the study of history as a historian would; piecing together primary sources to try to form a complete picture of the past.  

 

This year I developed an activity to try and combine these objectives into an introductory activity.  This activity begins with a quick discussion of how we learn about history.  Students usually respond by stating that it comes from a book or from the internet.  Further prompting leads students to begin listing things such as letters, diaries, documents, etc.  This opens up a discussion to explain the difference between primary and secondary sources.  The differences between these two types of sources can be further clarified by the video “What is a Primary Source.” 

 

The next phase of this lesson allows students to practice analyzing primary sources in order to form a picture of the past and, in the process, to get to know more about me as a person.  Students are placed in cooperative learning groups of 2-3 and each group is given a few primary sources that relate to various aspects of my life.  Some examples of the types of sources I included are my high school diploma, one of my senior pictures from high school showing the sports I was involved in, ticket stubs from football games I attend, the program from my college graduation, my diploma from my master’s degree, my first teaching contract, some of my favorite books, pictures of my wife and kids, pictures of me camping and canoeing with my family, and my wife’s school ID that shows she is also a teacher.

 

Students work with their groups to analyze the primary sources, completing a chart to record a description of each source and any inferences that can be drawn from the source.   These inferences go beyond a mere summary of the document to draw conclusions based on evidence from the documents.  These conclusions will help explain something about me as a person.  This allows students practice analyzing sources and considering the significance of each source in helping to explain the past.

 

After analyzing each source, students put together all of their information and inferences to form a complete picture of me as a person.  Groups will illustrate their image of me by filling in an outline of a human body that represents me.  Students are instructed to add clothing, accessories, or anything in the background to help illustrate me as a person.

 

To promote a sense of community, each group is given a chance to share their picture of me and explain to the class how they arrived at their conclusions about me.  Students begin to feel like they know a little about me, but they are left with more questions.  After allowing students to ask additional questions about me, we discuss the benefits and shortcomings of primary sources in studying history. 

Students have now had a chance to get to know a little about me, so I transition into an activity that allows me to get to know each of them.  Each student needs to determine what is important about them as a person and brainstorm 5 primary sources that demonstrate these aspects of their life.  Students do not need to bring these sources to school, but rather just describe them in writing.  Along with the description of each source, students include an explanation of what someone could learn about them by examining the source.  Lastly, students complete a picture illustrating important things about them as a person.  Much like the picture they made of me, this will involve adding details to an outline of a human body.

 

This lesson worked very well to achieve the objectives I had for an introductory activity.  Students gained experience working with primary sources on an inquiry-based activity, they got to know a little about me as a person, they were introduced to some of their classmates as they worked together, and they were exposed to the procedures and routines I expect them to follow as we work in groups and complete in class activities.  I was also able learn a little about each of them as they explain primary sources from their lives and create a picture of themselves.

  

Who Dunnit?? -- Recreating the Kennedy Assassination for a Critical Analysis of Evidence

As I debated whether to enter the world of educational blogging (To Blog or not to Blog . . .), one of my reservations was whether I would have time to regularly update a blog.  Over the last few weeks, this concern became a reality.  Although I have not updated Adventures in History Class for a few weeks, I am not abandoning this venture and I am going to make an effort to be more consistent in my posting.

 

This week I taught about John F. Kennedy’s assassination, which is one of my favorite U.S. history lessons.  I enjoy this lesson because I am personally interested in the topic, but also due to the fact that it is one of the lessons that students come back years later to talk about.  Year after year this lesson piques student interest while forcing them to think critically about every piece of information.

 

My goal in presenting this lesson is to expose students to the controversy surrounding JFK’s assassination while forcing them to interact with historical details.  I am not trying to promote any conspiracy theories, but I do want students to recognize the reasons why as many as 80% of Americans have expressed doubts about the findings of the Warren Commission.  In the process, I am able to incorporate a review of some of the key concepts we have studied throughout our unit on the Kennedy administration.

 

I begin the lesson by showing the Zapruder Film.  Before showing the film, I warn students that it is a graphic video of a sensitive nature and they must be considerate of this during the video.  As we watch the Zapruder Film, I ask students to describe what is shown and to detail any evidence investigators could draw from the video.

 

After discussing the evidence in the video, we re-create the scene of the crime.  I display a diagram of Dealey Plaza and explain how different parts of our classroom will represent key locations within Dealey Plaza.  

 

Next I assign students to take on the role of witnesses to the assassination.  Each student is given a slip of paper including a brief summary of statements given by the witness they represent (witness statements can be gathered and summarized from many websites including: History Matters: The JFK Assassination, JFK Online, and Spartacus Educational).  Any combination of witness statements may be used; I usually use Nellie Connally, Bob Jackson, Harold Norman, Jean Hill, Abraham Zapruder, S.M. Holland, the Umbrella Man, and the Dark Complected Man.  Additionally, I have students take on the role of JFK, Jackie Kennedy, and John Connally, although these students are not given slips to indicate their recollections.  I recognize that the credibility of some accounts of the assassination have been questioned, but this spurs just the type of conversations that I want students to have.

 

The students playing each role are placed in the appropriate locations in the room to represent their vantage point in Dealey Plaza and we go around the room with each student sharing a summary of the actions and/or statements given by the person they represent.  Following each statement, students are allowed to ask questions and to speculate as to how this testimony could provide clues to an investigator.  As we discuss the various observations, I throw in additional information following each account of the assassination.  Through this process I incorporate background information on Lee Harvey Oswald, Oswald’s purported actions following the assassination, the Magic Bullet theory, Jack Ruby’s role, conflicting claims about the wounds suffered by JFK, and further information about each witness and their account of the assassination.

 

Lastly, I ask students to analyze one of the theories posed on Spartacus Educational (scroll down about two-thirds of the way to the section titled Primary Sources: Theories).  After analyzing one of these theories, students complete a writing assignment where they either support or refute the theory they chose to read.

 

Inevitability, students are completely engrossed in the conflicting evidence and various theories involving the assassination of John F. Kennedy.  This high level of engagement along with seemingly contradictory evidence and accounts results in students analyzing available data and thinking critically about all information, which is exactly what I want students to do as they study the past.