Saturday, January 10, 2015

Engagement in learning - or just in schooling?

One main problem n contemporary education is that “students are typically presented as the customers of engagement, rather than coauthors of their learning”.[1] It is really, really hard to be intrinsically interested and very engaged with things you cannot control, or in activities that are mandated by someone else. To be engaged in the learning process students must be given ownership for their learning. This ownership grows from personal and situational choices within the learning experience.
Schooling engagement is more typical in educational setting with prescripted instructional design, where students' learning outcomes are defined as an observable change in their behaviour.  Students may perceive these learning objectives as "an external imposition"[2], and use a strategic learning approach to complete the task.  In learning experiences like this students' main concern is to jump the hoop, and memorize (not understand) the content, because they know there will be questions asked about the content.  (I would like to remind that the prescriptive ID models were born in army and corporate training settings, NOT in a pedagogically or andragogically driven systems, but where top-down management implements learning objectives in order to produce desired learning products that benefit the system and/or corporation.)
In qualitatively different learning environment that supports personally meaningful learning learning engagement is more predominant, and the learning outcomes are significantly better. When students attempt to understand the learning content and make sense of it, this deep learning approach engages students in their own learning process, and often results in change in students' thinking. This is how life-long learners are born - students being allowed to engage in their learning, and pursue their interests, within the boundaries of the topic to be learned. 
It is extremely important to remember that "every student is capable of both deep and surface approaches, from early childhood onwards" [2].  The easiest way I have found to support engagement in deep learning is to provide students with choices in their assignments and assessments.  It is important to actively choose HOW you teach! 
:)
Nina

[1]Trowler, V. (2010). Student engagement literature review. York: Higher Education Academy.http://eprints.lancs.ac.uk/61680/1/Deliverable_2._Evidence_Summary._Nov_2
2] Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London: Routledge Falmer (quotes from pages 42 and 45).

Saturday, November 15, 2014

If a student learns....


There is an old philosophical thought experiment that has attributed to philosopher George Berkeley: If a tree falls in a forest and no one is around to hear it, does it make a sound?”  
Our subjective realities are references to the lives we live.  We see and hear things based on our preferences and expectations.
Every teacher knows how hard it is to help students to learn new concepts, if they have very strong misconceptions about the topic.  Similarly, our own observations may be clouded by preconceived ideas, and we sometimes forget how much students learn  while they are not taught. Or, sometimes even in spite of the teacher (this was a common joke among the faculty in the school I taught in Finland, and I still think how a good dose of self-irony sometimes saves the day ).
In education a common misconception is to believe that significant learning only happens when students are taught.  In reality students are born learning machines, they learn all the time, everywhere. But teachers are needed to enhance those individual learning experiences and help students to dive deeper into the subject or the area of their interest. Documenting and testing should not be the primary focus of teaching.
Yet, in today’s world we are very busy in documenting all kind of things: taking pictures and videos of events to make memories, and sharing them in social media.  A common joke is to question whether a *thing* really happened, if nobody posted it into social media. This may be the modern version of the falling tree thought experiment.
But how about teaching and learning?
I sure hope nobody is seriously asking this:


If learn

Thursday, January 23, 2014

Releasing the Magic!: HOW DO WE BUILD BRILLIANT?

Reblogging from:

Releasing the Magic!: HOW DO WE BUILD BRILLIANT?: It is strange that so many people believe that you create great schools simply by wheeling in the 'best' headteachers, changing the ...



To me it is fascinating how simple the basic concept of building brilliant (or successful) education is: collaborate, be constructive and focus on adding cognitive tools for students' disposal. Why is it then so hard to achieve....?

Sunday, October 27, 2013

Equity and life-long learning in focus

Reblogged from http://www.insideclassrooms.com/14/post/2013/10/no-child-left-behind-relative-equity-in-finnish-schools.html

No child left behind: (Relative) equity in Finnish schools


Equity, support and life-long learning are important parts of Finnish education. Supporting students' learning skills starts during the early childhood education:

The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 
The vast majority of children are then ready to start formal learning together, though occasionally a student may stay at extra year in preschool if they aren't developmentally ready. As discussed previously, the children then pick things up more quickly once they start school, and remain engaged in their learning. All the grade 1s are expected to be reading by Christmas, and those that aren't are given extra support.
Read more at: http://www.insideclassrooms.com/14/post/2013/10/no-child-left-behind-relative-equity-in-finnish-schools.html

Nina's Notes about successful learning: http://ninacsmith.com/3CLearning/Ninas3CTools/ConstructiveTools/LearningSuccess.aspx

Tuesday, September 17, 2013

Great Teachers

Good teachers have strong organizational skills. Good teachers have solid decision-making skills. Good teachers get important things done.
Exceptional teachers do all of the above–and more. Sure, they care about their school and students, their principals and administrators. But most importantly, they care to an exceptional degree about the people who work for them, their students.
That’s why extraordinary teachers give every student:
1. Autonomy and independence
Great organizations are built on optimizing processes and procedures. Still, every task doesn’t deserve a best practice or a micro-managed approach. Engagement and satisfaction are largely based on autonomy and independence. I care when it’s “mine.” I care when I’m in charge and feel empowered to do what’s right.
Plus, freedom breeds innovation: Even heavily product-oriented assignments have room for different approaches.
Whenever possible, give your students the autonomy and independence to work the way they work best. When you do, they almost always find ways to do their jobs better than you imagined possible.
2. Clear expectations
While every assignment should include some degree of independence, every assignment does also need basic expectations for how specific situations should be handled.
Criticize a student for writing an opinion today even though yesterday that was standard practice and you make that student’s learning impossible.  Few things are more stressful than not knowing what is expected from one day to the next.
When an exceptional teacher changes a standard or guideline, s/hes  communicates those changes first–and when that is not possible, s/he takes the time to explain why s/he made the decision s/he made, and what she expects in the future.
3. Meaningful objectives
Almost everyone is competitive; often the best students are extremely competitive–especially with themselves. Meaningful targets can create a sense of purpose and add a little meaning to even the most repetitive tasks.
Plus, goals are fun. Without a meaningful goal to shoot for, studying is just work.
No one likes work.
4. A true sense of purpose
Everyone likes to feel a part of something bigger. Everyone loves to feel that sense of teamwork and esprit de corps that turns a group of individuals into a real team.
The best courses involve making a real impact on the lives of the students you teach. Let students know what you want to achieve for your class, for your school, and even your community. And if you can, let them create a few lessons of their own.
Feeling a true purpose starts with knowing what to care about and, more importantly, why to care.
5. Opportunities to provide significant input
Engaged students have ideas; take away opportunities for them to make suggestions, or instantly disregard their ideas without consideration, and they immediately disengage.
That’s why exceptional teachers make it incredibly easy for students to offer suggestions. They ask leading questions. They probe gently. They help students feel comfortable proposing new ways to get things done. When an idea isn’t feasible, they always take the time to explain why.
Great teachers know that students who make suggestions care about their learning, so they ensure those students know their input is valued–and appreciated.
6. A real sense of connection
Every student works for a grade (otherwise they would bring you more of their work than just assignments), but every student wants to work for more than a grade: They want to study with and for people they respect and admire–and with and for people who respect and admire them.
That’s why a kind word, a quick discussion about family, an informal conversation to ask if an student needs any help–those moments are much more important than group meetings or formal evaluations.
A true sense of connection is personal. That’s why exceptional teachers show they see and appreciate the person, not just the student.
7. Reliable consistency
Most people don’t mind a teacher who is strict, demanding, and quick to offer (not always positive) feedback, as long as s/he treats every student fairly.
(Great teachers treat each student differently but they also treat every student fairly. There’s a big difference.)
Exceptional teachers know the key to showing students they are consistent and fair is communication: The more students understand why a decision was made, the less likely they are to assume unfair treatment or favoritism.
8. Private criticism
No student is perfect. Every student needs constructive feedback. Every student deserves constructive feedback. Good teachers give that feedback.  Great teachers always do it in private.
9. Public praise
Every student–even a relatively poor performer–does something well. Every student deserves appreciation. It’s easy to recognize some of your best students because they’re consistently doing awesome things.  (Maybe consistent recognition is a reason they’re your best students? Something to think about.)
You might have to work hard to find reasons to recognize a student who simply (or barely) meets standards, but that’s okay: A few words of recognition–especially public recognition–may be the nudge an average performer needs to start becoming a great performer.
10. A chance for a meaningful future.
Every course should have the potential to lead to greater things. Exceptional teachers take the time to develop students for the course they someday hope to take, even if that course is in another school.
How can you know what a student hopes to do someday? Ask.
Students will only care about your course after you first show you care about them. One of the best ways is to show that while you certainly have hopes for your school’s future, you also have hopes for your students’ futures.

Good advice, isn’t it?  Let me confess: these are not my words.
I owe this article to Jeff Haden, who published it in Inc. under the title ofextraordinary bosses.  I just couldn’t pass the uncanny resemblance between being an awesome boss and being an awesome teacher. So, what I did was just to change words like boss, company, customer and employee to teacher, school and student.  With small adaptation it would fit well as a parenting advice, too. It made me think about the best places where I have worked and felt like a valued member of the team.
We have all this good knowledge about leadership (which resembles teaching much more than management does), and how to put it into practice.
Imagine how different education would look like if we treated our students like best companies treat their employees?
Or,
better yet,
if we treated students like valued customers??

Tuesday, June 25, 2013

Learning as unending process

While thinking of all my students - current, past and those in the future - there is one single wish I have for them all: to become a lifelong learner. Learning is an unending process that starts before we are born, and with the growth mindset it continues through our lives. Supporting that process is how I define my work, and I like to think that I contribute to my students' academic learning as well as their growth as learners.

Our students arrive to our classrooms with diverse skills and backgrounds, but they all have also common needs. We all  benefit from having someone to facilitate our learning, someone to help us reflect what we have learned and thus guide the learning so that it becomes deeper. The simple word "learn" has very many connotations, so I want to define here that I am talking about transformational learning, and of that in the sense the learning being meaningful and relevant to the student.

Learning is a multidimensional phenomenon, which makes it even harder to define. Learning is highly individual, situational (time wise) and context dependent. Of course all these components also interact - so every teaching-learning situation is unique. This presents the requirement for open and honest communication in learning situations, and makes learning facilitation a superior tool as compared to the traditional view of teaching as information sharing activity.

Sincere communication is the foundation of excellent learning-teaching relationships. Asking open-ended questions is much more effective than being insincere and just pretending to ask genuine questions.  Students do know the difference between a (fake) question we ask to test their knowledge and a (real) question we ask to hear their thoughts. We even listen differently to the answers to genuine questions (think of the difference between listening and hearing).  Pretending to ask a genuine question when we already know the answer quickly erodes the trust and uniqueness of learning situation (I know this may be against some "questioning techniques" commonly taught during teacher training, but please bear with me), and when the deep connections have gone only shallow learning remains.

In addition to questioning, insincere communication often aims to use unnecessary power over students (for example portraying learning as an external product instead of internal process, using extrinsic motivators, not sharing learning goal/objectives) and thus prevents the learning process from being as effective as it could be.   True enough, in formal education learning is sometimes seen as a secondary goal, and performing (i.e. passing exams, getting good grades etc) as a primary goal, which of course shifts the focus from process to performance, and thus externalizes learning.

Without actively listening to our students' needs, we easily forget how important part the learning process plays in permanent learning, and resort to cohort thinking and try to teach everyone at once with the one-size-fits-all approach.  Nganga (2011, p. 248) talks about teaching strategies and methodology:
"When successful teaching and learning is reduced to technical assessment rather than a critical and emancipatory dialogue, teachers continue to serve institutional organizational structures that maintain the status quo rather than educating to transform the lives of students."
Teaching can be based on products, as we want to know that students have learned the bare minimum (usually defined as a learning objective/standards) and can also demonstrate it in exit assessment, but transformative learning -  if we are lucky - continues long time after the student has left the classroom. This is why we should recognize how teaching/instruction is just one part of the learning process, and the other parts (goals/motivation,  environment, prior knowledge, aptitude and readiness) need to be acknowledged with equal emphasis.
Excellent pedagogical skill is is essential for teachers, because it helps balancing the products with the process. Learning cannot be confined to school or classroom, because the tools for learning are deeply connected to other parts of our lives. Communicating about the importance of continuous learning process empowers students to learn - where ever they might be. This is a known habit of successful students. To help all students achieve better learning results, we should be sure to communicate openly about learning being an intrinsic and internal part of students' personality - not just something we do at school with the teacher.

Nganga, C.W. (2011). Emerging as a scholar practitioner: A reflective essay review. Mentoring and Tutoring: Partnership in Learning, 19 (2), 239-251.

Sunday, April 28, 2013

How do YOU want to teach?


Being a teacher makes our core values become visible. All the small (and bigger) choices we make in the classroom talk about our beliefs of good learning and teaching: how we place our students, what kind of questions we ask, what is valued in our class, etc., and they all also contribute to our students' perception of education. Improving learning and teaching becomes easier when we empower every teacher with the knowledge of choices. Please watch and share:
CHT video
Taking time to think HOW exactly YOU want to teach makes all your choices become more conscious. It is easier to choose wisely when you have better understanding about the consequences of your choices.  Walking the talk of making well-informed choices is important for everyone who wants to teach. Fortunately choosing is a skill that grows with use, just like language fluency.

The same principles apply to our students:  they need to have opportunities to practice choosing in an emotionally safe learning environment.   The first step is to make students aware that there is a choice. So, how exactly do we help our students to make wise choices? This thinking process led me to write the book:
Nina's book
My own belief, based on experiences, is that independent and autonomous students are also the most successful ones. I think this happens because they have so good control over their own learning processes, and also use several different learning strategies.  Guiding all students towards being self-sufficient and having more successful learning experiences can be done if we let go of some unnecessary control and start providing more choices in the daily classroom situations.

Please note that I am not talking about students running wild in the class. The best environment to improve learning and practice choosing is where we can allow students to make mistakes without penalties. This of course means having informal and non-punitive assessment and self-evaluation systems in place.  Student accountability is built on the foundation of their autonomy. How could you be accountable for something you cannot control?

How can you help students practice choosing and become more independent in their learning?