Wednesday, November 28, 2012

Explicit Instruction and Flipped Classrooms

Apologies for how long it has been since my last posting. I'm now working as a maths teacher in high school and a full-time relief teacher in primary school which is somewhat of a contrast from that of a university lecturer and trainer in vocational education.
Moving into schools has been motivated by my desire to work with indigenous children and make a difference in their lives as well as "Walking the Walk" rather than just "Talking the Talk" in terms of education approaches.
In Queensland, Australia there has been a considerable push by the State government to bring back explicit instruction and to abandon the constructivist approaches that have been adopted by schools and teachers over the last 15 or so years.  Explicit instruction, it is argued, provides a better learning performance and this can be demonstrated under controlled experimental conditions (Rosenshine, 2012).
For the most part, NAPLAN (national numeracy and literacy) testing offers the only truly independent measure of education in Australia in years P - 10 and has the ability to be a strong motivator for education administrators in terms of their education approaches and policy.  Queensland school performance in NAPLAN testing currently sits second lowest in Australian States and Territories, so there is considerable pressure from government to look at ways to improve our school's performance.
I've long held the view that if we can increase student engagement in our classrooms we will deepen the learning and improve all students' performance. Engagement Theory (Keirsley and Shneiderman, 1999) offer a proven approach that seeks to engage students by having them in groups, RELATE to a complex real world problem/project, CREATE a solution/product and DONATE this into the "real world" for feedback.  On the surface, the engagement theory model appears to be at odds with the  explicit instruction model, particularly when it comes to presenting a problem prior to delivering explicit instruction and developing the skills to deal with and create a solution.  The distinction to draw here is that whilst the real world problem/project/task is presented first, there needs to be a systematic programmed scaffolding that explicitly teaches the skills and knowledge to complete each section of the project.  The Engagement Theory method is a far cry from the Bruner (1961) pure Discovery Learning approach, in that learners have access to a significant level of scaffolding which recognises that there are key skills and knowledges that need to be learned and mastered in order to successfully complete the project.
Kirschner et. al. (2006) and Marzano (2011) acknowledge this and assert that some background knowledge and skills are required before commencing a complex task.  Not to do so, dramatically increases cognitive load and reduces learning effectiveness (Kirschner et. al., 2006).
It is well to note that while this research appears to provide evidence for prescriptive courses of learning, some of the most effective learning occurs with no instruction or guidance at all.  Online gaming and self directed computer-based learning appear to occur very successfully outside of institutional learning environments.  At my school our students are learning how to use "XOs" and are doing so before and more quickly than their teachers.  This is an example of pure discovery learning and serendipitous peer teaching opportunities. Online gaming uses anonymous player failure as a teacher and these games are highly successful, learning wise and commercially.
So enough about the tired old behavoiuralist vs. constructivist debate.  What about this notion of a flipped classroom?
Well, the flipped classroom seeks to marry both approaches together, but in a way that dramatically changes what happens in a classroom.  The flipped classroom relies on an explicit approach delivered outside of the majority of class time and then uses differentiated group work within the class to allow the teacher to teach all students in a large class rather than the middle group of students.
The following set of videos explain the method and answers to the kinds of questions I had about the approach.

What is a Flipped Classroom


What happens if students don’t watch the videos?

What happens if no access at home?

How do to make these videos?

Dealing with disruptive students.

What does your flipped classroom look like?

How does this work for all learners?


So what does it all mean?  The behaviouralist vs. constructivist is a pretty two dimensional debate and not really representative of the complexities of learning, short of seeking a way of understanding parts of the learning process.  The cognitivists also have a part in the discussions, but again more in terms of explaining the process.
Flipped classrooms offer, in a connected world, an opportunity to improve learning associated with schools for virtually all students through a more manageable differentiated approach that does not "kill" teacher.
Group-based learning, based around "real-world" projects that produces products valued in the "real world" engages students and engaged learners learn more deeply.  This approach builds stronger schemas in long-term memory.
Finally, learning research measures specific outcomes.  If those outcomes are limited to the traditional acquisition of knowledge and skills then the research is limited by the rapid changes in ways of knowing and the acquisition of generic skills and attributes (often called 21st century skills) that will equip learners to learn and re-learn and adapt to new requirements in a rapidly changing world.  The flipped classroom and learning engagement have the power to accomplish all of the above outcomes and should be seriously considered by educators and schools.

Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.
Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational Psychologist 41 (2): 75–86. doi:10.1207/s15326985ep4102_1
Marzano, R. (2011). "The Perils and Promises of Discovery Learning". Educational LeadershipSeptember 2011 | Volume 69 | Number 1
Rosenshine, B. (2012). "Principles of Instruction". American Educator. Spring 2012

Friday, April 13, 2012

The future of online learning.

I read an article from eSchool News this morning about the future of online learning as a disruptive innovation and it got me thinking.
The article from Horn, the co-founder and executive director of the education practice of Innosight Institute, suggests that like all disruptive technologies/innovations there are periods where there are experimenters who seek to use these technologies in different ways.  Some are successful while others are not.  Additionally, the technology developers and designers do likewise and this results in easier to use and smaller technology that is more intelligent in customising the learning to each individual learner.

Currently, we have two clear levels of online learning--one that is developed by altruistic enthusiasts who wish to share their knowledge and skills, and one that is developed by institutions and corporations whose clear goal is to make money by being at least competitive in the educational market place--preferably ahead of the competitors (corporations).

The altruistic enthusiasts have done a great job, and together produce some excellent content that enables just about anyone to learn outside of a formal course of study.  These practitioners are not "blinkered" by formal course structures as is the case with schools and tertiary institutions, and typically produce small bits of key content that can be searched online to meet a learners specific needs.  This content is often highly innovative and can take the form of different media which allows learners to choose the type of learning media that best suits them and their learning preferences.  Additionally, search engines like Google rank sites according to their popularity, so the best learning content is at the beginning of the page. To see this in action undertake a specific search on something like "adding a column to Excel Spreadsheet".  The first page of the search brings up all of the best content to answer your question (this is learning--user generated questions answered quickly).  Notice that there is a variety of content--text, images, links and video, all just to answer this relatively simple question.
This ability to answer simple learner generated questions quickly speeds up learning far beyond what can be achieved in a classroom, or when locked into a poorly designed online learning tertiary education course.

While the altruistic enthusiasts model is fantastic for skills based learning, it is not designed for bigger picture learning.  This is where schools and institutions have the ability to leverage the online content with a particular emphasis on high level objectives/goals. Horn (2012) sugests that like all disruptive technologies, online learning faces challenges from institutions that have a large inertia that, in many cases, actively works to curtail the disruptive innovation.  Universities want to lock up what they see as their their intellectual property and this where many of them believe they make their money.  MIT, however, provides all of its content freely available on line.  They contend that it is the interaction with teaching staff and their assessment that sets them apart from other institutions.
Many schools lock down the use of Internet resources using "Black" and "White" Lists to "protect" students from what the schools consider unsuitable content.  Not all schools do this and many non-government secondary schools in Australia use a contract arrangement with parents and students where they initiate agreements that specify students will not seek to view unsuitable content.  Breach of this contract can result in student suspensions.  While the checking of server log files might seem somewhat tedious, I know of one school in Central Queensland that have allocated this duty to their IT person who is able to complete the task relatively quickly at the end of each day.
Government schools are subject to State regulation and the Government Minister for Education is ultimately responsible for what goes on at schools. In what is a volatile public environment where the press are continually looking for stories involving children to sensational to sell their content, many government schools take a very conservative approach to Internet access.

Ultimately, schools and universities that persist in teaching traditionally skills and knowledge that can be better learned online will find themselves no longer relevant and overtaken by a world that wants to see examples of what you can do and how you think rather than bits of paper (qualifications) produced by traditional institutions.  As learners realise that they can learn better outside of classrooms there will be a quantum shift in attendance at institutions.  Already today learners are being asked to justify and demonstrate skills, knowledge and their ability to think critically and analytically.  Assessment by portfolio will need to become more prevalent is schools and at tertiary institutions in the future as a rapidly changing work environment demands much more than institutional certification.  It is the ability to effectively and efficiently demonstrate an ability to continually learn throughout one's life and to clearly demonstrate your skills, knowledge and abilities that will ultimately count in acquiring employment and help throughout life.

Sunday, April 01, 2012

Full Time Primary Teaching Position--Cape York

My school currently has a vacancy for a full-time primary teacher in Bamaga which we would like to fill ASAP.  Could I ask you to share this information with your friends and colleagues who may be chasing a full time gig.

They would need to have well developed behaviour management skills and be prepared to spend a minimum of 2 years at the school. If anyone is interested contact the Director of ISSU, on 07 4044 5600.

I'm happy to have a chat with anyone that may be interested and can be reached via comment on this posting.



This position has now been filled--thank you for your interest.