Inquiry vs. Memorization

Memorization often gets in the way of learning and yet the practice continues unobstructed in schools.  Fortunately the sciences provide schools and educators with many natural opportunities to move away from the boring, meaningless task of memorizing facts and information to a more constructivist approach associated with inquiry-based learning. Recently Ms Chowdhury’s Consumer Chemistry classes conducted testing on various consumer products as related to chemistry topics. While the students were learning about acids and bases, they had played with a simulation where their task was to create solutions of different pH. They also worked with another simulation that demonstrated acids and bases at a molecular level. 

Image credit: http://adaptedinnovation.blogspot.com/2013/04/inquiry-and-project-based-learning-in.html

Based on their learning from the two simulations, with the facilitation of Ms Chowdhury, the students discussed about a design for testing different brands of antacids. They knew they needed a sample acid and a pH indicator. The students were given lemon juice as acid, grape juice as base and they had three brands of antacid (Equate regular strength, Equate maximum strength, and Rolaids). The students used the idea that the grape juice (pH indicator) will change color when enough of the antacid has been added to neutralize the acid. They recorded the number of drops used from each brand of antacid, and decided on Rolaids being the best among the three based on their results. 

Ms Chowdhury believes that experiments such as this helps students contextualize their learning at a more practical level rather than mere memorization of what acids and bases are. The students also thoroughly enjoy any hands on activities. Regardless of the level of the course high school students today need to think. Memorization of facts does now allow for students to truly grasp concepts, let alone apply and then demonstrate mastery. Science is primed for inquiry-based learning, but schools need to do more by promoting this pedagogical technique across all content areas. 

NMHS Social Studies Teacher Brings Technology to Capitol Hill

Two of my Social Studies teachers were recently invited to Washington DC on October 4, 2012, to deliver a model lesson that illustrated the effective use of technology.  The following is a guest post by Rebecca Millan who attended with her colleague Nicolette Perna.  For more information on this event check out the summary provided by ISTE.

As a social studies teacher, being asked to take a professional development trip to Washington DC is an extremely exciting offer.  When it was furthered by the occasion to actively participate in the National Coalition for Technology inEducation and Training (NCTET) to show Senate staffers what a 21^st century social studies classroom looked liked, Nicolette Perna enthusiastically accepted the invitation. The experience was truly a culmination of history: taking an Amtrak Train from Metropark to Washington DC, navigating the Metro subways of DC and lastly, filing through security and joining the ranks of US Senators and Senate Staffers for the day.  Upon entering the upper floors of the Hart Senate Building we were captivated by a panoramic view of the Capitol Building and Washington Monument. While taking the time to set up our SMART Board and applicable technology, we were greeted by Jon Bernstein, the director of the event, in addition to a variety of people representing SMART Technology, Common Sense Media- Digital Passport, Pearson Education, and the Director of Hybrid Learning for Washington DC Public Schools, John Rice.

The event began with an introduction and panel discussion moderated by the Executive Director of Learning First Alliance, Cheryl Williams, who discussed the pertinent value of integrating technology into our 21^st century classrooms. At the conclusion of the discussion, guests were divided into the four quadrants of the room to learn about the power of technology to improve teaching and learning in the fields of Science, Special Education, Adaptive Curriculum and Assessment, and Social Studies. Upon entering the Social Studies quadrant, Senate Staffers were asked to take out their cellular devices and to answer two Poll Everywhere questions on the Election of 1860. The first was a close-ended question that asked: Which of the following is most effective in reaching voters: Newspaper, Poster/Slogan, Button/Trinket or a Rally.  The second, an open-ended question, polled staffers on any prior knowledge they had about the Election of 1860.  

After finishing her anticipatory set, Nicolette then moved on to her Prezi presentation of the Election of 1860 which discussed the issues of the election, major candidates involved, the candidates positions on slavery, the controversies of the results and an embedded YouTube video which highlighted the major points of her Prezi.  As the audience enthusiastically followed along, they were then asked to participate in using the SMART Board to play a Who’s Who review game using the SMART Markers and an Adobe PDF file she had created.  Lastly, to culminate the assignment, Ms. Perna demonstrated how to create an interactive Glogster poster advertising and highlighting major ideas and perspectives of one of the four candidates of the election. It was evident that the audience enjoyed their brief return into her social studies classroom a lot more than their earlier memories of reading dusty and antiquated history textbooks.

Throughout the entire day, from the panel discussion to our interaction with the technology and learning personnel, fellow teachers, and Senate staffers; it was evident that everyone in the room shared a common sentiment and admiration towards the positive aspects of education and the ways in which we can all contribute to making learning valuable and relevant to our students.  After leaving the Hart Building and walking past the Capitol Building and the Supreme Court on our way to the Metro, we felt greatly rewarded by the experience and refreshed to return to the classroom with some new perspective.

School Should Reflect Real Life

Many of us firmly believe in the potential that technology has to transform the teaching and learning cultures of schools.  Whether it is used to enhance lessons, assess learning, engage students, or unleash creativity, technology has a defined role in a variety of school functions.  Even though I am preaching to the choir, many schools still treat education as an effort in preparing students for a world that no longer exists.  Technology is viewed as either a frill, distraction, or a non-factor in improving student achievement.  The video below from Power On Texas provides a fantastic snapshot on how digital technology is transforming teaching and learning in Texas.

The video hammers home the point that for many students school does not reflect real life.  The question then becomes how do we move those schools that are the most irrelevant in terms of meeting the diverse learning needs of their students to being the transformation process? This, in my opinion, is pivotal if we are to truly begin to reform education in a way that is meaningful to our students.  Our students want to be creative, collaborate, utilize technology for learning, connect with their peers in other countries, understand the messages that media convey, and solve real-world problems.  Schools and systems of education that do not embrace digital learning and place a high emphasis on standardization will always fail to resonate with our students.

Be the Change You Want to See in Education

“Be the change you want to see in the world” – Mahatma Gandhi

On a beautiful Saturday morning in October hundreds of educators from numerous states in the Northeast descended upon New Milford High School for a day of learning, connecting, and reflecting at The Edscape Conference.   As I addressed the crowd to begin the event I was in awe of all the passionate educators who took the time to gather on a weekend for the sole purpose of getting better at their craft in order to better meet the needs of their students.  Do the reformers know or even care about events like this?  I’m guessing it wasn’t even a blip on their radar as there wasn’t a single session on standardization, accountability, performance pay, or the Common Core.  Instead session after session provided educators with fresh ideas, proven strategies, invaluable connections, and the confidence to pursue innovation. 

As the co-host I had the luxury of popping in on every single session to get a feel for the presenter and the learning environment that he or she had established.  What I saw in each room were engaged educators eager to learn and open their minds to the possibilities that the 21^st Century presents.  From Diana Laufenberg’s keynote, to the exciting hands-on sessions provided by Teq, to the inspiring discussions at lunch, Edscape was about transforming schools in a way that benefits all of our students.  

So how should school be structured and operate?   This is something that must be decided by those in the trenches (teachers, administrators), stakeholders (parents, BOE), and most importantly the students.   As Diana described so eloquently schools should be inquiry-driven, student-centered, relevant, foster creativity, community-based, and emphasize mentoring.  I could go on and on, but I am fortunate that members of my PLN and the media (The Record and Patch) have already shared detailed reflections and analysis on Edscape.  Please take the time to read their thoughts, which portray an event that I was honored to be a part of: 

• #Edscape by Tom Whitby
• Edscape Reflections by Maureen Devlin
• My First Conference Experience by Ms. Sullivan
• The 3 Ls of #Edscape by Lyn Hilt
• #Edscape by Michelle Lampinen
• Edscape 2011: A Retrospective by Lisa Fusco

When reading the powerful quote by Gandhi at the beginning of this post, I believe that the greatest takeaway from the Edscape Conference was that individual educators need to be the change that we want to see in education.  The reform talk and subsequent push is not going to subside anytime in the near future, but each of us has the capacity to initiate positive change in order to create a teaching and learning culture that pushes our students to think critically, unleash their creativity, actively solve problems, promotes service, and inspires students to challenge themselves.  This is the type of reform that I want to be a part of.  Thankfully, this is my reality. 

MARK YOUR CALENDARS NOW!!!! Edscape will once again be held at New Milford High School on Saturday October 13, 2012.   

(A special thank you goes out to Teq.  Without this educational partner, Edcape would not have happened or been a success.)

Making Progress

Over the past 2 years I have worked collaboratively with my staff to cultivate a culture of learning that engages students, is meaningful/relevant, promotes critical thought/problem-solving, and is flexible in that risk-taking is encouraged in order to promote innovative practices.   It has been a gradual transition and we are beginning to see shifts in instructional practices, staff members wanted to integrate technology, and students advocating more for the type of learning culture they prefer.  What makes this transformation even more significant is that were are doing more with less and not using budgetary constraints as an excuse of crutch to not improve.

Our efforts have grabbed the attention of some of the most prestigious stakeholder groups in NJ.  This Thursday (5/19) the NJ School Boards Association will be visiting New Milford High School to host a live event called Learn@Lunch: Technology as an Engagement Tool.  Here is a description:

Across New Jersey, schools are focused on 21st Century Learning and integrating technology in the classroom. At the same time, school boards and administrators are exploring how they can use technology, the web and social media to engage both students and their communities. New Milford High School Principal Eric Sheninger will be joined by several of his teachers, students, board trustees and members of his community to discuss how New Milford High School uses technology as a student and community engagement tool. In addition to discussing the technology that students are using in his school, Sheninger will talk about how he uses social media as a community engagement tool.

I am extremely proud to have my school share some of the progress we have made in creating a school moving towards relevancy in the 21st Century.  Please consider joining us at 12:00 PM on Thursday 5/19 as members of my staff, student body, and community share some of the little things we are doing that are making a big difference.  Register for free HERE and consider passing along this post to other school districts that might benefit.  

Teaching in the 21st Century

I came across a great video this morning that really does a nice job illustrating how teaching should be evolving to meet the needs of 21st Century Learners.  Watching the video reinforced for me the direction that we are taking New Milford High School.

The question now becomes are the pedagogical shifts described above taking hold in classrooms?  If not, which I assume is the overwhelming answer, what has to be done?