Ownership Through Inquiry

As a child, I was enamored by nature.  My twin brother and I were always observing and collecting any and all types of critters we could get our hands on.  Growing up in a rural area of Northwestern New Jersey made it quite easy to seek out and find different plants and animals on a daily basis.  We would spend countless hours roaming around the woods, corn fields, ponds, and streams in our quest to study as much local life as possible. It’s no wonder that I eventually became a science teacher as my surroundings growing up played a major role in my eventual decision to go into the field of education.  

To this day I still can’t believe how my mother tolerated us bringing an array of animals into the house.  For years my brother and I were particularly interested in caterpillars.  We would use encyclopedias and field guides to identify certain species that were native to our area. Through our research, we determined what each caterpillar ate and subsequently scoured trees, bushes, and other plants in our quest to collect, observe, and compare the differences between different species. We even kept journals with notes and sketches. When we were successful in locating these insects we then collected them in jars. Our research ensured that each species had the correct type of food as well as appropriate physical requirements to either make a chrysalis (butterflies) or cocoon (moths).  

In the case of moths, some were in their cocoons for months.  Hence, my brother and I stored these jars under our beds.  At times we forgot that we had these living creatures under our beds until at night we heard sounds of them flapping their wings and moving around the jars after emerging from their cocoons.  I can only imagine what my parents thought of this but am so thankful that they supported our inquiry in many ways from having encyclopedias available for research to providing us with the autonomy to harness our intrinsic motivation to learn.   Through it all our observations led to questions and together with my brother and I worked to find answers. Even though we were not always successful in this endeavor, the journey was worth it. Questions and even more questions drove the inquiry process for both of us and from there we leveraged available resources and synthesized what we had learned. 

Image credit

The story above is a great example of how my brother and I embarked on an informal learning process driven by inquiry.  We owned the process from start to finish and our parents acted as indirect facilities through their support and encouragement.  Both inquiry and ownership of learning are not new concepts, although they are both thrown around interchangeably as of late, especially ownership.  Deborah Voltz and Margaret Damiano-Lantz came up with this description in 1993:

Ownership of learning refers to the development of a sense of connectedness, active involvement, and personal investment in the learning process.  This is important for all learners in that it facilitates understanding and retention and promotes a desire to learn.

After reading this description I can’t help but see the alignment to the story I shared above.  We learned not because we had to, but because we wanted to.  Herein lies a potential issue in schools.  Are kids learning because they are intrinsically empowered to or are they compelled to through compliance and conformity?  The former results when learners have a real sense of ownership.  There are many ways to empower kids to own their learning. All the rage as of late is how technology can be such a catalyst. In many cases this is true, but ownership can result if the conditions are established where kids inquire by way of their own observations and questions.  WNET Education describes inquiry as follows:

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or wants to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues.

The first sentence ties in directly to the concept of ownership, but we also see how important are questions.  This is why empowering learners to develop their own questions and then use an array of resources to process and share new knowledge or demonstrating an understanding of concepts are critical if ownership is the goal.  The article from WNET explains why this is so important:

Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. A useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus on questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.

Ownership through inquiry is not as difficult as you might think if there is a common vision, language, expectation, and a commitment to student agency.  The Rigor Relevance Framework represents a simple process to help educators and learners scaffold questions as part of the inquiry process while empowering kids to demonstrate understanding aligned with relevant contexts.  By taking a critical lens to instructional design, improvement can happen now. Curiosity and passion reside in all learners.  Inquiry can be used to tap into both of these elements and in the process, students will be empowered to own their learning. 

Sensible Learning

Social Media is bad and has no place in education. It is a distraction to the teaching and learning process. If students are allowed to use social media in school they will stay off task or exhibit inappropriate behavior. Worse, teachers will spend countless hours “socializing” instead of educating. This is the misguided stigma that social media carries and, as a result, it is often banned in schools. However, there are a growing number of passionate educators who have embraced social media as a powerful tool for learning. When you look at how reliant the world is when it comes to social media use these educators look like geniuses.  Take a peak at the video below.

One must get past the stigma and truly experience what this free resource can do for our schools and students to appreciate its inherent value. Social media is all about conversations that center around user-created content. When structured in a pedagogically sound fashion, learning activities that incorporate social media allow students to apply what they have learned through creation. This fosters higher-order thinking skills and caters to a wide range of learning styles. Social media tools allow educators to authentically engage students as they encourage involvement, discussion, communication, collaboration, and creativity. These include mainstream examples such as Twitter, YouTube, and Facebook, as well as, specialized ones such as Voicethread, Glogster, Animoto, and Prezi.

Blogs are an incredible social media tool that can be utilized in a variety of ways.  Teachers can set up a class blog to foster creative writing and reflection, or as an alternative to a school newspaper.  Blogs are not isolated to just writing, students can add rich media to posts such as pictures, videos, widgets, and gadgets.  The Holocaust Study Tour blog created by a New Milford High School teacher and her students who travel abroad to Europe on an annual Holocaust Study Tour provides is a great example. School administrators can use blogs as a powerful public relations tool in lieu of traditional newsletters and email blasts.  The ability to comment on any blog increases both student and community engagement.  

In our digital journalism class students are required to have their own Twitter accounts.  They are then empowered by the teacher to promote their articles and tweet out real-time school news as it happens.  This class provides our students with experience using real-world tools that journalists rely on more than ever.  It also teaches them about how social media can be used responsibly, to support learning, and as a professional tool.

For our students that have grown up in the digital age learning needs to be relevant, meaningful, and fun. Allowing them to use social media tools to achieve learning goals and objectives, of which they already are familiar with outside of school, makes sense in the globally connected, digital world we are all a part of. This, in my opinion, constitutes sensible learning.  A shift towards incorporating social media into education provides a golden opportunity to teach digital responsibility and citizenship to our learners, an area where many schools are failing. When doing so, we must ensure that policies are in line with this change, teachers are supported through professional development on how to effectively use social media in the classroom, and parents are educated on its value.

All of this makes sense to me as an educator, parent, and citizen. What about you?

The Capstone Experience

One of our guiding beliefs here at New Milford High School is that our students will find purpose and meaning in their respective learning experiences.  Over the years we have added a series of new courses (19 in just two years), re-written the curriculum of existing courses, made available online courses as part of the VHS Collaborative, and developed numerous authentic learning experiences focusing on the unique interests of our learners.  All of these components have become critical elements of the Academies at New Milford High School.  As a result of these changes and the creation of the Academies, we have seen increases in academic achievement, graduation rates, and acceptances to four-year colleges.

Earlier this month I shared the Independent Open CourseWare Study (IOCS) project on this blog.   The IOCS project empowered our students to follow their learning passions and actively demonstrate new knowledge that was acquired.   We wanted students to have the freedom to learn about anything they were interested in using content from some of the most prestigious universities in the country while also unleashing their creativity.  In addition to this project, a book study on the Alchemist, and numerous off-campus field trips, Academy students develop a capstone project as a culminating experience.  This provides each student the opportunity to describe where he or she has been and where he or she is headed.

The final product has to be presented in a digital format and must be reflective of the theme “where I have been and where I am headed” or reflective of “your personal journey” in an authentic application.  Basically, students need to explain their personal/academic journey thus far and describe their goals: academically, personally and/or professionally.  No matter the creative avenue students’ choose to pursue (songs, poems, dramatic interpretations, artistic renderings etc.); the essential criteria must still be met.   This includes the following:

• Must make direct reference to essential learnings throughout your NMHS coursework, which have influenced who you are and your aspirations.  Tell the viewer what NMHS has taught you about yourself and life. 
• Must include legal (school) name and graduation year within the body of the presentation.  
• Must have an academic focus but can still include sports, arts, clubs, service etc.  
• Must include things you would like to do, learn, understand, see, improve, create or experience.
• Must capture the attention of the audience (teachers, administrators, peers).
• Must be original and make references to sources where appropriate (background music, art work, quotations, etc.)
• Must make direct mention of NMHS in some way, via symbols or direct reference.  
• Must make direct mention of major Academy designation, via symbol, crest or direct reference. 
• Must make direct reference to any endorsement that may be sought.   
• Must offer evidence of any of the 21St Century Skills acquired: collaboration, communication, creativity, critical thinking, problem solving, media literacy, technological proficiency, global awareness, and preparation for college, careers and life.  Label essential elements for clarity of scoring.  Don’t make us guess what the images, symbols or people represent.  
• Must reflect interests and personality.   

Below is an example of one of the more creative capstone projects by senior Tariq Khan:

The capstone experience provides our students with an opportunity to tie together social, emotional, family, and learning experiences in a creative way to share their personal journey.  This exposition of learning not only allows them to reflect upon their time at NMHS, but also provides us with a glimpse as to what we re doing well and where we can improve as a school.  

Personalizing Learning for All Students With OpenCourseWare

Cross-posted at SmartBlog on Education.

Around this time last year I received what I thought was an odd request. Juliana Meehan, a teacher from a neighboring district, contacted me and asked if I would agree to mentor her as part of her training to become an administrator as part of the NJ EXCEL program.  Now at this time my plate was extremely full and, as a result, I was very reluctant to take on this additional responsibility.  My tune quickly changed when Julie explained that she requested me specifically because she was so inspired by the Edscape Conference as well as the transformation currently taking place at New Milford High School (NMHS).  I agreed to act as her mentor.

During our first meeting Julie explained to me what my responsibilities were as a mentor.  She then informed me that one of the primary components of the internship was to develop a project requiring leadership that would impact students at the school level.  It was at this point that the internship became an opportunity to do something that could truly transform the learning culture here at NMHS.  As we floated around some project ideas, I became fixated on ways to personalize and individualize the learning experience for my students. This is where the idea for incorporating OpenCourseWare (OCW) into Julie’s project arose, and the Independent OpenCourseWare Study (IOCS) was born.

Julie’s challenge was to develop a framework by which students could engage in the OCW of their choosing over a set time period and then apply what they had learned.  Together, we mapped out what this learning experience would look like, when it would be offered, how it would be assessed, and methods to collect data.  The most difficult decision was identifying a group of students that could help us pilot such a program.  After some thought, the perfect cohort of students materialized:  NMHS seniors enrolled in one of the “Academies @ NMHS.”  The Academies @ NMHS is a program of concentrated studies in three well-defined, career-focused areas directly connected to university majors and workforce need: the Academy of Arts & Letters, the STEM Academy, and the Academy for Global Leadership.  The program seeks to cultivate emerging professionals who exhibit the knowledge, skill, character and the work ethic necessary for success in the global marketplace. This group seemed the prime test group through which to flesh out and begin to refine the idea of IOCS.

In the early fall we had a meeting with the 50 students who were enrolled in the Academies.  We explained that their Marking Period 2 project would be an independent learning experience where they would take a course from a prestigious university such as MIT, Harvard, Yale, Stanford, or other noted university via the range OCW offerings that they would find in an online resource that we would provide.  Furthermore, they were told that, after taking the course, there would be an exposition of learning where each student would actively demonstrate new knowledge and skills that were acquired through the OCW.  They were given complete autonomy and flexibility as to how they would articulate what they learned, but they were told that there would be an emphasis on application as opposed to a standard presentation.  They would be assessed using a project-based rubric, and each student would receive one honors credit for the project.  Over the course of the marking period, students identified courses, registered through our Google form, and went to work.  An example of one standout student project can be found here.

We learned a great deal after the student presentations this past February, and were pleasantly surprised by how seriously many of the students took this learning opportunity.  

MIT OCW discovered our project through social media channels and they eventually did a case study on IOCS.  

The result of this work has been the creation of the IOCS website.  All aspects of the project—including resources and the rubric to assess student projects—can be found here.  Julie and I hope that this site will provide tools and ideas on how schools can harness the free, world-class knowledge available to individualize and personalize learning for all students.  

To learn more check out this free webinar on IOCS over at at edWeb.net.

What Matters to Students

It is always great to hear back from alumni once they have left our buildings.  The feedback we sometimes receive provides us with a sense of whether or not we are doing a good job preparing them for success at the next stage in their lives.  Below is an email that I recently received from Amanda Howell, a 2012 graduate of New Milford High School.  Amanda's reflection on her time at NMHS put into perspective what really matters in an educational experience.

Mr. Sheninger,

            I just wanted to take the time to thank you for all of my experiences at New Milford High School. As I am embarking on my college career, I am thankful for all that I learned at New Milford. There are few people here who have had experiences as great as I had in High school, and I believe that much of that is due to the positive changes and environment you have created. The technology, the experiences, and the educators all play a positive role in the drive I have in furthering my education.

            I was able to take part in so many great experiences during high school. There were so many great opportunities I am glad that I took part in. I was able to attend a trip to the Liberty Science center to watch an open-heart surgery as a part of my AP biology course, and the S.T.E.M Academy. It was a great experience because the educators really ensured that we were taking everything we possibly could from everything presented to us. We traveled to the Google offices in New York City, which was a great learning experience because much of the technology I used in high school, and still do in college, runs with something from Google. I was able to sample and provide feedback on the Chromebook, which helped me choose the technology I wanted for college. I traveled to many competitions to work on my debate and public speaking skills through the Ethics Bowl and Mock Trial, where we had to research and formulate opinions and strategies on current issues. As I am getting involved in groups, clubs, and organizations in college I am learning just how important and valuable it is that I was immersed in those issues and I have to tools to become informed, formulate an opinion, and defend it.

            But beyond all of the experiences, and beyond all of the technology are the educators. The teachers of the school who encourage you to get involved, and make you want to be all you can be and do all that you can do. All of the teachers I had at New Milford helped to make me who I am today, but being a Biology major I need to point out Mr. Devereaux. His enthusiasm and passion for what he does really shines through in his teaching. He extended himself to be available to his students inside and outside of the classroom, always responding to e-mails and going out of his way to make sure all of his students were being the best they could be. He provided excellent resources, using social media such as twitter, to communicate with the students and provide them with further information beyond the topics covered in class. Even today in college, I still refer back to his notes and utilize his website, still enjoying his famous PowerPoint animations, to help me be the best I can be. Moreover, I know that if I ever have a question, or needed help with something all I would have to do is send him an e-mail and he would still help me today.

            My roots and New Milford are stronger and richer than most. I am extremely thankful for all that I was able to take part in during my time at New Milford. I am thankful for all that Mr. Sheninger has done to make the educational experiences at New Milford better, for I feel I was given to tools to reach my potential. I am also thankful for the educators who go above and beyond the call of duty and because of them I will forever be reaching for the stars!

Thank you,

Amanda Howell

Flipping Instruction in a Captivating Fashion

Mrs. Kanchan Chellani, one of our math teachers here at NMHS, is very enthusiastic and creative.  To engage students in her classroom, she has developed an interactive, student-centered learning environment.  Through the use of technology, collaborative learning, and teaching mathematical concepts in the real-world and interdisciplinary context, she has managed to successfully work towards creating this desired positive and energetic blended learning environment.  Some of the many methods Mrs. Chellani has employed in her daily instruction include integrating Smart Board interactive review games and videos to reinforce prior learning, case studies performed in the computer lab so students understand the significance of the material taught, and team assignments to foster a collaborative working environment.

Image credit: http://catlintucker.com/2010/12/blended-learning-demystified/

Since the “flipped” approach to instruction has been a hot topic in modern education, especially at NMHS, one of Mrs. Chellani’s recent initiatives has been to integrate Edmodo into her daily lessons.  She searches on the Internet for videos on the relevant content, posts them on Edmodo for her students to view, and creates polls (guided practice problems) for her students to complete in order to foster discussion on the topic the next day.  Although Edmodo and the “flipped” approach to instruction has transformed the way material is taught and comprehended by students, Mrs. Chellani noticed that it is very difficult to find videos on the content that are truly engaging.  As a result, she has decided to create her own video content using the software Adobe Captivate. 

Adobe Captivate is a highly, user-friendly digital content creation software that fosters interactive eLearning content.  Mrs. Chellani refers to Adobe Captivate as a “PowerPoint on Wheels.” In other words, this software not only allows one to either import or directly create a PowerPoint presentation to illustrate content, but it also provides many features that transform a simple presentation into something engaging, interactive, and stimulating.  Some of these features include integrating background music, voice-overs, the timing to which the content is displayed, videos, screen captures/simulations, and formal assessments such as quizzes that automatically track results.

Through research and the aforementioned features that the software offers, Mrs. Chellani came to the conclusion that this is one of the best tools to create digital eLearning content that would support the “flipped” approach to instruction. She has made use of the tool to create learning modules that teach the basic mathematical concepts, provide practice problems, real-world examples, and assessments that allow for better comprehension of the material in an organized fashion.  In these learning modules, instruction is provided using digital content, simulations, videos, screen captures, voice-overs, etc. to meet the visual, auditory, and tactile needs of the diverse student population.  Once the instruction has been provided, guided practice problems and real-world examples are then discussed to reinforce the learning of the mathematical concept and to illustrate its significance.  A variety of prompts and formal assessments are also embedded within the project in order to ensure learning has taken place, to foster higher-order thinking skills, and to facilitate discussion in the classroom.  Using Adobe Captivate, Mrs. Chellani has been able to create an engaging experience for her students that not only helps them understand complex mathematical concepts, but also helps them understand the real-world significance of those concepts. 

Defining Student Engagement

In my District I am part of a Professional Learning Community (PLC) with other administrators.  The focus of our PLC is the Classroom Walkthrough practice as a tool to improve student achievement.  During our professional day in October we decided to collect data on whether or not student-centered learning was taking place and present our finding to our respective staffs in January.  As a group we decided to zero in on whether or not students were engaged in order to determine if student-centered learning was taking place using the following criteria/definitions:

• Actively engaged in individual practice
• Not note taking or viewing a video unless connected to an accompanying activity
• Cooperative learning/Group work
• Instruction expects students to be participants
• Students should be engaged in an inquiry or discovery based activity
• Common question asked to students - Can you tell me what you’re learning about in this lesson?

Defining what constitutes student engagement can be extremely tricky and quite arbitrary at best.  How would you define or describe whether or not students are engaged during a lesson?  What should administrators look for?  I would like to expand or alter the list above based on your feedback.  

If you would like to learn more about PLC's check out AllThingsPLC.