If you’ve been in education for any length of time, you’ve likely experienced a myriad of professional learning experiences. Conferences, webinars, book studies, workshops, and the dreaded “mandatory training” are all part of the lexicon of learning for the everyday educator. Strangely, a large part of our profession dreads these events. Then again, maybe that’s not so strange.
We try and tell teachers to make their classrooms student-centered with voice and choice. We want them to incorporate movement and mindfulness as well as risk-taking into their instruction. Then we absolutely do NONE of that when it comes to professional learning. During my 10+ years as a provider for professional learning, I try to emulate all the things we are asking our teachers to do. If you’ve ever seen one of my sessions you know there’s movement, voice, choice, and conversation taking place regularly. I’ll admit, there are some times when I can tell educators just want to sit in the back and surf on the web or grade papers, but usually by the time we are finished, they approach me with comments like:
“You know, I hate ice breakers, but I’m glad I did that.”
“I really just wanted to sit in the back and get my 6 hours credit, but I’m glad you got me to participate and try new things.”
I think at our core, all of us are learners. However, I think for many of us, we have been subjugated to instructional malpractice when it comes to the teaching of adults, otherwise known as andragogy. Brianna Hodges and I are in the midst of a several-year debate on the subject that teaching adults is different than teaching kids, otherwise known as pedagogy. We recently took this debate on the air with the OnEducation Podcast, and while the debate remains unresolved, I do think we need to consider the learners in our audience whenever we plan professional learning.
Last night, I woke up in a cold sweat. I’d just had a series of nightmares about attending a variety of professional learning and ALL of the worst things I could imagine were happening. I quickly grabbed my notepad to write down some of the things I remembered so I could think about a cure for each uncomfortable situation. The following scenarios may make you cringe or may hit a little close to home, but please know, these are all completely hypothetical and pulled from my series of nightmares.
Nightmare #1: The professional learning that could have been an email
As I walked into the room I could tell there was something wrong. Everyone had their laptops open around the table and no one was making eye contact. Had I done something that offended them? Was my zipper down? Had I forgot my clothes? (remember, this is a nightmare). Finally my boss says, “I’m glad you all are here, this shouldn’t take very long but we need to go over our TPS reports.” Obviously I had been watching Office Space recently and that had crept into my dream. I looked down at my watch and it was 9:02. I sat down in my chair and a foggy haze seemed to drift around me. It seemed like the clock was spinning rapidly and people’s faces seemed to get sucked into their laptop screens.
My stomach started to growl. You know, that uncomfortable growl that everyone else notices but you try and pretend your chair was just making a funny noise? Was I hungry? Or starving? Had we taken this meeting right through lunch?
Then, I noticed my beard was growing at an abnormal rate. How long was this meeting going to take? What was this all about anyway? At the end, my boss asks me in a question in a voice that now sounded like my old varsity basketball coach, “Well Hooker, what do you think?!”
And then I wake up. The anxiety I was experiencing was similar to those that recount tales of being stuck in a small space or trapped in an elevator. It was like I was suffering from some sort of claustrophobia of learning.
Cure: I think that schools and districts have the best of intentions when holding meetings to discuss things. However, rather than making the meeting focus on items that could easily be handled over email, make it about outcomes. Consider “flipping” your faculty meetings so that time together is time to collaborate and problem-solve, not just disseminate information.
Nightmare #2: The all-day sit-n-get
I drifted back off to sleep and awoke in a strange room. The walls were colored that sanitarium off-white tone. Everyone was in a chair and desk, but they all appeared to be wearing straight jackets and Hannibal Lecter-like masks. Suddenly, the lights dim and a person wearing what appears to be some sort of 1940’s style army sergeant clothes walks in. He begins to show us videos of classrooms, a wide variety of apps, and even shares some clever quotes. I was almost in a hypnotic state as I watched slide after slide loaded with bullet points about “optimal learning production” flash across the screen.
My back started to ache so I tried to stand up, only to find that I had been chained to my desk. Others in the room seemed to be struggling to move in much the same way. The presenter didn’t stop or even recognize the discomfort. He continued to drone on in what was quickly becoming a very monotonous voice similar to Ben Stein’s teacher voice in the movie Ferris Bueller’s Day Off. The room began to spin. The walls closed in as the florescent lights over head began to buzz and flicker. The temperature seemed to be increasing. I was in hell. Finally, I got the courage to try and rock myself back and forth to try and tip over my desk in the hopes of breaking the chain. When I finally started to tip over, I awoke with a jolt. I had fallen out of my bed and found myself wrapped up in my sheets.
Cure: There are many days in our lives where we have an entire day dedicated to professional learning. Sometimes, the provider has only one job: to make sure you hear and see every bit of information they have prepared. The average adult brain can go 18-20 minutes in lecture setting before needing some sort of transition. My cure for the all-day sit-n-get is to break the day up into 20-minute chunks. Some of those chunks may involve some lecture or information sharing, but they never go longer than 20 minutes without some sort of brain break or discussion question to focus thinking. I often have my attendees “Stand-n-talk” to someone across the room about a question or idea. This accomplishes a couple of things:
1. It gets them out of their seat, thus increasing oxygen flow to the brain.
2. It makes them talk with someone that might not know as well, thus helping them expand their thoughts outside of their echo chamber.
Need other ideas on how to break up your professional learning day? You can find some of my favorite brain breaks on this google spreadsheet.
Nightmare #3: Drinking from a firehose
After picking myself off the floor and crawling into bed, I quickly fall back into the dream I was just in. Only now, something is a little different. I appear to be the only person in the room. I’m still strapped to my desk, but now there is a spotlight blaring into my face. I can’t quite make out what or who is behind the spotlight, but I do notice a 60-second countdown timer on the wall and what appears to be a panel of people sitting at a table taking notes.
The timer goes off and a door to my left opens. Someone walks in as a slide lights up on the projector screen. They quickly go through their presentation (about an app or idea, I can’t quite remember) and then proceed to walk off to the right and punch a giant red button.
I hear the squeak of a nob turning and look up just in time to be blasted in the face with a stream of water. As I shake off the water, I notice the timer go off again as another person walks in from the left. They also rapidly go through their presentation as the 60 seconds counts down. Again, after the rapid-fire presenting of non-sensical information, the presenter slaps the red button and I get sprayed by a hose. And then another presenter walks in, followed by another and another and another. Each one does the same thing. They present information quickly and then punch the red button. After what seems to be 50 or 60 of these, I wake up in a cold sweat (and realize I need to go to the bathroom).
Cure: This scenario reminds me of the early days of apps when you would see all sorts of sessions that were “60 apps in 60 minutes”. They are referred to as firehose sessions for a reason. I will admit that one of my more popular session offerings is a “list” session, however I try and do it a little differently by building in some time for attendees to reflect on what I had just covered. Another cure for these rapid-fire sessions besides doing a little less and allowing for reflection, is to differentiate and prepare self-paced challenges ahead of time. I’ve started doing a session on “Google Tips & Tricks” which can admittedly be a misleading title. However, once the session starts, I give all the attendees access to the resources, which include a ton of self-paced challenges. I tell the crowd that there is no way I’m going to rapid-fire through all of these and that I know most people learn best by actually using the tool or strategy. Creating self-paced challenges ahead of time transfers the voice and choice of instruction from the presenter to the attendee. They can self-monitor how much information they are taking in and decide whether or not to crank up the hose.
While these nightmares may seem extreme, my dreams were influenced by real events that I’ve experienced during my 21+ years in education. I do not have cures and solutions for every problem when it comes to professional learning. However, I do think if we begin to be just a little more mindful of our adult learners, we can start to make perceptions and attitudes around professional learning change for the good. One of the biggest compliments I ever get as a professional learning provider is when someone says, “I always look forward to your sessions because I don’t know what to expect but I know I’ll walk away entertained and with something useful.”
I think for providers of professional learning the best way to judge the success of what we provide is a simple math problem. Take the speed of which people are running to your workshop and divide it by the speed of which they are running away from it.
And hopefully don’t make these nightmares a reality.
About a year ago, we decided after much input to open up YouTube Safe Search for students. While there can be a lot of mind-numbing videos about squirrels on jet-skis, there is also a large amount of instructional content on there. Want to learn how to do Photoshop? Or maybe just the right way to carve a turkey? It’s all on there.
Being a 1:1 iPad school district means that anything we enable on the filter side, pretty much goes out to all students since it’s all at their finger tips. It’s taken some time for teachers to adjust to this new student-centered focused on learning versus the teacher as “disseminator of all information” model. One thing we’ve noticed throughout this initiative is that a lecture-based, teacher at the front, method of instruction lends itself to more distraction and less educational use of the devices. As teachers have shifted the knowledge to the students, distraction has decreased and learning with iPads as tools has increased. This may seem like a simple enough switch, but we are asking some of the best and brightest teachers to change everything they have been doing the past 20-25 years successfully. Which brings me to last January and the opening of YouTube.
Ten full minutes after announcing that YouTube would be open for students, I received the following email: (Name omitted)
I knew the sender of this email very well and for the sake of this article we’ll just refer to him as Jim. Being a very accomplished teacher, I realized the worry that Jim had with all the distraction and possible off-task behavior. I had a list of apps that allow some sort of screen-sheltered management. Apps like Nearpod or “Focus” by JAMF allow some form of screen control and embedded lock-down. My gut reaction was to seek out one of these apps as a way to help this him with his teaching. Knowing Jim well though, I decided on a different approach and response:
I made sure to include the all important smiley face on my response so that Jim knew I was being somewhat tongue-in-cheek but also sincere when it came to thinking about shifting the pedagogical practice he was employing. I later regretted not adding the statement that you can also use your “iMouth” to enforce restrictions.
While this was done to spark thinking and hopefully garner a bit of a laugh, the overall message has had some affect, even outside of Jim’s classroom. I mentioned this to some colleagues shortly after this and word spread about the “2Eyes” app. Before I knew it, people were actually sending me messages asking what the 2 Eyes app was because they couldn’t find it in the app store. In fact, Jim even responded with “I know that Carl. In fact, any teacher worth their salt knows that. It’s just that…this is hard! Having all this distraction pulls their attention away from what I’m trying to teach them.”
We ended the email exchange and opted for a face to face conversation, at which point I offered some assistance. While I couldn’t ask him to change his entire pedagogical practice, I made him a promise to work with him on changing some of what he’s currently doing to a more student-centered approach. A month later, Jim invited me into the classroom to watch an interactive lesson using formative assessment and Socrative. While this wasn’t a complete shift to student-driven learning, it was a step in the right direction and helped solve two issues:
1. Students felt much more empowered and more engaged in the class and lesson. When I informally asked them what they thought of this new approach many mentioned it made learning fun again. Some said that normally (even without an iPad), they would just check out and day-dream while the teacher asked the kids questions. Now they felt like they needed to participate to be a part of the class.
2. The teacher also left feeling empowered. Jim was able to walk around the room and send out the questions via the app and watch and listen as kids responded. He was able to instantly show the class data on the screen and have discussion about which points the group did poorly on. He was able to focus his direct instruction on those weaker areas in future lessons.
The moral of this story is that changing in teaching practice doesn’t happen overnight. You can put new devices in the hands of kids, but without some adjustments by the instructors, they are little more than expensive eReaders. I applaud teachers like Jim who have the courage to reach out and admit that this is hard. His original email was a call for help and I could have taken the easy way out by just giving him some screen-controlling app and been on my merry way.
That would have benefitted me in terms of time and energy saved from having to work with him on those changes. It would have benefitted Jim because he could have had a quick fix for teaching the kids. There’s one group though that wouldn’t have benefitted, those students in Jim’s class. They are the reason we are all here and sometimes it means taking the more difficult road if it’s for the betterment of learning.
If you are a teacher or administrator reading this, you will experience this exact scenario if you haven’t already when it comes to a “mobile device initiative” or BYOD. While it may seem like that easiest answer is the best answer, take a moment to think to yourself and ask the question: Is this beneficial to student learning?