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My Professional Learning Nightmare
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.”
or
“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?
What I looked like following this meeting
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.
Ready to drink from a fire hose?
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.
Creating Time for Your Inner-Genius
I had a major problem in my last year as a first grade teacher. I had been teaching for several years and the students were so far ahead with two months to go that I had to figure out what to do with them. The year before, I decided to give them a head start on second grade curriculum thinking they would lose some during the summer break. I discovered that this was a major no-no and akin to taking a teacher’s personal parking space. Following a pretty good tongue-lashing by the second grade teachers, I was entering April with a choice, do I do it again? Or do I figure out something else to do for our final 2 months together?
One thing that always bothered me as a teacher was the curriculum. The school I was teaching at and the team I was teaching with would rarely stray from it. The Teacher’s Edition was like a Holy Bible for a newer teacher as it provided the scope, sequence and pacing of delivery of content. There was one MAJOR problem with this….it didn’t take into account the kids. I was forcing them to learn math through fake story problems involving trains moving in opposite directions and learn history of whatever the textbook or standard dictated and never any more than that.
So with almost all the first grade content covered and a couple months of school left, I decided to consult the most important people in the school about what to do with the time….the students. I asked them what they wanted to learn about for the remainder of our time together. I had hoped for maybe one or two ideas but instead I got 22 different ideas for 22 different kids. It makes sense when you think about it. They each are unique and have different passions, so why wouldn’t they come up with things they are interested in? The choices ranged from tornadoes to the actress Rachel Weisz (yes, a little boy named Sean was obsessed with her).
After gathering their list of ideas I presented them with a challenge – tie in all the core areas of curriculum – writing, science, reading, math and social studies into their passion and present a final project the represents all of these areas. While the school day was still fairly structured with centers and finishing up the final pieces of first grade curriculum, I started giving them an hour or more each day to work on their “passion project”.
I didn’t know it at the time, but this is exactly the way companies like Google work with their 20% time. It’s also the basis behind the concept of “Genius hour” in schools. Spend the majority of your time working on the “work” but then carve out pockets of time to explore your passions and inner genius. I’ve also heard it referred to as “Interest-based Learning.” Whatever you want to call it, I stumbled into it my last year of teaching and immediately had regret. Not regret for doing it, but regret for not doing it sooner.
The content of our COWs – Apple’s iBook
The classroom bubbled with energy whenever the students had time to work on their projects. With only 4 computers in the room (do you remember Compaq computers?), they had limited research time and time to create. I ended up locating the one COW (Computers on Wheels) at the time which was full of a dozen pearl-white Apple iBooks (image left). I told the rest of the school that I would be the computer “farmer” in charge of the COW until the end of the year as my kids were using it heavily to wrap up their projects.
The amount of creativity energy flowing out of room 52 that year was breath-taking. During the last week of school, each of the students presented their passion project. I invited their parents in to see the final outcomes. Mary’s project on horses involved a history of horse migration to North America, an original poem on horses, and even math story problems on horses (“If two horses leave a barn at the same time heading in opposite directions…”). Every student rose to the challenge and while it was hard for some to tie in the core content areas (Rachel Weisz was particularly challenging), they each accomplished the goals on the rubric.
So how do we make the time in schools for students to follow their inner-genius or passion? Some schools create Genius Hour time one day a week or one class period a week. Others, like one of our elementary campuses, creates something called “Enrichment Clusters” (based on the work of Joseph Renzulli) where not only do the students get to explore their passions, but the teachers get to teach their passions as well. Courses range from coding to yoga to golf in these clusters where students learn and ultimately present their project at the end of a 9-week time period.
As the students in my class wrapped up their projects that year, I felt extremely rewarded for making the choice I had for our time together those final weeks.They had the time to explore their inner-genius and had rewarded me by showing their learning. Thusly, I wanted to reward them for taking on this idea with such fervor. I tried to find some sort of trinket or object for each of them associated with their project. The boy who’s passion was Harry Potter got a stuff-three headed dog named Fluffy. The girl who was passionate about surfing got a charm bracelet full of different surf boards.
Oh, and in case you are wondering what happened with the student who created the Rachel Weisz project, I decided to reach out to the actress’ handlers but didn’t get a response. I ended up asking Sean to present on the last day just in case she decided to send a note or something. On the last day of school, his reward arrived:
It’s amazing what students can accomplish if you give them some voice and some choice. As a teacher, we need to figure out how to make this time for our students. We all have an inner-genius, we just need the time to explore it.
How Mobile-Friendly is Your Classroom?
For generations, the main areas of learning in the classroom have been the same. Reading, Writing, Math, Science, and Social Studies. These “core” subject areas of curriculum have been a focus of American learners since the mid-20th century. These subject areas were thought to be the essential curriculum necessary to prepare the youth for success in college and the workplace. The manner in which these subject areas were taught mirrored the factory model method in which they were delivered. Content was passed back, row-by-row, as students repeated tasks and built skills over time.
While both traditional teaching styles and core subject areas have been slow to change to the modern world, the new area of mobile devices in classrooms is disrupting all of our previous ideologies around these sacred pillars of education. Repetitive tasks can now be gamified into forms that create critical thinking. Fact-based content can now easily be searched, opening up time to work on association and application of that information. Science and Math have given way to STEM. Reading and writing are now being embedded throughout the curriculum in a more project-based approach.
As these changes collide in a classroom that now welcome mobile devices, the modern teacher needs to think about how this affects change in their classroom in multiple areas. In Book #4 of the Mobile Learning Mindset, I represent this transition in a concept I call the Mobile Learning Quadrant (MLQ).
The four areas of the MLQ are Content, Space, Interaction and Time. Here’s a brief overview of how these four quadrants can change in a mobile learning environment:
Content
While much of the content in education is still based on the core subject areas (driven mostly by traditionalism and standardized testing), it now begins to take on a much more interactive form with mobile devices. Initial iterations of content on mobile devices meant glorified PDFs in the form of online textbooks. Still, at the beginning, mobile learning meant consuming content on a screen rather than in a book. In the new mobile learning environment, content must shift from consumption to creation. Rather than reading the textbook online, students can create their own textbook to demonstrate learning.
Space
The days of having desks in rows are over. It’s time to write an obituary to the student desk. Obviously the word “mobile” applies to much more than just devices. However, in many classrooms this isn’t the case. Devices are distributed to engage learners, yet really all they do is replace their paper notebook as students sit in rows and take notes on their Chromebooks. The mobile learning environment should contain flexible spaces that encourage interaction and collaboration with others in the room and online. It doesn’t always have to be an expensive new modern chair either. Many teachers are hacking their spaces with bean bag chairs, exercise balls and pub tables. Learning doesn’t even have to be contained within the classroom walls anymore. Teachers assessing their space in the MLQ should determine how much of their students’ time is spent in static spaces versus dynamic ones.
A sneak peak at our new Incubator room at Westlake High School. Purposeful and mobile furniture.
Interaction
With more flexible space comes more meaningful interaction amongst students. When I took part in the #Student4aDay Challenge, in the classrooms where the space was static, there was little to know interaction between student to student. In fact, most of the interaction was uni-directional (teacher to student). However, in the classrooms with more flexible space and student created content, interaction becomes much more collaborative in nature rather than isolated.
Time
All of the above quadrants can still happen without technology or mobile devices. While mobile devices make them all much more possible and dynamic, much of it depends on how the teacher integrates them. The ability to shift learning from a set-time every day to more on-demand can only happen with technology. Remember only a couple of decades ago when in order to watch the next great episode of the Facts of Life, it meant that you had to sit in front of the television at 7:30 on Thursday night? If you missed it, you missed it. In our schools you could apply that same rule to the class schedule. If you are the type of person that learns math best in the afternoon but have to take math at 9:30 in the morning, you also “miss” it. Now with flipped classrooms and blended learning in a mobile environment, we can “bend” time to make the necessary content much more available on demand.
Infusing mobile learning into a classroom where students consume content in isolation in a desk at a set time of day is a waste in some ways. Creating flexible spaces that encourage collaboration to create content and an environment where learning can happen 24/7 is truly a thing to behold. Leveraging the MLQ in this way can really begin to move the needle when it comes to efficiency of learning with mobile devices.
Now, if we can just do something about those standardized tests…
My infographic on the Mobile Learning Quadrant (MLQ)
Editor’s note: This post is based on the book series Mobile Learning Mindset. This 6-book series explores how each key stakeholder can best support a mobile learning initiative. The first two books are already out and can be purchased here. Books 3 (focused on coaches and professional learning) and book 4 (focused on the teacher and classroom environment) are set to be published at the end of September.
9 Tips To Getting the Most Out of a Conference
Having just wrapped up a successful iPadpalooza and seeing all the chatter around ISTE 2014 online, I wondered: what makes a memorable and meaningful conference experience?
At iPadpalooza, we had 98.4% of people tell us they would come back to our event next year. Rather than being happy about that number, I focused on what the 1.6% didn’t like. Was the live music too loud? Were the speakers or presentations not what the attendee expected?
I used to be guilty of attending conferences and passively waiting for information or presentations to amaze me. I’d leave disappointed and wonder what attending these conferences would mean for me in the future. However, all of that changed when I started taking a more proactive approach to my conference experience. Here are a few steps to help anyone attending either their 1st or 50th event.
Prior to the Event
Me on stage before the closing event at iPadpalooza
Laying a good foundation of prep work prior to attending a conference on the scale of ISTE or the variety of something like iPadpalooza can make huge a difference.
1. Find Some People to Follow – This doesn’t mean cyber-stalk or physically tail someone during the event. Rather, look at the big name speakers or presenters and start to follow their work on social media. This will give you a flavor of their presentation-style and may indicate what kind of content they might offer during their sessions.
2. Identify sessions ahead of time – Looking at the program guide for the first time at the registration booth puts you at a disadvantage. Most events (especially Ed Tech ones) post their session titles and descriptions well in advance. Take that opportunity to do some early research on topics that interest you and areas that you want to improve upon professionally. Additionally as popular sessions can fill up quickly, always have a back-up plan.
3. Plan on giving yourself time between sessions – George Couros blogged about a conference in Australia that left 30 minutes in between sessions. While that’s a great way to have time in your schedule, most events only allow for 15 minutes or so. When planning out your days, be sure to leave a couple of longer breaks throughout the day. This extra time will allow you to reflect on a session or connect with colleagues and maybe actually have a professional lunch that is longer than 30 minutes.
During The Event
4. Don’t sit in sessions you don’t want to be in – EdCamps have mastered this strategy by the “voting with your feet” way that they run their events. If you are “stuck” in a 2-hour workshop on the theory of how Disney’s Frozen can be applied to advanced Physics, you either didn’t research the workshop well enough or the description was completely off (First clue – it was called “Let it Go: Why Liquid Nitrogen is the Bomb”) Don’t be afraid to walk out to your back-up session. If that one is full, find a quiet place where you can observe and follow the conference hashtag. At least that way you might pick up on some great things shared at other sessions.
5. Meet somebody new and connect – The easy way to do this is to have some virtual introductions via social media before-hand and then approach them when you see them in person (assuming their social media avatar looks like them). The more challenging, and sometimes more interesting way to do this, would be to find an attendee sitting by themselves and just introduce yourself. You never know how their story may help inspire you in the long run and vice-versa.
6. Capture your thoughts and reflect daily – I like to blog about the things that I have learned at conferences. This isn’t so much to share with others as it is for me to identify the things that I found valuable in my learning each day. Not a blogger? Use a tool like Storify to capture bits and pieces of a hashtag and make your own recap with others’ social media posts.
After The Event
7. Go back and share what you learned – As teachers, we know that our students learn by doing. Therefore, take what you learned and teach someone else. The blog that I mentioned in step #6 is a great way to share what you learned. For the slightly more daring, ask to have some time at an upcoming faculty meeting to give your 5-minute Ignite-type talk about highlights of your learning to the whole staff.
8. Follow-up with attendees and presenters online – Now that you’ve made some connections with new people from the event, be sure to send a message in the weeks afterwards to strengthen that connection.
9. Blackmail yourself – Learning new and inspiring ideas at an event can be great momentum going into the beginning of the school year. However, often weeks or months pass before you even get the motivation to apply something you’ve learned and by then you are too tired with the day-to-day of school life. Rather than blow it off, blackmail yourself. Outwardly tell colleagues (online or in person) that you are going to try a new concept that you learned. Then, set a time when you are actually going to try it and publicize this as well. I like to send myself an email in the future using futureme.org or the like. Setting up that email immediately after the event ends and can immediately reignite you months later.
These steps or tips are not fool-proof, and they do require a bit of heavy lifting on the part of the normally passive conference attendee. But, if you apply some – or all of these steps – you’ll find yourself not only enjoying conferences more but also sharing that joy with other colleagues and students down the road.
Kevin Honeycutt rocking the closing of iPadpalooza
