The Teacher's Guide to Copying Bliss

The life of the copy machine is very busy. Spelling lists, Science Fair rubrics, volunteer forms, students' work/reports, parent reminders, address labels...the list goes on and on. Amidst the copying hub-bub there is one problem for teachers bigger than paper jams and low toner; the risks and hurtfulness of copyright law infringement and abuse.

Copyright laws are a fair set rules protecting the creators of music and literature by giving them the sole credit and compensation of their work. The specifics of these laws are laid out in detail, but most of us do not research these laws in our spare time. However, taking a look at these laws can be hair raising for the educator who busily lives in the world of 'copy' and 'paste' and copy and staple.

One of the articles I read was especially enlightening in regards to the "Fair Use Law"--the one copyright law that we as teachers have leaned upon as our means to wiggle around the multitudinous others. While this law allows teachers the grace of using copyrighted materials without permission in an educational setting, it does not permit stealing. Over-copying is one source of violating this law. Ask yourself this question, "Is the amount copied a fair portion, or does it take away potential market for and/or compensation of the copyrighted work?"

Unsure if you are abiding by the laws? Get knowleadgeable about the types of work you typically copy (especially in quantity and high frequency). Gain wisdom on the laws first and the portion of usage that is legal. Still unsure? Ask for permission from the owner of the material.

Quick Fix Wisdom on Copyright Laws:
I found a very helpful website in class this week called Copyright and Schools. I recommend this user friendly site as a quick way to find information on a specific use of a work. Visit them at http://www.copyrightandschools.org/#

Learn and Get Credit Wisdom:
Upper Columbia Conference is advertising a free 5-hour course on the legal responsibilities of church and school leaders. Participants will receive a training certificate and 0.5 CEU credits. Sign-up at https://l.uccsda.org/ALC-copyright2018

Free Webinar--"Educating Students and Parents About Privacy and Technology Overuse"

Please consider signing up for this free webinar, August 13, 2018, where you will receive training and free curriculum to use in educating students and parents about protecting privacy while using technology.

Visit https://www.commonsense.org/education/webinars

Game on the Brain in the Classroom

It's more than the look on their faces that get educators contemplating game based learning in the classroom. It is about the abilities people of all ages seem to possess when they are engaged. 
When a person is engaged in a task they are ready to try, even if it means a few failures along the way, they often stick with it until the end.

The recipe for an engaging game includes the ingredients of fun, interactive decision making, instant feedback, encouragement, and incremental challenges. This recipe seems to gratify the human will to keep trying despite difficulties because they feel happy.

Many educators now view "Gamification" and "Gameful Learning" as huge assets in the classroom. Gamification is "the use of game based mechanics, aesthetics and game-thinking to engage people, motivate action, promote learning, and solve problems" (MrWhitbyd, 2016). Teachers may use a game-like points or award system with rubrics and badges to give students that feel of accomplishment, feedback, and encouragement through failure just as they would in gaming.

Gameful Learning is a similar approach that uses game elements to create a learning environment for accomplishing non-gaming tasks.
When considering either of these approaches in my classroom I must carefully analyze the purpose of creating such an environment. There are some schools who have piloted an entire gaming curriculum. Other classrooms use educational games to enhance their lessons and provide extra practice. Still others use the games based approach to get kids motivated about coming to class and staying on-task.

As a believer in a loving God who created the mind, body, and soul of each being in this world, I take wisdom found in Philippians 4:8 (NIV) for guidance in all of my curriculum and resources in the classroom.

Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.

Students need to spend quality time in the study of God and the world and relationships He has designed. Some of this can be taught through certain game elements.
So I am looking for games and game-like concepts for my classroom that create an environment of

• Collaborative (Listen to and help classmates. It's not just about getting points and badges)
• Critical Thinking (Is this right, pure, lovely?)
• Creativity Boosting (I am created in the image of God to be creative like Him)
• Communicative (motivates through constructive feedback)

References:

Bible, New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide.

MrWhitbyd, (2016, April 20). Gamification in Education. [Video file]. Retrieved from https://www.youtube.com/watch?v=nYnbapB5Yl8

Flips, Somersaults, and Rethinking How I Teach (The Flipped Classroom)

Today I am spending some time on the topic of the "Flipped Classroom". What is it? What are the beginning steps to implementing this model? Pros and Cons: What do teachers, parents, and students like, or dislike, about this model?

What is a Flipped Classroom?

Traditionally students receive direct instruction and assignments from the teacher. The instruction time takes up the majority of class time. This has caused many educators to be increasingly aware of the fact that they are usually reaching the average students, not the low or high achieving, because there is not enough time to differentiate. In looking for a better model, teachers have discovered a way to reverse the instruction vs. learning time by using short instructional videos that students watch before class. 

Watch this video by Molly Schroeder, posted by Common Sense Education, to gain insights into 

• What flipped learning is.

• Different ways to flip, including in-class flipping.

• How a flipped classroom is like cloning yourself for students.

• Why creating engaging videos is important.

• How to get started!

Pros and Cons: What Teachers, Parents, and Students Say

Teacher Perspective: While the students might not be hanging from the ceiling, the teacher needs to carefully examine the pros and cons of flipped learning and use this model as it is appropriate for the age, abilities, and technology resources of his/her class.

+Pros+

• Direct instruction before class
• Technology
• Individualized learning

-Cons-

• Not everyone learns best by screen
• Increased workload to prepare/select videos
• Videos must use a variety of problem solving approaches like face-to-face instruction
• Not enough technology for every student
• Increases students' overall daily screen time

Student Perspective: This model depends on active student preparation. However, some teachers find one of the biggest roadblocks to be the students’ disengagement in the out-of-class instruction.

+Pros+

• Learn at my own pace
• Catch-up work is easier
• Can pause/rewind to learn challenging concepts
• More class time with the teacher

-Cons-

• Some videos are boring or poor quality
• Everyone has homework 
• Hard to get screen time to watch my assignment

Parent Perspective: This model allows my student to complete homework without my help, especially with concepts in math that I don't know how to do. 

In looking at these pros and cons, the goal of a flipped classroom is not to overwhelm students with fancy flips, somersaults, and video overload but to reflectively choose ways of using technology to free up class time for inquiry, problem solving, tutoring, and project-based learning. I believe that is a model that all educators should consider!

Digital Storytelling in the Elementary Classroom

This week I have been on a grand learning experience into the world of digital storytelling. Storytelling at its finest is as old as time and composes the threads that bind the fabric of our lives. Stories travel deep into our souls.  The Bible is full of stories that are bigger than the characters and broader than the events. When we read them we are drawn into a connecting relationship to the loving God and creator of the universe. Through the most amazing story of all time we are told of a God who loves us so much that He has given us the free-will to tell our own stories even though it cost Him His beloved Son, Jesus.

Jesus came to this earth to live out the story of God's love and He was an avid storyteller. Crowds flocked to Him. For what? What is it that draws our hearts into a good story? How is it that we are able to experience sadness when the storyteller tells us something sad? Or complete happiness when the hero saves the day?

Stories have power to make us feel. They have power to change our thinking and our choices. Companies know this. In today's digital world we are bombarded with advertisements that last only a few seconds, yet in those few seconds our senses take in images, music, and dialogue that is masterfully woven to grab our emotions.

Stories are more than powerful. They are also enjoyable. Ever since I was small I loved to be read to and when Grandma came to visit I begged her to "tell me another story, please!". Some of my earliest memories of great storytellers were missionaries. Eric B. Hare and Josephine Cunnington Edwards were both excellent authors and master storytellers. Their works had power over my young mind. At a young age I wanted to become a missionary where I knew there was excitement, adventure, and miracles.

But books of history, biography, adventure, and mystery are gathering more and more dust in the libraries. CDs and DVDs have joined them and yet the desire for stories is still alive. Twenty-first century students love stories and stories must be kept alive to continue the rich fabric of our existence.

This is where I am gathering courage. It is time for me to learn how to expand my skills and learn how to enhance learning and connecting in the classroom through modern forms of storytelling. A Power-Point presentation is much more appealing with audio and video. The shy storyteller who would never be comfortable in front of the class, can openly express themselves when recording their audio privately. All students develop a better sense of identity and voice through storytelling.

These video clips are for beginners like me who need just a little bit of encouragement and some good coaching to get these stories rolling!

A, B, 4Cs--Why is there an elephant in the room?

Collaboration, Creativity, Critical Thinking, and Communication are the popular buzzwords in today’s education arena. When you look closely at the positive attributes of these traits/skills each one seems amazing all on its own with virtues I would want for each of my students. This week I have read many articles examining the depth of each trait, but the one that intrigues me the most is collaboration.

Maybe I am intrigued because it seems to be one of the most modern and novel traits. Maybe I am intrigued because the idea of it brings up such “mixed” mental images in my mind of group projects that did not go so well. These images make me smile and groan simultaneously.

The Memories
I was a senior in high school. The class was Advanced Biology and the task was a group “A” project. Creativity, collaboration, and communication were definitely going to be assessed for the grade by the teacher and our peers. My best friend and I teamed up. This was going to be fun! We set to work thinking of biology topics and presentation ideas.

In a short time we were joined by a classmate who needed a group. We gave him permission to join us and eagerly asked for his input and ideas. He had NONE (at least no ideas that are memorable after nearly 20 years!) What was memorable was that created and performed an awesome song about Blue Whales. Also memorable was the fact that we received very little creativity or industry from our 3rd partner.

The most memorable event, however, was our 10 year reunion. The same gentleman came up to me, hugged me, and apologized for not “doing his part”. Come to find out, his conscience had not let him forget that he hadn’t deserved that particular “A” in Advanced Biology.

Fast forward to an online MA of Education course. Every class included a group project. The catch? Each of the students lived in different states around the U.S. This was my first experience with on-line learning and I did not understand, or want to understand, the purpose of such an illogical task. Once again my grade would hang on the abilities, or lack thereof, of other students (who happened to be other very busy teachers). Each of us was given a specific portion of research and writing. These pieces were smooshed together and turned-in online as “one report”.

At its best some groups had members who did communicated through texts or threads, the assignment felt organized, this arrangement gave me an “A” and I got to see some good research writing done by other teachers. At its worst some teachers submitted such poor writing that I was embarrassed and concerned for our grade. One teacher never submitted her portion and the group submitted our pieces without hers.

The Need
Yet even with this mixed bag of experiences in group projects, I see the great value in teaching my students how to come alongside other learners to expand their understanding and create something bigger than themselves. I believe this is a fundamental virtue of a follower of Jesus Christ who drew all manner of people to himself in order to serve, heal, teach, and create something great--a loving person. He wants His children to also serve others with compassion and empathy, using our individual strengths to build a team who are creative and truth filled doers. Doers of good. This is the C I want to challenge myself and my students with this year-to push our work to a higher level.

The Challenge
Collaboration uses communication, creativity, and critical thinking. In fact, I believe the other C’s drive the collaboration “bus” so to speak. However, this skill does not develop instinctively. It is not born into us naturally, nor can a group project make students into good collaborators. According to an article in Education Week,

"The elephant in the room when you have students work in groups is, if you don't explicitly teach them how to collaborate, they are not going to do it. If you just put them in groups and give them a task, that's not enough," Kelly said. (Sparks, 2017, May 16).

To gain some insights into How to teach students this skill and let the large pachyderm out of the room, I have included these helpful articles.

Sparks, S. (2017, May 16). Children Must Be Taught to Collaborate, Studies Say. Education Week. Vol. 36, 31, 8. Retrieved from https://www.edweek.org/ew/articles/2017/05/17/children-must-be-taught-to-collaborate-studies.html

Cornell University Center for Teaching Innovation (2012, October, 19). Collaborative Learning: Group Work. Retrieved from https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborative-learning.html

Threat or Musical Chairs? Today's Jobs with Our Role as Educators

Many people fear losing the jobs of today with the increasing automation of technology. What is the proper role of educators and students in this modern age? Is there a threat to our creativity and freedom of choice? This video creates a positive outlook for the future with an expansive view of education as a process that boosts lifelong learning.

*This video clip has been embedded for the purpose of showing how videos can be altered to appropriate length with no portrayal of "suggested videos" afterwards. Embedded videos are appropriate for use in bloggs, slide shows, and other classroom presentations.

Abilities and Attributes of 21st Century Christian Schools

Today’s society moves at a seemingly faster pace every day. ‘Keeping up with the Joneses’ is now ‘Keeping up with the Kardashians’. “Snail mail” and Gmail are out, but Facebook and YouTube are ‘in’. And what about education? Cutting and pasting may not bring up the image of a student with scissors and glue in this digital age anymore. So what skills and abilities do students need to face the future?

In a recent video, (Soule, H. (2016, July 12). Introduction to 21st Century Learning with Helen Soule. [Video file]) Helen described a change in the learning framework that is necessary to meet the needs of students who are eager to have an active voice in the learning process. Today’s students are engaged in their own learning outcomes. The P21 framework reinforces this teacher/student relationship by providing creativity, critical thinking, communication and collaboration.  

I believe these 4Cs are a crucial component for our schools across the country and relate perfectly with the Christ-centered education model as well. However, these 4Cs are not enough to prepare students to survive and thrive in an increasingly computerized world. Students who leave high school with the basic intelligence equivalent to 7th or 8th grade literacy and mathematics, prepared only for routine work, will face competition from intelligent machines and automated systems.

In the article Educating for a Digital Future: Notes on Curriculum, Marc Tucker explains that half or more of our high schoolers are leaving school with only the level of skills required for work that is headed into mass extinction. Artificial intelligence is on the rise and has already automated many clerical, mining, manufacturing, and construction jobs. When a large portion of the jobs we were so accustomed to no longer exist, how do we prepare our students?

When the menial jobs are done by automation, there will still be work inventing and managing machines, as well as work that machines cannot do well. According to Tucker

“And finally, for such people, their contribution is defined by the distinctly human, the things that increasingly capable intelligent agents still cannot do: the sudden insight, the warm greeting, the act of kindness, the intuitive grasp of the other person’s outlook, the truly creative flourish, the courageous leap, the human bond, the sheer determination, the pride in a job really well done, the creation and development of a team that goes from success to success.

As educators, we are challenged to prepare students for work that has not even fully materialized yet. But we do not need to fear the future or the challenges for our students. There is a knowledge and wisdom that is always fresh and increases intelligence. It is found in the source of life and truth. Students who are engaged in their own learning and participate in the 4Cs must also be given an understanding of ‘How’ and ‘Why’ things work. Beyond basic literacy and math function, students need a curriculum that allows them to learn the big ideas and concepts behind the core subjects being taught. Is there a better source for these concepts than the Maker and Designer of the world?