Why I'm Un-Friending Facebook

I would not consider myself to be a Facebook addict; I check it once or twice a day mainly to see what acquaintances have been up to. My close friends are close enough where I see or speak with them often enough to stay caught up.

However, I'm growing more annoyed with the posts my acquaintances leave on my timeline - don't get me wrong, I'm all for posting what you want, or what you believe, or whatever you want...but today I'm quitting Facebook because:

• I can't remember what I had for breakfast, and I really don't care what you had, nor do I need to see a photo of it
• I'm happy you found your miracle diet pill, power shake, workout ritual, voodoo or whatever - but leaving 25 posts a day saying it's the best thing EVER un-motivates me from ever trying it
• I completely agree with your right to be pro-gun or anti-gun, pro-choice or pro-life, Republican or Democrat or whatever...but anyone who knows me realizes I've already made up my mind and I'm not changing regardless of how many posts you flood Facebook with
• Inspirational quotes about mothers, daughters, kittens or unicorns with instructions to 'Like' if I agree, or was impacted by the quote, or can relate to the quote make me throw up in my mouth a little...
• Although one in about a hundred of the old time photos with modern quips are mildly amusing, the rest are wastes of cyberspace
• Lastly, I don;t want to play LotsOSlots, PopSong, BallBreaker or any other time-wasting game, and I sure as hell don't care that you played and who you beat or lost to...

So, I've started to un-friend anyone who has posted something that falls into the categories above...

Gone are the "posts too many photos" people...

          deleted are the "my 9.5 hour workout today was so refreshing" posters...

                    wiped clean the "agree with my viewpoint or you're an idiot" contacts...

Wow...my number of 'friends' has really gone down...

Whew...lots of acquaintances, friends and relatives were taken out there. Hmmm...now I'm down 13 'friends,' none of whom I've actually met in person...

Worst of all, now what I going to skim through when I'm eating my biscuits and gravy and thinking of all the people I should send a picture of my breakfast to?

Flipped Classroom "what they think I do" meme

My first attempt at one of those "What They Think I Do" memes -

Click to enlarge

El Diablo's Advocate

So my New Year's Resolution to write more blog posts needed a month's worth of simmering before it was ready...I'll still try to squeeze 12 months of writing into the next 11...

So my EdTech thought this week is in regards to students consuming educational content outside the classroom. Since I got back in this industry, I've read all about flipped classrooms where teachers record and post videos and content on a web page for students to consume after-hours. Kahn Academy has rised to prominence with the wealth of video content they offer for this purpose. Then I've read about the various blended learning models, where students are tasked with more collaborative assignments focused on 21st Century learning skills. All these models rely on technology to enable students to view/consume the content and collaborate in groups to create, organize and present their work. And the technology enables teachers to be available after school hours to answer questions and guide students' work.

None of this is new, I know...but here's where I need more insight. How many teachers - who are underpaid for the work they already do - will want to add more hours to their week and host "office hours"? Probably not the right question - most teachers I know are passionate enough about helping their students that they would do this...but I guess my overriding question is just because technology gives us the ability to connect, collaborate and work 24/7, who wants to do that? Do we truly expect a high school teacher to be engaging for a full school day, complete their prep work, grade homework and now be available at 7:30 pm a few nights a week to answer student questions on the group assignment?

Wondering what teachers think about this? Just because we can do something, does it mean we should?

8 Head-Slapping Facts about “Flipped Classrooms”

A summarized collection of facts and topics around the "Flipped Classroom" topic sweeping across the education industry (paraphrased from sources noted after each):

1.    The concept of a Flipped Classroom is a very basic, yet revolutionary concept. Learning of the subject and acquiring knowledge is done by the student with the guidance of the instructor.

(TeacherCast.net)

2.    “…if significant learning opportunities are capitalized on during class time, this could truly change learning and solve the problem, at least temporarily, of engaging students with material outside of the classroom.”

(Center for Excellence in Teaching and Learning)

3.    Students view online lectures for homework, freeing precious class-time for tackling difficult problems, researching, collaborating and creating. “Classrooms become laboratories or studios, and yet content delivery is preserved.”

(Jonathan Martin: http://www.connectedprincipals.com/archives/3367)

4.    There is no one ‘Flipped Classroom’ model; the term has connotations that do not adequately describe educational uses of online video technology.

(The Daily Riff)

5.    There are both advantages and disadvantages to the ‘Flipped Classroom’ model. While there are emerging success stories, concerns grow that lower-income students don't have reliable Internet or computer access outside of school.

(USA Today)

6.    Success stories come from engaging and animated teachers; questions arise if this method can be as effective if a less than entertaining (read: boring) teacher creates similar videos for students to view.

(Center for Excellence in Teaching and Learning)

7.    Over half of ASCD Smartbrief survey respondents have tried the ‘flipped classroom” model:

8.    Flipping the classroom places the accountability on students for their education; in this environment students gravitate toward collaboration.

“Collaboration represents a virtue in the online world. Rather than working one-on-one, technology enables students to collaborate with one another and work with a range of interactive, instructional resources. This can include teachers, parents, peer tutors, volunteers, and other interested individuals. Turning education into a social event with regular feedback and challenging assignments helps to spur student achievement.”

(Brookings Report ‘Using Technology to Personalize Learning and Assess Students in Real-Time,’ Darrell M. West; October 2011)

What facts have you found recently around teachers flipping their classrooms?

Common Threads in PBL, Blended Learning and Emerging Instructional Models

It doesn't take long to read through an educational publication or article before you run into the terms "blended" or "hybrid" learning, "21st Century Skills" development or "project-based learning." I don't need to expound on the emerging trend to shift towards a deeper and more engaging curriculum to promote authentic learning. But it is interesting to find common elements associated with a trend.

As is generally the case with a new trend, there is not necessarily disagreement that the trend is happening; but there is debate as to how quickly the trend is being adopted. Some articles would have you believe these educational models are spreading like wildfire; others will tell you they are still experiemental and years away from mainstream adoption. The truth, as it usually does, ies somewhere inbetween.

And with most trends, we find there are new terms to add to our lexicon; which, as far as I can tell, have been commonly defined as:

• 21st Century Skills: Higher-order skills required for workforce readiness, including collaboration, communication and critical thinking. (21st Century Skills Infographic) 
• Authentic Learning: "Typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary." (Educause White Paper)
• Blended Learning: Integration of digitally-delivered instruction with conventional brick-and-mortar classroom activity; also may be called "hybrid" or "flipped classroom" programs.
• Project-Based Learning: "An extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills." (Buck Institute for Education)

Regardless of the type of emerging instructional model districts and schools are exploring, there are some critical, elements common to them all. These elements are communication and collaboration - vital for success in our workplaces and emerging as common elements in our classrooms as well.

When I was in school, the teacher refrain was "eyes on your own paper; do your own work!" The most interesting transformation occurring in these new models is the movement away from students "doing their own work" to students working in groups, sharing information, transfering knowledge and working together to solve a common problem. Technology may be the catalyst driving the collaboration and communication between students and with instructors. Technology may also be extending the lessons and collaboration beyond the school day.

We all know change is never easy; but we've also heard every reason why change is inevitable and in the long run, beneficial. So what are the biggest challenges teachers, schools and districts are facing when trying to transform their classrooms from "traditional" to "collaborative?"

In talking with educators, I've learned that the barriers may not lie with the faculty or administration - it may be student attitudes that collaborative, project-based learning is more difficult and they tend to gravitate to a more conventional method of teaching an learning.

I'm curious to find other perspectives - what are the real challenges and roadblocks to "flipping classrooms" and integrating more relevant, real-world practices in our students' learning experience? What is standing in your way? Or better yet - what was standing in your way, and how did you overcome it?