The educational themes of Flipped Learning and Challenge Based Learning are very interesting, indeed. I think they both have important implications for student motivation and learning. Let's start with the flipped model of education. Pre-loading information in order to reduce cognitive load feels like a very important idea for second language learners. Over the years of my teaching I have learned how important it is to "pre-load" information for my second language learners. If I can explain a concept to kids face to face, in colloquial language, as in, (ok, here's what we are going to learn...), prior to a formal, text based lesson presentation, the learning and retention improve. It always seems kids remember what we talk about much more than what we read about. Flipping the curriculum gives students more to talk about. If I were to guess why this model works for second language learners, I would have to refer to pedagogy on second language acquisition. In this area, prior knowledge of the content and context of any given language interaction is vital to language learning. It creates a bolstered language context. MEANINGFUL language interactions sustain themselves on prior knowledge. The front loading of concepts as seen in the flipped model offers this more meaningful and language rich language environment. It's a way to make the classroom a more authentic and familiar environment. Front loading info. makes so much sense because it gives kids the power to actually discuss information in class with their peers, which increases language development. Flipped learning fits in perfectly with the "flipped school" proposal I am promoting through my research. An important part of my action research addresses the increasing amount of time children are spending indoors on screens. If teachers adopt a flipped model, then much of the in home screen time, (I hope), will shift from entertainment to classroom assignments. Since kids are going outdoors less and going on screens more as the studies show, we may as well ask them to use that screen time to complete school assignments. By doing so we will also be helping their language acquisition by front loading language and allowing them to use it in class. CBL also makes a lot of sense. We know how powerful motivation is to learning. If we use real world problem solutions as a focus for learning, motivation is increased. There are many social and environmental problems in the world to solve. Minority students who grow up in poor communities have plenty of problems to solve. Their education should be focused on helping them find solutions to the very real problems that face them. The biggest perceived problem I have encountered in Calistoga has been the lack of outdoor spaces for children to play in and the increasing amount of indoor screen time children are engaged in. I have learned this through conversations with parents during conferences, and through participation in the local Spanish speaking parent committee. This group of parents has identified as their main focus the creation of more outdoor spaces for children in Calistoga. I can see how getting kids involved in this effort could be very motivating, indeed. Last year my students wrote letters to the local school board and town government to ask them for playgrounds, soccer fields, skate parks, etc. This was a start, but more can be done. I'd love for all schools to be more focused on solving the environmental problems we face. I always trusted the "higher-ups" would recognize this and reform our educational system accordingly. After reading Darling-Hammond, I'm starting to have serious doubts that this will happen. The motto "be the change you want to see happen" is having more meaning for me while I study in this program. In my "flipped school" dream, in school kids would be engaged in much more outdoor, environmentally based education, while the indoor screen time happens at home. I'm starting to figure out how to make this work in my own teaching, since it does not seem it will come from any large scale school reform any time soon. One thing getting in the way of this now is the lack of universal home access to Internet and devices.
2 Comments
To measure the potential benefits of digital device integration into outdoor education, I have started to collect data. I observed my students on the NON digital field trip experience, and observed the percent of students who were fully engaged during the nature journaling part (15 minutes) of the trip where they drew pictures inspired from what they saw on the trip. Engagement: 100%! I'm going to guess that they will also be fully engaged when they are able to bring cameras into the field and use them. We'll see. That data will probably not say much, I fear. What I will also do is a student survey where they pick their favorite part of the trip, and say whether they liked the cameras more or the drawing more. Finally, I will compare animal reports done in digital and non digital formats. I will use a rubric to compare outcomes for both reports in terms of depth of information, language usage, etc. I will also observe the students during this time to see if they are more engaged in the digital, Google Slides presentation where they use the photos they took in the field, vs the traditional report where they use the drawings they did in the field.
I have to admit this data collection timeline snuck up on me. I had been planning to use data from an April field trip. Now I will have to do a second, digitally supported trip before holiday break. We will do a walking field trip up Oat Hill Mine Trail. Tomorrow we are starting our first animal reports, to be completed before Thanksgiving break. Wish me luck! “We get the most out of an experience (like reading a book or watching a seminar) when we set an intention before we start or if we have a few clear goals around what we hope to learn.” -Zaretta Hammond
With this quote in mind I started reading the material on Culturally Responsive Teaching, or CRT. My goal was to reflect on how I attempt to do this in my classroom, in order to look for opportunities to improve my practice. If anyone reads this, I’d appreciate feedback/constructive criticism/tips on how I might improve. I try to use culturally responsive strategies in my classroom. I think a few of the methods I use in math, for example, are reflected in Hammond’s ideas.To begin, I try to establish a safe, supportive background context. We talk a lot about growth mindset and how I love it when kids ask questions and make mistakes because it shows they are learning. In our community circles, we build trust and respect so that we all feel safe and willing to say when we don’t get something. To begin math lesson, I first introduce concepts to the kids in my own way, up front, on the board with written visuals. When possible, I use manipulatives and encourage them to do so also. I try to stimulate prior knowledge in culturally sensitive ways that link the math lesson to my students past experiences in school and at home. By presenting things in my own way and not straight from the book in the beginning of the lesson, I find it easier to make sure their attention is focused and to interact with them through questions and answers. From time to time I’ll also find “Brain Pop” videos on YouTube that explain the concepts in different, interesting, and orally and visually stimulating ways. I use name sticks to call on random students, after I give “think, pair, share” time for them to talk to each other about the new concepts. We often use student whiteboards for them to work out problems together and then show their answers. I seat my newcomer students next to friends who can explain the teaching to them in Spanish. Sometimes I give key information in Spanish, which 90% of my students understand. I’m conflicted about this because as a bilingual educator I was taught that you should NEVER translate. They say this makes language learners “turn off” when you teach in the target language and only pay attention when they hear their home language. But in the English only context I’m now teaching in, where newcomers just won’t get math concepts in the L2, I do this. It has lead to many “aha” moments. After the introduction, we go to the lessons in the workbooks. Again, we do a few problems from the book together, collaboratively, in an inclusive, whole group setting. When we transition to small group work, where I let students pick their partners in groups of 2 or 3, I bring the newcomers to my table along with other students who need additional support. The group work is effective because many students learn a lot through interaction with their peers. Sometimes I find that it’s hard to explain to third graders the difference between helping another student and letting them copy the answers. Any tricks out there on how to improve this aspect? Another weak point in my teaching may also be how the instruction and students expressions of their understanding is still primarily centered around the workbooks and on getting the answers right there. I think I could focus more on giving multiple forms for students to express their understanding. Any ideas? Another good practice has been to integrate games whenever possible. What we are doing now to support memorization of multiplication facts are flash cards. In groups of three, students test and teach each other the facts. One student shows the cards, and the other two, or sometimes three, compete to say the fact first. They really love it. Then, on their computers, I ask students to practice math facts on Freckle. They earn coins with which they buy clothes to dress their avatars. This is also motivating to the kids. Early finishers get to do this more often, as this is what I ask them to do if they do not want to help anybody else out when they finish. CRT strategies are also in place school wide. Even though we are an English only school, our school has been hiring Spanish speakers. This helps to increase the cultural responsiveness of our school. 85% of our parents speak Spanish at home. Having teachers who are able to communicate with them is important. While I am not latino, I’ve lived in Spanish speaking countries for a total of eight years, and am married to a Paraguayan. I feel like I understand the points that Zaretta Hammond makes about knowing a culture’s values and social patterns. I am able to build authentic relationships with students and their parents. I get their jokes, their education experiences, (which includes the parent-teacher relationship), their music, and their world outlook. Our school has also been very responsive to our English language learners through intervention classes, after school tutoring, and a class for newcomer students. Ironically, it feels like because several of my students are pulled so often to other classes, when they come back to my class they are lost because they come in mid lesson. Depending on the situation, I’ll sometimes ask them to get onto their computers and do self paced learning on programs such as Lexia, Freckle, or Rosetta Stone. But it’s still disjointed from the core learning we are doing in the class. I just hope that what they are doing in their intervention classes are helping them more than if they were to dive into the core instruction happening in my classroom. I suppose this is the biggest question I have after reading and watching this class’ content. In a twist, the minority students in the class this year are actually the two who do NOT speak Spanish. I had an experience a few years back where one family complained that I was using Spanish in the classroom because it made their daughter feel isolated. Due to this pressure, I stopped using Spanish during instruction time. The parents were highly educated and very involved in the school. Their advocacy for their daughter’s feelings carried a lot of weight, and my administrators suggested I cool it on the Spanish. This made sense since we are, after all, an English curriculum school. Still, it did not feel fair in a way since their daughter was extremely high performing academically and had many social and economic advantages. Just one powerful voice had a big impact on the class’ feel that year. What would you have done? Children are not spending enough time outdoors and it is leading to a wide array of health problems. Richard Louv's book Last Child in the Woods, Saving Our Children from Nature Deficit Disorder is a seminal source of information on this topic. One of the causes of the trend is children's increasing use of screen based media in homes. Students are also increasingly using screen based media in classrooms. A movement is happening in the United States, but also in other countries, to get children back into the outdoors, which is very good for their health. A handful of schools are starting to use the environment as an integrated context for learning. Initial studies are showing that these "EIC" schools have better results on both student health and academic performance on standardized tests. As a part of this effort, the use of technology in the form of cameras and nature apps such as iNaturalist have been shown to increase student motivation and involvement in natural settings. But, as Deborah Chavez stated in her 2009 study Youth Day in Los Angeles: Connecting Youth and Nature with Technology, there is a need for more data. I hope to add to the data that shows how integrating digital devices into outdoor education may be beneficial. In my study, I plan to study how my class of 22 third graders interact with nature and each other on two field trips. On the first, no hand held devices will be used. On the second, students will be allowed to photograph plants, insects, and animals with iPads and/or smartphones. I will measure student engagement on both field trips. Observers will record % of students engaged during different parts of each trip. We will also do two nature reports based on each trip. One will integrate the photos the students take at Pepperwood Preserve, and the other will use their drawings and/or paintings. I will measure the quantity and quality of information and language in these reports as well as record student participation/engagement during their making. I hope to discover if the integration of handheld devices enriches students' experience during outdoor experiences. I also hope to discover if subsequent use of images recorded during the trip improves student motivation and quantity/quality of work in related nature reports. To bolster the global level of the background and need section of my research, I have been reading more and more about the health crisis children are going through due to decreased outdoor, unstructured play time, and increased time spent indoors using screen based media. The articles I read show how this trend is happening all over the world.
What perspectives did the three new research articles offer? In the first research article I read, done by the National Wildlife Federation, it was found that in the United States kids devote only 4-7 minutes a day in unstructured, outdoor play, but seven hours a day in front of electronic media. In this article entitled “Whole Child: Developing Mind, Body, and Spirit through Outdoor Play”, I read again about how childhood obesity has more than doubled in the past several decades. It is up to 17.6 percent of kids between 12 and 19 years old. Also, it is 70% likely that obese children grow up to be obese adults. The health risks linked to obesity include high blood pressure, diabetes, high cholesterol, sleep apnea, asthma, joint pain, fatty liver, and reduced life span. Also, the Center for Disease Control, or CDC found that there are around 5 million kids who are diagnosed with ADHD. The causes of this are not definitively known, but studies have pointed to things ranging from better diagnostics, chemicals in our food, and increased media usage. While not found to be a cure, researchers in Illinois found that outdoor play may be “widely effective” in reducing its symptoms. The prescription of antidepressants for children has risen sharply. In one four year study, researchers found that over the course of their study, antidepressant prescriptions rose 50%. 2 million children are on antidepressants, and the fastest growing segment of users are 0-5 years olds. In this article they talk about national movements going on to try to reverse these trends. In one 2003 study called “Environmental Education, Improving Student Achievement”, researchers compared 77 schools of similar demographics. Half had environmental education programs and the other half did not. The researchers found that found that on standardized tests, the ones with environmental components scored better in math, reading, writing, and listening. A 2004 study on environment based learning found that 400 students grades 9-12 in 11 Florida high schools were studied to measure the effectiveness of the Environment as an Integrated Context for Learning, or EIC model schools. Again, researchers found that on the Achievement Motivation Inventory, Cornell Critical Thinking Test, and the California Measure of Mental Motivation, EIC programs significantly raised score results. Outdoor play increases physical activity and is associated not only with better test scores, but also a variety of health benefits. It’s been shown to stimulate active imaginations, improve teamwork and problem solving skills, and reduce stress levels. It increases compassion and improves social bonds, promotes positive emotional development, improves vision, and increases muscle fitness, bone strength, and vitamin D levels. Then I re-read parts of a 68 page article by the Children and Nature Network, which seems to fill the same role in England as the National Wildlife Federation fills in the United States. This article is called Children and Nature Worldwide: An Exploration of Children’s Experiences of the Outdoors and Nature with Associated Risks and Benefits. The article provides an evidence base for the importance of children’s and youth’s connections with nature. It looks at many different research studies from around the world. It is a treasure trove of information on the subject. The Outdoor Foundation in Boulder, Colorado did a study in 2009 that had the following key findings: 59% of 6-to 24 year-olds participated in outdoor recreation (defined as having taken part in one or more of 40 activities at least once during 2008). Youth participants made up 34% of all outdoor recreation participants. Participation in outdoor recreation was highest among 6-to 12-year-olds at 64%, declined to 61% for 13-to 17-year-olds, and declined further to 54% for 18-to 24-year-olds. Youth participation in outdoor recreation declined since 2006 in all age groups and among both boys and girls. The rate of decline was greatest among 6-to 12-year-old girls (77% in 2006 versus 58% in 2008). More males participated in outdoor recreation than females (56% versus 44%). More Caucasians participated in outdoor recreation than other ethnic populations (79% versus 7.4% for African Americans). Running, bicycling, and freshwater fishing were the most popular outdoor activities among youth. Parents, friends, and family were the strongest influences in getting younger children to participate in outdoor recreation. 46% of youth reported that lack of time and interest kept them from participating in outdoor activities more often. Youth with nearby walking and biking routes participated in more outdoor recreation (21% more for walking routes and 25% more for biking routes). That’s a good snapshot of what was going on in the USA ten years ago. The Outdoor Foundation. (2010). Special report on youth: The next generation of outdoor champions. Boulder. This report is available online at: http://www.outdoorfoundation.org/research.youth.html Another study, done in England, was done by a group called Play England, on their country’s annual Playday in 2010. Play England conducted a literature review, a qualitative study, and an opinion poll related to community-based play. In the literature review, the researcher discusses evidence related to the benefits of community play, children’s use of community spaces, and attitudes towards children’s use of community spaces. The survey consisted of 1,000 adults and 1,000 children aged 7-14. The data highlights of this study are many. They include that compared to the previous generation, children today have fewer friends they can play with in their neighborhood. Adults reported having an average of 14 friends when they were children, compared to an average of just 6 friends for children today. 79% of adults reported that they believe community spirit has declined since they were children. Children’s ability to play outside is limited due to safety concerns. For example, 49% of adults reported that they do not let their children play outside without an adult. The biggest concern for parents was road accidents. 55% of parents reported that they are concerned that their neighbors might get upset if their children make noise outside. Children are often negatively judged by adults. For example, 24% of children reported that they have been scolded for playing ball games in their neighborhood. People are hesitant to get involved with children in the community. For example, 44% of men reported that they would be concerned about approaching a child who needed help because others might think they were trying to abduct the child. People recognize the benefits of children playing outside for their community. For example, 88% of parents reported that they believe that children playing outside helps community members get to know each other. Playday. Playday 2010 opinion poll survey. Gleave, J. (2010). Making it our place: Community views on children's play. Play England.Gleave, J. (2010). Community play: A literature review. Play England. These reports are available online at: http://www.playday.org.uk/playday_campaigns/2010_theme.aspx In a study done in Australia, researchers found that outdoor play has changed dramatically in one generation. In 2011 Planet Ark surveyed 1,000 adults and children ages 14-65 and found the following results: There has been a huge decline in children’s outdoor play. For example, 73% of respondents reported playing outdoors more often than indoors when they were young as compared to only 13% of their children. They also found that 1 in 10 children today play outside once a week or less.The nature of children’s outdoor play has changed. For example, 64% of respondents reported climbing trees when they were children as compared to less than 20% of their children. Respondents believe in the benefits of outdoor play. For example, 93% of respondents agreed that outdoor play helps children develop physical and motor skills. There are a number of barriers (perceived and real) that impact children’s outdoor play. For example, 33% of respondents reported that crime and safety concerns are a barrier to their child’s outdoor play as compared to 9% who reported that crime and safety concerns were a barrier when they were young. Routine opportunities for outdoor play have declined, such as walking or bicycling to school. For example, 75% of respondents reported that they lived close enough to walk or bike to school when they were children, as compared to just 37% of children today. Planet Ark. (2011). Climbing trees: Getting Aussie kids back outdoors. This report is available online at: http://treeday.planetark.org/about/health-benefits.cfm In the United States again, researchers with The Nature Conservancy found that several factors influence children’s connection with nature. In a nationwide poll of 602 children between 13 and 17, they found the following highlights: Children spend a lot of time engaged in electronic media. For example, 88% of children reported using a computer almost every day, while only 11% of children reported visiting a local park or natural area almost every day. Obese children prefer indoor activities more than children who are not obese and are less likely to have had a meaningful experience in nature. 66% of children reported having a meaningful experience in nature. Children who have had a meaningful experience in nature are more likely to prefer spending time outdoors, express concern about environmental issues, consider themselves a strong environmentalist, and express an interest in studying the environment or pursuing an environmental career. Children most often experience nature with friends (79%), followed by parents (46%) and brothers and sisters (44%). Children reported that feelings of discomfort (bugs, heat, etc.), lack of transportation to natural areas, and lack of natural areas near home were the top 3 reasons why they did not spend more time in nature. Children living in the West are most likely to prefer spending time outdoors, while children living in the Northeast are most likely to prefer spending time indoors. 86% of children said that it is “cool” to do things that protect the environment. The Nature Conservancy. (2011). Connecting America's youth to nature. This report is available online at: http://www.nature.org/newsfeatures/kids-in-nature/kids-in-nature-poll.xml In another study done in the United States and Japan, researchers Oliver R.W. Pergams Patricia A. Zaradic found that there has been a downward trend in visits to National Parks in both countries since their peak between the years 1981 and 1991. Visits have been declining on average 1.3% per year. At the time the study was done, that amounted to a 18-25% total drop. This study shows a fundamental shift away from visits to natural areas, with potentially important implications for health, well-being, and conservation. Pergams, O. R. W., & Zaradic, P. A. (2008). Evidence for a fundamental and pervasive shift away from nature-based recreation.Proceedings of the National Academy of Sciences of the United States of America, 105(7), 2295-2300. This study is available online at: http://www.videophilia.org/uploads/PNAScomplete.pdf In a Kaiser Family Foundation study done in the United States, researchers focused on children’s consumption of media. Highlights from this study show: From 2004 to 2009, children’s media use increased substantially. In 2004, children spent an average of almost 6.21 hours with media daily, whereas children in 2009 spent an average of 7.38 hours daily with media. When multitasking is taken into account (time spent using more than one form of media at a time), children in 2009 packed nearly 11 hours of media exposure each day into 7.38 hours, an increase of almost 2.25 hours over 2004 levels. Children in 2009 spent more time with every type of media, except for reading, as compared to 2004. For example, children spent an average of 38 minutes more watching TV a day and 47 minutes more a day with music and other audio than they did in 2004. Mobile and online media has facilitated children’s increasing media use. For example, 66% of children in 2009 had their own cell phone, as compared to 39% in 2004, and 76% had an iPod or other MP3 player, as compared to 18% in 2004. How children use media has also changed. For example, cell phones are no longer used just for talking, they are used for listening to music, playing games, and watching TV. Children who spend more time with media report that they receive lower grades and are more likely to report that they are often sad or unhappy as compared to children who spend less time with media. Media use does not seem to impact children’s physical activity. Children who spend more time with media reported spending similar amounts of time being physically active as children who spend less time with media. Children who have parents that limit their media use (e.g., do not put a TV in their bedroom) spend less time with media.11-to 14-year-old children experience a huge increase in media use as compared to 8-to 10-year-olds. For example, 8-to 10-year-olds spend an average of 5 hours and 29 minutes with media, while 11-to 14-year-olds spend an average of 8 hours and 40 minutes with media. Hispanic and Black children spend more time than White children with media (about 13 hours a day as compared to 8.5 hours a day). Rideout, V. J., Foehr,U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8-to 18-year-olds. Kaiser Family Foundation. This report is available online at: http://www.kff.org/entmedia/entmedia030905pkg.cfm How do they inform your study and methodology? Well, I'm much more convinced now on the importance of integrating tech with outdoor education. The health risks related to children not getting outdoors enough are very, very concerning. I'm increasingly aware that my role as an educator must include providing increasing opportunities for kids to get outdoors and play. While the articles I read this time were not focused on how to integrate tech into this solution, I am more convinced that it does have to be part of the solution. Kids are so familiar with and captivated by technology that we should use it to our advantage in getting kids more healthy. I'm also more willing to conduct surveys with my students and use that data in my research paper. Many of the results from these articles are based on surveys. How do they relate to your driving question? These articles relate to my driving question because they help to provide justification for the kind of study I am involved in. The first article is related to my study because it talks about the success that EIC, (Environment as an Integrated Context of Learning), schools are having success by focusing on the environment and increased outdoor learning. I hope my research bolsters this movement in a very humble, small way. |
AuthorJeremy Smith teaches third grade at Calistoga Elementary School. Archives
July 2020
Categories |