Feeling clever? Here are is a collection of project ideas, documentation and reflection on teaching and learning. When we are Fussing with Stuff, we take greater control of the devices and systems in our lives.
Matthew Dalton worked Maker Faire in the Kit Building Area of Maker Faire Austin. He showed people how to solder, and helped them through the process of building the kits that they bought at Maker Faire. By helping people get familiar with the tools of electronics, he's teaching them so that they can work on electronics at their home doing the projects they want to do.
Steve Davee came to the nublabs Fab Lab at Austin Maker Faire 2008. He has been working on his Maker's Notebook, and shows some of the way he has modded the book and how he has used it as a way of storing and developing his ideas. He also talks about his experiences in education and how he is able to inspire kids to do amazing things. Steve is a teacher at the Opal Charter School in Portland Oregon.
Lately I have been thinking, both on and off the clock, about the school year ahead. As we go into the last weekend before school starts, I am mostly wondering "How Can I Cultivate the Joy of Learning?" The information that has been delivered to me has mostly been facts about what needs to be done, how it needs to be done and what the lawyers need me to know. Most of this information has been delivered lecture style. There was some discussion about 21st Century Skills, how to become critical thinkers and effective problem solvers. That was the good stuff, and unfortunately was over within ten minutes. Most of the rest of the days were filled with smart people at the front of the room telling the audience what they needed to know.
When I go to a conference about a topic I find fascinating and important, I sit up front. When I go to a concert, I see the audience crush the stage. When I go to a meeting, I see empty rows in front of the room. In a classroom with optional seating arrangements, I see students with interest sitting in the front and goof offs in the back. What is it that causes these differences in seating arrangements? What causes the conference members to crush the speaker while the meeting attendees and students crush the back wall?
While I don't know the answers to these questions, I am very interested in helping people learn. As a person who dislikes lecture format information delivery as both a student or teacher, it is always important to me that other styles of teaching and learning have a chance.
Back when I was being trained as a teacher, we talked about the Teacher/Learner. It was expected of us that we knew some things and that we were committed to finding out more. We were trained to believe that our students knew about things that we didn't. We were not encouraged to always be The Smart Person at the Front of The Room. It was our responsibility to uncover the possibilities within our students and ourselves. As our students learned, so did we. We were facilitators in the construction of knowledge. The class that just left the room would have a different personality and set of interests than the one that was about to come in. Last semester would be different than next semester.
As I have taught, I have learned a great deal about the subjects in my classes. Often I have had, like I will this year, five completely different subjects in a semester. Eight different subjects in one year may be the greatest number, but even when I have had multiple classes of the same subject, the unique qualities of each collection of students brings out differences in the same subject.
So the school year looms large at the other end of this weekend. How can a mere mortal teach five different subjects, have each course contain meaningful learning experiences and be fun for both students and teacher?
Each class is filled with a group of individuals who most likely chose to be enrolled in this elective class. Since they chose, and since the class is an elective,unlike their math, social studies or English class, the people should be able to buy into working with the subject. Every person has interests, and every person knows of some issues that need to be addressed in the community.
Here is one recipe for making this work: Build a Community of Learners People need to get to know each other. People need to treat each other respectfully. We need to be committed to learning and sharing our knowledge with each other.
Assess the topic We need to look widely at the topic and examine its components. For example, what is robotics? What is computer programming? What is building and repairing computers? How can a computer be used effectively and creatively? Making a publicly visible statement of the topic as the group understands it and working from there will give a good base.
Determine our level of understanding Each group will come into the subject with unique perspectives and experiences. It is worth determining some of what we know and don't know as we embark on the learning experience.
Identify our interests in the subject Each person will come into a subject with personal desires and agendas. Having these known up front to the group as much as possible will help the individuals move forward in the group community. In this area, it is worth noting that some people do not feel confident in speaking up about this part of the topic, and sometimes find themselves working on a project that they did not really buy in to. When group decisions are made, it is important that people not look back in unproductive regret on the choices of the group.
Name the public/external expectations of us as a community of learners The learning group may have been given an expectation in the form of course description, behavior code, state curriculum frameworks, or other Fact based expectations. Name them early, and the group needs to commit that they will be adhered to. What are the facts that we will be expected to demonstrate at the end of this experience? Create the base of knowledge we will need Every time the learning group meets, the members of the group needs to build its base of knowledge. Each person needs to commit to learning about the subject in meaningful ways. This may involve there being a teacher from the ranks of the group who delivers information, or it may involve people working collaboratively helping and assisting each other. It may also involve independent study and work on projects.
Collaborate to make an enduring public artifact to represent our learning and promote the work we have done together During the larger time frame of the learning environment, the group and its individuals need to collaborate to create some thing or collection of things that will help demonstrate what was learned. The external community needs to see and recognize the learning and achievement that has occurred within the learning environment. It is important that the learner's peers see what they have done. The elders in their community need to see and recognize and support what they have done and created.
This enduring public artifact should be documented and archived in easily retrievable ways such as web pages, online photos and video. The learners should present their work publicly in front of the people of their community. After the presentation of their work, the evidence of the work should remain so that their learning can continue to affect the interest and inspire the learning of others.
So this could work. Personally, I have been involved in each part of this process before, but not so much as a comprehensive whole learning approach. It may be that by using this approach, it could be refined and repeated in other communities of learners.
In learning, there is a balance between Facts, Frustration and Fun. In order to have it all work in favor of the learner and learning environment, the education experience should be enjoyable, informative and relatively free of barriers between the two.
Facts: To get true command of any subject, the learner must master at least some facts. They can get the facts by being told them or pointed to them, or they can get the facts by finding them as they need them. In standardized education, some authority above the teacher and learner dictates what the facts to be learned must be, and the teacher has to make sure that the learners have an equal chance to gather, integrate and master the use of these facts. It seems a lot of the time, educators spend an undue amount of time on 'covering the facts'.
Frustration: Frustration can be very helpful in an appropriate amount. By getting frustrated, the learner actually has something at stake in learning the material. If success comes too easy, then the prize of achievement is a hollow victory. If the whole experience is too hard and filled with blocks to success, the learner gives up too soon. Some students will slog on 'just because that's what we were told to do' and will recall the experience with dread.
Fun: Most people do things because they are worthwhile. Adults seem to be focused on getting things done because they have to. Money is a strong motivator, especially for adults. But in learning environments, especially with young learners, Fun can be the strongest motivator. What is the value of this experience? Just doing it because they have to isn't going to be enough. Is there laughter as people explore the topic? Does the experience lead to a desire for more knowledge? Does the Fun increase the desire for more Facts? Does the Fun minimize the effects of the Frustration? Eventually, the students will reflect on their experience and judge it to be either Fun or Boring. Too many Boring experiences and things don't go well.
The more Fun the experience is, the more useful the Facts are, the fewer major Frustrations between the Facts and the Fun, the more successful the learning environment will be.