Next Vista for Education – What can video do for your students?

Usually the conversation about “videos for instruction” get relegated to the tired conversation about whether or not students learn best from a video or their live teacher #flipclass.

This isn’t what I’m talking about. I’m talking about students producing the videos… starring in the videos… scripting the videos.

Stuff like this:

How the Unit Circle REALLY works: http://www.nextvista.org/unraveling-the-unit-circle-using-spaghetti/

How-to Complete the square: http://www.nextvista.org/completing-the-square-2016/

 

Now as you watch those, it’s fair to ask the question, “yeah but the students are simply going to watch an instructional video for a single skill, right?” And from a student learning perspective from the side of the CONSUMER, that’s likely true. And when you go to Next Vista’s website, you’ll see that it’s fairly simple to find videos, but it’s also that there’s lots of opportunities to submit videos. That’s where this conversation turns. When you see this from the side of the CREATOR, you get a whole different view.

Rushton Hurley (the founder of Next Vista for Learning) has a line I’ve heard him use a couple of time: “When your students know their classmates and community will see their work, they want it to be good. When they know their teacher will be the only one who sees it, they want it to be good enough.” And I think that platforms like Next Vista can provide the space for students to invest their time and effort into learning math to the level needed to record videos that can help others learn the math that deeply, too.

That’s something we’ve learned as math teachers. When you don’t know what you are talking about, that becomes a problem when you are trying to instruct someone else on that topic. By exploring creative outputs for our math learner, we are operationalizing that same truth. In order to create effectively to support learning, you have to have deep knowledge of the content yourself.

And the prospect of deep math knowledge for our students is enough to get my attention.

 

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A couple new ways to visualize the math

What could we do if we gave the students more control over how they presented their learning to us?

A simple Google search for some random geometry topic… let’s choose angle pairs… reveals a whole collection of visual images meant to serve as posters, visuals, flash cards, etc.

And most of them are really, really boring. Our students could do better than that. But they might need a tool to do it. Here’s two.

Canva

Adobe Spark

 

What I love about these two tool is that they are really, really easy to use. Free to get started (and, quite frankly, perfectly satisfactory without leaving the free version) and easy to share.

Now, you might be asking, “why would we want our students to spend time making this stuff?” Fair question.

Remember, to make something helpful to others, they need to learn it themselves. And for some students, being able to make something awesome-looking can help to add some motivational value to some bits of content that are difficult to jazz up. (Angle pairs, for example.)

Thinking of something like this…

My Post

And, of course, it won’t work for all students. So, you can keep the quiz handy for the students who would prefer to show you what they’ve learned that way.

 

Thoughts on Reading from @roddreher

I’m currently reading How Dante Can Save Your Life by Rod Dreher, which is a super compelling read. Great story-telling and wonderful personal insights into struggles that I’ve sort of had, but in a much different way.

From an educator’s standpoint, one quote stood out completely.

Books, even works of fiction, can be do it yourself manuals for people searching for the wisdom to fix their lives. Some of the best self-help books are not shelved in the self-help section. But don’t think that reading is the same thing as doing. When thinking about action as a substitute for taking action, reading is an obstacle to getting better. Reading a recipe and learning it back-to-front is not the same thing as baking a cake. Read certainly. But make sure you take time to contemplate in stillness and prayer (if you pray) what you have read and implement it in your life. The best books offer a window into life and truth, but their lessons only become alive and true for us if we take them into our hearts and by force of will turn them into action. The key is to know when to turn off the analytical mind and when to engage the will. (From about the 3:49:00 mark of the audio book version (sorry. I don’t have the page to reference.)

I suppose this quote resonated with me because from the time I was a young professional I wanted to improve my teaching and there are many books that I’ve read about it. I know many people like me who have used a similar strategy. But I suppose that I need to be reminded that you don’t get better simply by reading. You get better by reading, taking a moment to still your mind and contemplate and pray. Then making a choice and implementing through force of will (as Dreher puts it.) “Force of will” is an important phrase here because there’s always inertia that makes it easier to keep doing what you are doing, even if you know there’s a better way.

But keep reading and keep encouraging your students to do the same. But don’t think that you are naturally improving anything simply by the act of reading. Once you’ve read, what are you going to do next?

Thinking outside the Box (by having the student Break IN)

BreakoutBox

 

Sometimes it can be hard to change the game in math class. Grooves, patterns, predictability… they all have their place, but it can make math class seem stale.

This is where it can be nice to have a off-the-shelf product that completely changes the feel of class. Enter BreakoutEDU. To quote the interviewee from the video above (click the picture) “It bring the breakout room into the classroom.”

You know all of the wonderful patient problem-solving, reasoning, communication and teamwork it takes to bust out of a breakout room? Well, the same thing happens with BreakoutEDU. You hide clues, you lock the box (typically with 4 or 5 locks), you give the students some teammates and a timer and let them go.

I have seen this in classrooms a dozen times or so. Engagement is through the roof. Struggle is often productive and perseverance is challenged. Keep the hints handy. It can be tricky to get the difficulty level of the games right for the your students.

Let me know if you have questions! I’d love to help you get started!

Real or Fake #7: Jumping off a mountain into a plane

Here at thegeometryteacher, we’ve been calling out potentially fake messaging since 2011. We’ll we’ve come across another video that just makes you wonder.

It’s either awesome extreme play…

… or awesome filmmaking.

What do you think?

 

I do think it is more likely to be real than the snow jump luge or the sky-dive trampoline.

 

If you are interested, check out Real or Fake #’s 1-6.

If you want them to read…

People (generally) like doing what they are good at. So they get better at it because they are practicing it more.

People (generally) don’t like doing things they aren’t good at. So they don’t get better.

Teachers have to figure out a way to strike the balance. We like to let kids do what they are good at (because they tend to engage more enthusiastically and produce more satisfying products). We also need to compel students to do the things they are not good at (because they need to get better at those things.)

So, adding tools to your tool box that can help students engage the things they are find interesting can take (sometimes) take the sting out of the fact that they are being asked to do something they aren’t very good at (like read… or solve math problems.)

One suggestion I had for the literacy side of this was The Literacy Shed. Here’s another. Check out Episode #14 of “Instructional Tech in Under 3 Minutes” on Wonderopolis. Wonderopolis is a site that allows the students to ask what they wonder. And what they’ll find is a diverse variety of articles developed around some of the most interesting “wonders” you can think of.

Check out Wonderopolis and consider what adding it to your EdTech toolbox could do for your students.

 

Facilitating the smart aleck

I5 Lite Bright

We talk about wanting classes full of critical thinkers. I think this is a great goal and I am generally very high on empowering students to authentically think through complex situation.

But it’s not all pros. Cons do exist. (Nothing… nothing… is all rainbows and unicorns.) Especially when you consider that critical thinking is a skill we are becoming more equipped to foster and practice, while discernment is a skill that is best taught by life experience and generally comes along much more slowly.

So, we need to make sure that we are embarking up the critical thinking mountain soberly. The fact is that “critical thinking” is an easily-transferable skill set — this is why it is so attractive to us. But what happens when the students decide that they want to turn that critical thinking on you as the teacher? When our undiscerning young learners want to practice critical thinking in an authentic setting?

Are you being fair? Are your instructional decisions reasonable? Did your grading of that test make sense? Your work becomes much more scrutinized when you have 25 sharp-minded critical thinkers on your journey with you. And with their lack of discernment that almost goes without saying (students don’t behave professionally), you are almost empowering smart alecks – on purpose.

Let me give you an example of what I mean. This came out of a third grade class.

The teacher is trying to talk about division. The book uses the example of someone who knits glove who makes the fingers of the gloves separately. The question was if the person created 25 fingers, how many gloves could they make. Seems like a pretty straight forward intro-to-division word problem. Except…

One of those kids was a critical thinker.

And she said, “Why would that person make 25 fingers? That’s five gloves. Wouldn’t she make 5 more fingers? Or quit at 20? Why would someone make 5 gloves?”

Interesting questions. Critical thinking questions. And for some teachers that would be a great question. For others, it would sound like the wonderings of an tangentially-on-task smart aleck.

In reality, it might be nothing more than the mental overflow of a student who is really exploring a context they way we taught her to. And the context didn’t immediately make sense, so she asked a clarifying question. That sounds like critical thinking. But, in the ears of some teachers, the word “critical” is in bold. And while, I suppose, it is possible that the student was intending to be disrespectful, I think it is exceedingly more likely that she wasn’t.

We wanted her to engage context. She did. We wanted her to think critically. She did. We wanted her to apply her answer to check for sense making. She did.

But it’s not going to stay in math or science or reading. This skill set transfers, remember. So, you may want to consider each of the following:

  • Making sure your grading policies are properly aligned to the messaging about teaching and learning in your classroom. (Critical thinkers can poke holes in inconsistencies.)
  • Making sure your student discipline policies are consistent with your messaging about teaching and learning and applied equitably. (Critical thinkers see patterns and draw conclusions from them.)
  • Making sure that each of your activities is meaningful and has value toward the learning goals you have for your students. (Critical thinkers tend to be more comfortable making their own decisions about what is and is not worth their time.)
  • Make sure you develop a habit of adjusting your planning based on their feedback (or at the very least, have a darn good reason why you won’t and be willing to be transparent. Critical thinkers ask questions and know the difference between useful information and useless information.)
  • Be prepared to sell your coursework and learning targets and spend some significant energy inspiring and compelling students to engage it. (“Because it’s going to be on the SAT” isn’t a natively meaningful sound byte for many of them. So, if this is the best you got, you are going to have to at least take this argument to the next level. They will if you don’t.)

In general, these are things you should be doing anyway. But, if you are properly fostering critical thinking in your students, you may find that some of the elements of you coursework that you felt were “good enough”, may not stand up to the scrutiny of 25 critical thinkers with still-under-development discernment and very little professionalism (as we understand it) looking to poke holes in it.

Embrace that. The smart aleck in your room might well be practicing the skills that we want him or her to have. The trick is to recognize what we are looking at. They might be trying to be critical thinkers and apply their new skills. Take their effort. Analyze it with them. Teach them how. Model respect.

Throughout geometry, we’d explore proof-writing (which is basically a formalized, mathematics version of persuasive writing.) I used to sell it to my students by saying “Stick with me and I will teach you how to win an argument with your parents.” And I’d refer to that all year. “Let’s look at the argument you are trying to make.”

And rule #0, is if the argument is going to work, the LISTENER needs to change his or her mind when you are done. That means keeping them with you the whole time. That means not doing or saying anything that will shut them off. So, if you are trying to convince your parents (or other adults) to change their minds, you have to present your case in way that won’t shut them down. Now we are talking respect, evidence, cool heads, eye-contact, word choice… That’s proof writing. That’s argumentation.

That’s taking the smart aleck’s skill set and turning into functional critical thinking.