Tagged: Student Engagement

The Path to Humanity

In preparation for the annual study of Elie Wiesel’s Night, freshmen are introduced to the United Nations’ Universal Declaration of Human Rights. Many are unaware of the document’s existence. When they explore the United Nations’ website, they initially consider the thirty articles common sense. Then, with general awareness of current events and simple research of news headlines, they recognize blatant violations of such rights around the world. After careful consideration, my students identify conflicting messages within and interpretations of the human rights on the list.

My students react with compassion. From a safe distance, a global concern becomes a topic worth exploring—something to address in a research paper or presentation—much like a history lesson. The natural human response to social injustice is sympathy—feelings of pity and sorrow for others’ misfortune. My freshmen acknowledge progress begins with education. Knowledge builds understanding. Understanding creates perspective. The more they learn and process about the world, the more they recognize issues closer to home. The lessons are internalized—the experiences personal. At this point, fifteen-year-olds open their eyes and hearts to their surroundings. The time has come for the adult in the classroom to step aside and proudly observe what evolves. Continue reading

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The Pac-Man Model of School

Ready! Chomp – chomp – chomp – ch – ch – ch – chomp. Eat the dots. Avoid the ghosts. Clear the screen. Repeat.

How many hours did children of the ‘80s invest in Pac-Man marathons, navigating that maze, staring at the same straightaways and right angles? Enough to create repeatable patterns to clear each screen with nearly mindless precision. Yes, the game required some strategy and skill; however, once players understood the concept, game play was reduced to a matter of accumulating as many points as possible by eating dots in a maze before running out of lives.

Flash Pacman

Got some time to kill? Play a round of Flash Pac-Man on-line.

Old School Design

Pac-Man is a classic video game—as old school as it gets. However, while fans of retro video games still exist, many of our young gamers are not attracted to the simple graphics and redundant concept. With more appealing options available (such as Call of Duty games) to this generation of gamers, Pac-Man fails to maintain their attention long enough to keep them engaged. As video game systems continue to be part of our everyday lives, improved models have evolved to meet the standards of emerging technology and consumer demands. The most popular games present stimulating challenges, authentic experiences (multiplayer options, online gaming, first person views), multiple options to explore, real-time feedback, ability to save progress, and fast-paced action.

Toru Iwatani designed the game to have no ending, as long as the player had at least one life remaining. Only the gifted arcade all-stars would see the game through all 255 screens. Sounds frustrating to the common gamer; yet, we continued to insert the cartridge into the Atari 2600, reset the game, and play again.

The Pac-Man Model

It’s no wonder, in the Pac-Man model of school, students feel trapped in a maze, facing the same routine everyday. The bell signals the start of another day. Down one hallway. Turn left. Then right. Hesitate. Look around for a moment. Resume.

Even during his strongest moments, Pac-Man is a consumer, not a creator. Times of empowerment are limited. The best players take advantage of each power pellet. They make significant progress toward their destination in a short amount of time. However, the further they advance, the more the game seems to speed up. The ghosts get quicker and return to the chase almost immediately. After chomping one ghost (surviving a quiz?), Pac-Man knows he will be challenged by a similar test again.  

Do we ask more from our students? Not according to the Pac-Man model of school. Naturally, students will do the minimum amount of work to meet their desired outcome—possibly engaged but far from invested. If students do not see the end goal from one unit to the next, or do not construct meaning from their learning, they will not find much purpose in our lessons. After the first week of school, their routines are set. They take the paths of least resistance to clear one screen, only to be presented with another. Unit by unit, compliant students complete the coursework, survive the tests, and meet expectations.

Although the system is mundane, the experience is not easy. Enduring the routine is intense. When students let their guard down, there’s a chance of ambush. One wrong move can mean disaster. Anxiety builds with the constant sense of being chased. Heart rates increase and hands get sweaty. Students are always on the clock. Learners do not get time to explore concepts in depth, connect with content, or simply take a break. Teachers can relate.

As intrinsically motivating as setting new personal bests might be, there’s always the temptation to collect a prize. Incentives and bonus points do not make the player better. In fact, pursuing the dangling fruit can misdirect Pac-Man from his course and into danger. The only purpose for such bonuses is to outscore other players.   

Even the benefit of multiple opportunities is limited. At every wrong turn, players lose a life. Eventually, they run out of chances. Sounds like the end of a mark period. Students have better accumulated enough points; the time has come to report a grade.         

In a Pac-Man model of school, point chasing is the sole purpose of the game; players run to survive. Each of the four ghosts represents a nemesis of learning. While students chase their grades, the ghosts’ relentless pursuit increases student stress and turns assessment to anxiety.

Blinky, the red ghost, is a chaser. It pursues Pac-Man, hoping to force him to make the wrong turn. In school, Blinky is the aggressive red pen of grading. Every mistake takes another life, subtracting points at will. Despite possessing the power to communicate feedback and encourage next steps toward improvement, Blinky’s negativity increases academic anxiety by exposing flaws.

Pinky, the pink ghost, is an ambusher. As a sneaky shape-shifter, Pinky is the traditional pop quiz seeking gotcha moments that catch learners unprepared. Pinky uses speed as an advantage to get ahead of Pac-Man. Likewise, the pop quiz mentality typically has punitive intentions, often grading behaviors and compliance rather than understanding. Who did the reading? Who completed the practice problems at home? Who’s unprepared? When such behaviors are factored in an academic grade, Pinky sabotages the accuracy and validity of the reported grade.

Inky, the blue ghost, cannot be trusted. He is variable, unpredictable and likely to change over time. By weighting grades, adding extra credit, deducting penalties, or assigning random amounts of points to each assessment, Inky’s grading practices leave everyone confused. Each number reported lacks meaning; it merely throws more points in the pot. Four out of five on the assignment. Thirty-seven out of fifty on the quiz. Seventy-one out of seventy-five on the group project. Zero on the homework. 103% on the test?

The orange ghost, Clyde, plays the role of feigned ignorance. Morally, he recognizes flaws in traditional calculation of grades. However, Clyde is slow to adapt. In fact, he is pokey when it comes to finding better solutions. Everyone understands how the 100 point scale works when converted to a letter grade, right? Clyde pretends there’s a way to distinguish an 89 from a 90 when measuring learning. Clyde’s random behavior excuses the 10 percentage point increments separating A, B, C, and D. He even attempts to justify the remaining 60 ways to identify an F. Clyde ignores the inaccuracies of averaging scores from early in the learning process with the end of learning and plays dumb when questioned about the impact of calculating zeros in the final grade. He sees nothing wrong with reporting scores by title of assessment rather than by each standard assessed. Feigned ignorance can be a killer in the grade book maze.

It’s time for a system reboot. While retro video games rekindle childhood nostalgia, old school thinking belongs in the past.

 

Framing Powerful Memories of School

Remember the excitement of fifth grade? We had enough tools in our backpack to read and write, problem solve, ask big questions, and attack the world with vibrant eyes and independence. Every Friday, I rushed off the bus to search encyclopedias (remember those?), call my grandparents, and contact library reference desks to find the answer to Ms. Setzer’s weekly trivia question. She piqued my curiosity and inspired my thinking with an optional weekend challenge.

By Monday morning, I proudly placed an answer on Ms. Setzer’s desk. Nothing beat the feeling of conquering another quest, and the look of satisfaction in my teacher’s warm smile. During the week in Ms. Setzer’s class, I eagerly completed daily content lessons so I could sit in the oversized chair—the one by the fish tanks—on the stage in the back of the room. In that sacred space, I had time to read for pleasure, solve brain teasers, learn how to play chess, or work on a project.

The most memorable project extended well beyond the fifth grade curriculum. Our school was running a silent auction to fundraise for a charity. Each student was asked to reach out to family and friends for auction items. My buddy and I brainstormed ideas from the oversized chairs in the back of the classroom. What could two fifth grade boys possibly contribute to the cause? Continue reading

10 Ways Music Makes Your Class Rock

Looking for an easy way to connect with students early in the school year and a fascinating cultural study? Initiate a conversation about music—best concert of the summer, new artists to watch, last song heard before school. When students have earbuds in, ask what song is playing. Every year, my students learn to have their favorite playlists available for reference (and should be added to their list of school supplies). Pop culture references to song titles, artists, and music lyrics are common in lessons. Favorite brain breaks involve students sharing what song they will play at their next opportunity to plug in. Spotify, Pandora, iHeartRadio, iTunes, and YouTube are some of the most used apps in room A15. Is this class led by a teacher or a DJ?

When Joy Kirr, author of Shift This (CH4: Learning Environment) asked, “How can I incorporate music into my lessons?” I could not resist creating a list of my favorite uses of music in the classroom. Tune in for ten ways to make your classes rock! Continue reading

Welcome to Durstopia!

The month of May on the school calendar represents grueling tests of will, perseverance, and endurance… and I’m just speaking for educators. If it is this great a struggle for adults, imagine what wanders through the young, developing minds of our students?

In my ninth grade Visions in Literature and Composition courses, May presents the final stage of freshman training. In attempt to maintain the attention of students (and the teacher), I save the popular dystopian literature unit for the end of the year. And traditionally, it delivers.

Last year’s freshmen were treated to a different approach to close the school year. I gamified the entire dystopian literature unit and presented the ultimate challenge: Escape from Durstopia! They were hooked from the outset, but when they began discovering new missions with links to next steps for success, they were locked in. I communicated from the InfoTech Hub (Google Classroom) and added slides to a shared Google presentation.

Durstopia2

Teams formed when necessary and individuals raced to conquer challenges. Students were slipping side quests to me before anyone else recognized the opportunities to learn or create. A group comprised of students from both classes even joined forces and stayed for hours after school to stump their peers with a coded scavenger hunt. Impressive. My students were doing more work and producing greater outcomes than I would ever consider assigning. Learners were not merely invested; they were immersed in our gamified literary universe.

Durstopia5

So why would I save this level of engagement for the final month when I have an entire school year to plan? Why not start the year in game mode and see where it leads?

Spark GamersFile_000

With a final pep talk from Michael Matera (I urge you to read Explore Like a Pirate and follow the action of #XPLAP on Twitter), Tisha Richmond, Adam Bold, Nick Davis, and Carrie Baughcam in June, I left University School’s Summer Spark with the vision and motivation necessary to construct my story for freshman English. Thus, Durstopia expanded from a single unit concept to a year-long experience. Plans are currently underway in my imagination and on dry erase boards in my office.

Durstopia1

The transition in planning is an invigorating challenge after years of teaching the freshman curriculum. I am restructuring the order of our department units (with common standards, learning targets, and assessments)—units I have helped create throughout the last two decades—to tell a learning story within the theme. Use this link to enjoy an introductory video preview for a glimpse into the exciting world of learning and adventure in DURSTOPIA!
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