If a picture is worth 1000 words, what is video worth? (TBT Remix)

Which is most appealing to you?  Which draws you in and generates questions?

Infographic from Bits of Science.

Infographic from Data Visualization Encyclopedia, Information Technology, Symbols, Posters, Infographics

Video from NPR.  (Watch the video, seriously; it’s only 2:34 and well worth it!)

So…Which is most appealing to you?  Which draws you in and generates questions? I think we need all of the above, the hands-on investigation of the data with technology, the infographic that gives perspective, and the video that offers an alternate way to visualize and think about this population growth.

How are we “leveling up” concerning visualization?  Have our learners been introduced to infographics?  Better yet, have our learners produced infographics to communicate data creatively?  How are we using video to engage our learners?  Have our learners produced video to communicate data, learning, and growth?  Are we teaching (and learning) Information Age skills if we are not expecting multiple representations of ideas from our learners?

So… with lots of technology at our fingertips, if a picture is worth 1000 words, what is video worth?…and…what if we only communicate with text?  What learning is lost when/if we only offer one representation of what we want others to learn?

What is lost when we don’t show and tell?

1 image ~ 1000 words…think about it.


If a picture is worth 1000 words, what is video worth? was originally published on January 3, 2012.

Learning progressions: formative assessment, learning tactics

The leaner a learning progression is, the more likely it is to be used. (Popham, Kindle Location 485)

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What if we use learning progressions to empower students and personalize learning?

It’s the teacher who establishes the expectation and the conditions so that each student can monitor his or her own learning progress and decide whether or not to make a learning tactic adjustment. (Popham, Kindle Locations 291-292)

The benefits of it, however, can be remarkable—namely, students who are actively reviewing their own classroom assessment data, connecting these outcomes to their own inputs, and making changes so that their efforts will yield more satisfactory results. (Popham, Kindle Locations 294-295)

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Popham, W. James (2011-03-07). Transformative Assessment in Action: An Inside Look at Applying the Process. Association for Supervision & Curriculum Development. Kindle Edition.

#TEDTalkTuesday: Wicked problem: share ideas; don’t be afraid

Tom Wujec: Got a wicked problem? First, tell me how you make toast
First, drawing helps us understand the situations as systems with nodes and their relationships. Movable cards produce better systems models, because we iterate much more fluidly. And then the group notes produce the most comprehensive models because we synthesize several points of view. So that’s interesting. When people work together under the right circumstances, group models are much better than individual models.

Tim Brown: Tales of creativity and play

We’re embarrassed about showing our ideas to people we think of as our peers, to those around us. And this fear is what causes us to be conservative in our thinking. So we might have a wild idea, but we’re afraid to share it with anybody else.

Elizabeth Gilbert: Your elusive creative genius

And what I have to, sort of keep telling myself when I get really psyched out about that,is, don’t be afraid. Don’t be daunted. Just do your job. Continue to show up for your piece of it, whatever that might be. 

Moving to productive struggle

From “Mrs. Maas, how do I do this?” to “I finished and helped a friend.

How might we engage more learners simultaneously, offer visible opportunities to show what they know, and personalize feedback, intervention, and enrichment?

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What if we offer learners pathways to guide progress, actions, and collaboration?  What if we encourage productive struggle by offering guidance about process, actions, and collaboration? What if we intervene with coaching?

In case you cannot read Becky‘s learning progression above, I’ve included an edited version of it here:

  • Level 4:
    I can complete my item, and I can help others with theirs, explaining the circuit.
  • Level 3:
    I can build a wired item for Mom with materials provided.
  • Level 2:
    I can plan a wired item (layout and switch) with help from classmates or Mrs. Maas.
  • Level 1:
    I can get ideas from others on a plan.

Becky guides learners to plan, collaborate, test their independence, and then, when possible, contribute to the success of others. And, through the process, learn about circuits too.

“Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction.”  (Davidson, 100 pag.)

When our learners do not know what to do, how do we respond? What actions can we take – will we take – to deepen learning, empower learners, and to make learning personal?


Davidson, Cathy N.  Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Viking, 2011. Print.

 

Productive struggle and essential feedback

How might we teach and learn more about perseverance? I wish we could rephrase the first Standard for Mathematical Practice to the following:

I can make sense of tasks and persevere in solving them.

Just the simple exchange from problems to tasks make this process standard a little more global for learners.  What if we encourage and expect productive struggle?

Some struggle in learning is good, but there is a key distinction to be made between productive struggle and destructive struggle.  Productive struggle allows students the space to grapple with information and come up with the solution for themselves. It develops resilience and persistence and helps students refine their own strategies for learning. In productive struggle, there is a light at the end of the tunnel; learning goals not only are clear but also seem achievable. Although students face difficulty, they grasp the point of the obstacles they face and believe that they will overcome these obstacles in the end.(Jackson and Lambert, 53 pag.)

How might we make a slight change during the learning process to challenge our learners, to promote productive struggle, to persevere, and to learn, through experience, critical reasoning?

But many people are petrified of bad ideas. Ideas that make us look stupid or waste time or money or create some sort of backlash. The problem is that you can’t have good ideas unless you’re willing to generate a lot of bad ones.  Painters, musicians, entrepreneurs, writers, chiropractors, accountants–we all fail far more than we succeed. (Godin, n. pag.)

What if we reframe “failure” as productive struggle and perseverance?

  • Level 4:
    I can find a second or third solution and describe how the pathways to these solutions relate.
  • Level 3:
    I can make sense of tasks and persevere in solving them.
  • Level 2:
    I can ask questions to clarify the problem, and I can keep working when things aren’t going well and try again.
  • Level 1:
    I can show at least one attempt to investigate or solve the task.

We cannot emphasize enough the power of feedback. Given the right kind of feedback, struggling students can gauge how they are doing and determine what they need to do to get to mastery. It can help students quickly correct their mistakes, select a more effective learning strategy, and experience success before frustration sets in. (Jackson and Lambert, 68 pag.)

How might we highlight many paths to success? What if we make paths to success visible enough for learners to try, risk, question, and learn?

When people believe their basic qualities can be developed, failures may still hurt, but failures don’t define them.   And if abilities can be expanded – if change and growth are possible – then there are still many paths to success.” (Dweck, 39 pag.)


Dweck, Carol S. Mindset: the New Psychology of Success. New York: Random House, 2006. 39. Print.

Godin, Seth. “Seth’s Blog: Fear of Bad Ideas.” Seth’s Blog. N.p., n.d. Web. 06 Feb. 2015.

Jackson, Robyn R. (2010-07-27). How to Support Struggling Students (Mastering the Principles of Great Teaching series). Association for Supervision & Curriculum Development. Kindle Edition.

Maybe we need to think of it as teachnology rather than technology. (TBT Remix)

The time with our learners is limited.  We have to make some very important decisions about how to use this time.  We must consider the economics of our decisions based on the resources we have.  Is it cost effective, cognitively, to spend multiple days on a learning target to master something that a machine will do for us?

Is what we label as problem-solving and critical thinking really problem-solving and critical thinking or is it just harder stuff to deal with?  Can we teach problem-solving and critical thinking in the absence of context?

Do we have a common understanding of what good problem solvers and critical thinkers look like, sound like, and think like?  If we are teaching problem-solving, critical thinking, and creativity, shouldn’t we know what that means to us?  Shouldn’t we be able to describe it?

Does technology hamper or enhance a learner’s ability to problem solve and think critically?  I think I might be back to the struggle of using calculators to compute and a spell checker to write.  Do we even know enough to make a decision about technology until we experiment and learn by doing?

If you have not read Can Texting Help Teens with Writing and Spelling? by Bill Ferriter, stop reading this right now to read Bill’s post.  It is a great example of leveraging technology to promote creativity and critical thinking using technology.  Read about having students write 25 word stories.  This is teachnology, not technology.  Tweet, text, type, write on paper – it doesn’t matter – unless you want to publish your work.  The technology, Twitter in this case, aids in the critical thinking; you are restricted to 140 characters.  The technology offers the learner a way to publish and see other published work.

My ability to transport myself from place to place is actually enhanced and improved because of my truck.  I have no idea how my truck works other than gas goes in, step on the brake to stop, R means we are going to go in reverse, etc.  I do not need to understand the mechanics; I can have that done.

I do not need to understand the mechanics; I can have that done.   I don’t need to know how to change the oil in my car.  I need to know that I need to have the oil changed in my car.  And, very important, I don’t need to learn this lesson by experience.  It is too expensive to learn experientially why I must have the oil changed in my car.

Isn’t it too expensive to spend 2-3 days on some topics that we traditionally teach?  Are we getting the biggest bang for our cognitive buck?  Often our learners can’t see the forest for the trees.  They never get to the why because of the how.  Don’t we need to learn when and how to use technology not only to engage our learners, but to increase our cognitive capital?

How can we learn to ask

  • Why are we learning this?  Is this essential?
  • Will technology do this for us so that we can learn more, deeper?
  • Does this have endurance, leverage, and relevance?
  • Shouldn’t we use technology to grapple with the mechanics so the learner shifts focus to the application, the why, the meaning?

Maybe we need to think of it as teachnology rather than technology was originally posted on January 26, 2011.

Fractions with unlike denominators – a lesson plan

Vicki graciously allowed me to teach our 5th graders again today.  Kerry and Marsha gave their time to observe and offer me feedback.

Learning Progression 

Level 4:
I can show what I know in numbers and pictures.

Level 3:  
I can use equivalent fractions to add and subtract fractions.

Level 2:
I can use visual models to add and subtract fractions.

Level 1:
I can decompose fractions into the sum or difference of two fractions.

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We used the Navigator to collect responses from all learners prior to going over each task.

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Think of the questions and the peer-to-peer discussions.  There are as many students answering 4/8 as 14/15.  Can you describe the thinking that might yield an answer of 4/8?

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How might we work toward making thinking visible? Why is peer-to-peer discourse so important? What if we practice flexibility to show what we know more than one way?

Seeking brightspots and dollups of feedback about learning and growth.

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