Yesterday (or several days ago) I wrote about success as the element of learning that trumps lazy. By success, I mean learning that accomplishes a meaningful goal, as opposed to one that achieves an external and often symbolic outcome. This morning, I thought of a classic example.
After my first year of teaching, I traded in my aging Fiat station wagon for a brand new 1977 Toyota Corolla. It cost $2,700 and was a wonderful car; drivetrain, chassis, body and four wheels – basic transportation that I kept tuned myself. It cranked every time and never failed to get me to work or to Arizona or wherever I was going. Until four years later.
The starter motor would turn, but the engine simply would not engage. However, if I left it alone for about a half hour, it would start right up. This didn’t happen every time I used the car, but each time it did, the pattern was the same. I took it to a number of auto repair establishments, but, as is always the case, it would start flawlessly.
I remember as if it was today, a rather short stocky fellow, slipping his Exxon cap off as he leaned under the hood and with grease- and tobacco-stained fingers, flipped open a plastic box that was mounted to the wheel well. Seated into a circuit board were several microchips. He said, “That’s your problem. I don’t know what that is, but that’s your problem.”
The car cranked right up and I drove back home. It was the next day that I was telling this story to a teacher friend, outside our rooms, during class change. Several students were lingering close by, including a young man we’ll call Bobby.
I can picture him today; a good looking kid, tall, straight as an arrow, curly back hair and day-old stubble (before it was cool), and the broadening chest and shoulders that come to some boys as early as 15. ..and he was still in the 7th grade.
From the other side of the radiator he said something that I didn’t understand. My teacher friend asked him to repeat and he said almost clearly, “h’it’s yer cule mista Warlick.”
After engaging him in something similar to a conversation, I got that my coil was the problem. An ignition coil is ”an induction coil in an automobile’s ignition system which transforms the battery’s low voltage to the thousands of volts needed to create an electric spark in the spark plugs to ignite the fuel.“1
This was better advice I’d gotten from any of the trained and experienced auto mechanics I’d consulted, so that afternoon I stopped off at Advance Auto, bought an ignition coil for a Corolla, installed it myself, and the car ran without fail until I sold it a couple of years and 95 thousand miles later for $2,300.
I’d never taught Bobby, but I knew that the teachers liked him, one of those guys they didn’t mind holding back year after year. I told the story to another friend, whom I respected deeply, a woman who’d taught Bobby for all of these years, and she said,
“Don’t worry about Bobby. His Dad owns a trucking company that hauls trees to the pulp wood plant. He’s a millionaire, though you’d never know if you saw him. Bobby’s going to go work for his Dad when he turns 16 and he’ll inherit the business. He’s not dumb, he’s just lazy, and he always will be when it comes to learning.”
I don’t know what happened to Bobby. I do know that pulp wood played out in the region, and Bobby’s business either folded, or he found some way to repurpose his assets into another line of business.
What I do know is that Bobby was not a lazy learner. That he was able to diagnose the problem with my car, just from the telling of my story, convinces me that he engaged in deep and powerful learning experiences that taught him not only fundamentals, but how to apply those fundamentals for solving real problems.
They were learning experiences that were qualified by
not by a SCORE.
Earlier this month I spoke at Wyoming’s WyTECC conference in Rock Springs. Even though I was only able to spend one day at the conference, the hospitality of the event’s organizers and intimacy of the venue made it feel like a longer stay and I left behind some new good friends. Lately I’ve had the honor of speaking at a number of 20th and 25th annual state ed tech conferences. Wyoming was holding their second and there was an enormous amount of energy in that, not to mention excitement and pride. I was proud to be helping them celebrate their 2nd annual conference.
Evolution of a Blog Post
Have I become a lazy blogger?
Unlike most first, second and third state edtech gatherings, there was a good deal of tweeting going on in Rock Springs, and I ran my Knitter Chat tool during my two pre conference sessions and the evening keynote. The backchannel was active and rich and Knitter captured both knits and tweets.
One phrase caught my attention as I was reviewing and inserting comments into the backchannel transcript – during my three legs back to Raleigh. Someone mentioned how so many of his students were lazy. It’s a term, lazy, that works quite well in conversations about classrooms, and a term I would have readily used as a teacher almost 30 years ago, “Lazy learners.”
Lazy learners were part of the landscape of the classroom back then and that was OK. Where I taught, lazy learners would become active workers packing peaches and harvesting pulp wood. Where I grew up they would have become lint heads in the textile mills, and not apologized for it.
Today, however, there are not quite so many places for lazy learners to go when they graduate or don’t. ..and fortunately, we no longer excuse laziness. But how do we fuel energetic learning?
What trumps lazy?
Success trumps lazy!
I want to explore two words that have been on my mind for a long time. I want to make a distinction between these two words, though it is one that is not made in the dictionary. Some may say that I’m making up a distinction. But let’s plow ahead. It’s my blog after all.
The words are achievement and accomplishment. They are so close that each is often used in the other’s definition and even in descriptions of their etymologies. Yet I would not necessarily use them interchangeably. The contexts determine the word I would us — and in the education context, I most often see, read or hear achieve.
“This student has achieved proficiency.”
“We are narrowing the achievement gap.”
To achieve something is to accomplish attain some predefined goal.
As difficult as it was to avoid using accomplish in that last sentence, accomplishment is, in my way of thinking, a little different. When I accomplish a thing, I can turn around and see something that is the result of my efforts — and it is real. It is not symbolic. And it is not easy to measure. It is, more times than not, of my own design and purpose. I did it, at least in part, for my own reasons.
The more I think about it, the less certain I am of differences between achieve and accomplish. Yet the distinction is real. When our children complete a school task, have they merely learned something new, or have they become more capable. Can they, the next day,
- Do something that they couldn’t do before
- Build something they were unable to before
- Participate in a conversation that was foreign to them before
- Sway someone’s opinion or earn a collaborator
Do they, in anyway, feel larger than the day before or noticeably further done their road.
I would suggest that many lazy learners are just tired of standing still.
I do not recommend its reading as a curtsey to Canadian education thought leaders, as much as to point out a disturbing trend that is not limited to the ongoing education conversation.
This is something of a personal rant, but it has confounded me, the support that many of my country’s poor and aging pay to political elements whose legislative activities serve the rich and powerful — until I realized that there is a narrative being told that in America anyone can become rich and powerful and that we should all protect our potential membership in that club.
In other words, if you aren’t willing to be the first to monetize it, then you shouldn’t expect to be part of the pitch.
Shame on us!
OK! This was Wyoming. So there were dinosaur skeletons everywhere. Tyrannosaurus on the right and Warlickosaurus on the left.
During my presentation, Finding ‘It’ on the Net, at the WyTECC conference the other day, someone asked in the backchannel,
“How do we get educators to understand that students (should) have the freedom of using the Net during class?”
It’s what I love about being able to visit the chat transcript and comment on the attendee’s observations and questions. It extends the conversation and broadens the learning – including my own.
I seems that one way to convince reluctant teachers might be to ask that they imagine their classrooms with really smart students, and imagine the energy that they would generate – and then help them to understand how the Internet is becoming an extension of our/their own brains. Ask them to think of the things that they do today, that they aren’t smart enough to do without the Net. I’d have no trouble doing that.
If students can lookup and evaluate information on the Net and on the fly during classroom work and classroom discussions, extending their own brains, then it may elevate the class, not to mention empower the learners.
This one’s been knocking around in my head for a few days, and it’s one of those “thinking out loud” posts where I’m not sure about the track I’m on. It’s OK. I think that it was Bertrand Russell who said something like..
What’s wrong with the world is that fools and fanatics are so sure of themselves, while wiser men are so full of doubts.”
It started with a conversation I had with one of my younger brothers. He is writing a family book about the life of our father (I’m doing the one about our mother). He reminded of a particularly difficult time when my Dad and I were not on the best of terms. It was a strained period, partly because he spent much of his world-view-forming years with the flag-waving culture of World War II while I spent pretty much those very same years with a flag-burning culture – Vietnam.
After spending two years in college, I’d felt that I needed a different kind of education, a real-life schooling that a university was not going to provide. I had been attending a community college, and most of my friends where working real jobs at the same time that they attended class, which in that part of the country meant working in a mill or a factory.
To make a very long and complicated story short and sweet, I put a hold on college to work for a while, getting a job at a Gastonia factory that made chain saws. My father was crushed. He was certain that I was stepping into quicksand, and that once I left school, I’d never be able to return. His dream was that all his sons would earn their eagle badges and college degrees – and I was turning my back on that dream and choosing failure.
Working in that factory was an education. Among other things, it convinced me that without an education, I would never be able to choose my work. I would never be able to mix passion with vocation. But that’s not the point of this writing.
Mostly, because I had taken drafting in high school, I pretty quickly moved up; from machine operator, to materials handler, to set-up man and finally, quality control. It is a track I could easily have continued, moving up, and having opportunities to creatively contribute to the success of the company, and perhaps even, one day, make my father proud.
But I was smart and better than that. I had always been destined for college, not a factory. I returned to college (in no small part because I love my father) and graduated a few years later with a history degree and a teaching certificate. What I’m trying to say is that for decades, we have convinced ourselves that success meant getting a college degree, because nothing less than that degree could bring success. Has this notion of college-or-nothing led to a brain drain, of sorts, from other important and critical quarters of the economy. I am grossly generalizing here, but this thread of thought has reminded me of a story that Bill Clinton told in his book, about how the smartest person he knew in his home town, was the man who pumped gas at the local service station. Today, the smartest man we know is majoring in philosophy at the University of…
It was Audry Watters’ Wednesday blog post, Don’t Go Back to School… Or Do that provoked me to go ahead and write this down. She describes her son’s decision not to pursue a college degree, and I think of my own son’s decision to leave campus and rethink what he wants to do. I have faith that they will both find their ways, and make us proud. But I suspect that contributing to our problems are the myths about formal education that have guided our parenting and that persist in being part of the framework of our culture.
At least all of the sons of my father earned their degrees and we all got our eagle badges. What’s left, is that we all become Presbyterians. :-)
As a matter of disclosure, Ethan Warlick, whose comment I am responding to here, is my nephew. He will be graduating from the University of North Carolina in Wilmington next month and moving on to the real world of work and learning by joining a social media startup. I’m not sure if this is why I’ve elevated my response to full blog-status, or because of the story he tells, that..
..one of my roommates recently received a failing grade on a paper for “plagiarism.” Whether it was or wasn’t, he says he “missed a quotation mark,” I think that it will be interesting to learn new ways to deal with plagiarism from the summit! Especially from a collegiate perspective, as I hear about issues on campus constantly.
I scanned through a number of definitions of plagiarism from a number of sources and the most inclusive one came from Wiktionary, “The act of plagiarizing: the copying of another person’s ideas, text or other creative work, and presenting it as one’s own, especially without permission.”(Plagiarism, 2013)
There seem to be three parts here, or three questions. Did he copy the work of another person? Did he present the work as his own? ..and Did he get permission to use the work? Considering these three questions, I would have to read the offending paper to determine if he committed plagiarism. But in my own work, attributing the expressed ideas of another person is more than just punctuation.
When I write (or draw, paint, compose, etc.) something, I am presenting it as my work — a representation of my ideas. When the expressed ideas of another adds value to my work, and I include the expression of those ideas, then it is my responsibility to credit the creator of that expression; and that is not simply a matter of punctuation.
Quotation marks simply, “..set off and represent exact language (either spoken or written) that has come from somebody else.” (“Purdue online writing“) They indicate ownership, but they do not attribute the owner. To avoid plagiarism, I must identify the creator and do so in a way that the reader will not fail to recognize the information’s source and the roll that it plays within my work. That credit best falls within the text along with some form of assistance to the reader who wants to validate its accuracy, reliability and validity. If Ethan’s roommate credited the work with a phrase such as, “John Battelle recently said in a lecture..” or “Berkman Center fellow, David Weinberger wrote in …” Well, the writer isn’t presenting the work as his own, and is not plagiarizing.
So, if the roommate was simply careless in his punctuation, then was the failing grade fair? From a student’s point of view — that is to say, academically — then perhaps it was not fair. However, from a learner’s point of view, especially if the learner is preparing himself for endeavors that will rely on written communication, then I might consider it a fair, if not authentic, response.
When we finish school and begin to work (and continue to learn), we can still fail by leaving out a quotation mark. A potential client, customer, or employer can, and often does decide to choose another provider because it appears that I have used the words of another as my own. In my opinion, the concept of intellectual property should be an integral part of our basic notions of literacy — receiving, perhaps, even more attention than it already does.
But that said, I’ll let you in on a little secret; something that my teachers never shared. In the world, after formal schooling, we almost never do anything, that’s important, alone. It was one of my surprises when I left the solitude of classroom teaching to work more directly with other educators (district office). Those other professional educators were constantly asking me and each other to read their writing before they sent it; and I adopted the habit myself, when what I needed to say was important. Almost every day Brenda and I ask each other to read our emails before we hit the send button, and we usually catch each other’s careless mistakes. When the conveyance of an idea is important, then it takes more than one head to effectively construct its expression.
This leads me to wonder, are your school writings important enough that instructors encourage you to read each other’s work? ..or are they just grammar?
Purdue online writing lab: How to use quotation marks. (n.d.). Retrieved from http://owl.english.purdue.edu/owl/resource/577/01/
Clipart, curtesy of http://internet.phillipmartin.info
|Note: Regular readers may have noticed some new authors for 2¢ Worth as well as some off-topic posts. It's all in an effort to simplify my work, combining my Citation Machine and new book blogs (Cultivating Your Personal Learning Network), as well as my son's video blog and daughter's infographics blog together with 2¢ Worth. The varied elements of this blog do have distinct URLs, as evidenced in the links. You can load only my shakabuku articles here.|
A few weeks ago I worked and attended North Carolina's ISTE affiliate conference. I opened the NCTIES conference with a breakfast keynote address and Marc Prensky closed it with a luncheon keynote the next day. Sadly, I missed the second day of the conference.
I would first offer some constructive criticism to NCTIES, and to all such ed-tech conferences across the nation and around the world. You do a fabulous job of offering dynamic learning experiences for teachers who are new to teaching or new to utilizing contemporary information and communication technologies in their classrooms. What I find missing are opportunities for those of us who have been around the 10, 20 or 30 years. I attended a number of excellent and very well received and appreciated presentations, that did very little for me. I'm not complaining, except that these conferences need to continue to attract the more experienced ed-tech'ers, and not just to present sessions.
The only idea I can think of is to have one or two session rooms devoted to unconference topics. Perhaps a different topic each session block or two-session block and before the conference try to seek out people to moderate those conversations. It would be important to have good moderators, not topic experts. Experienced educators can learn from shared experiences and those less seasoned can learn by attending as well. Just a thought.
Now to the surprises
It was in the student showcase, a part of most ed-tech conferences that I often miss, using it as an opportunity to visit the exhibitors or dash up to my room for something or other. I am so SO glad that I attended the students' show and tell in Raleigh. My main surprise was a table with three youngsters seated behind, and some pictures of medieval paraphernalia, shields, cottages, etc. I asked for an explanation, and the girl, the middle student, proclaimed herself as Sir Janes (I don't recall her name). She gestured to the fellow on her left and said, “He's King Arnoald,” (again, I don't recall the real name), and to her right, “This is Squire Bob,” (not his real name).
She then began telling me what they were doing, describing some of the communication skills they were learning as well as social studies and character. It was obvious that they were role-playing in some midevil style adventure game. So, being the nerd that I am, asked about the software they were using.
“No software. Ms Pratt (Amanda Pratt) gives us the story situations and we discuss andnrespond as knights, kings, and people of other positions in our class.” I looked over to the most adult looking person around and Ms Pratt stepped forward. She was the… and I said, “You are the…”
After my hesitation, she continued, “..the game master.” I could feel my brain wrinkling right there on the spot. Teacher as game master. Amanda Pratt is a gamer, a Games, Learning and Society conference attendee and a general follower of the games in education movement. She is also a principal with the Coalition for Gameful Learning. She helps her students learn what they need to learn by weaving an ongoing medieval tale. It took me back to a keynote I'd seen only a few weeks earlier at EduCon, where Dr. William Hite, Philadelphia's Superintend of Schools, said that,
“Today we do not need content specialists in our classrooms as much as we need context specialists.”
In a similar vein was Sanderson High School, here in Raleigh, the high school that my children attended. Behind their table was three young men and a couple more students scurrying around behind them. They appeared to be work at computer keyboards, with extra flat monitors facing out to the wandering educators. I asked what they were doing, and they proceeded to explain, in rapid articulation (often too rapid for me to understand) that they were coding new features into various web sites for the school.
It's relevant to note that until the recent retirement of the schools ROTC officer, Col Penny, they had used remnants of one of my older web projects, PiNet, a web site generator that integrated bookmarks, web forms etc. into school or coassroom web sites. Col. Penny had championed the school's web site and its purpose using PiNet and oust the tool way beyond what I had imagined.
With his retirement, Jennifer Bennett came on board from Southeast Raleigh High School, a technology-oriented magnet school. An English teacher herself, Bennett worked with school librarian, Donna Hitchings to establish a class and a team of students to build and maintain a very impressive interactive school site, as well as web sites for the library and other facets of the school. They are also working on making their sites more social in how they are maintained. ..and did I say, Bennett is an English teacher.
The team, who mostly train themselves and each other, work as consultants to the school, setting up meetings with teachers to assertion needs, and then devise and suggesting technical solutions. In their class, they discuss communication skills, collaboration, as well as design and much more. They're learning valuable skills within the context of a working an enterprise.
Seeing this was energizing to me.
Contemporary literacy is a subject I’ve not written about in a while. In fact, I’ve not been asked to talk about it at a conference in a number of months. Is it a message that’s been received? I don’t think so. I continue to read comments on my blog promoting the integration of technology, like tech is the goal, rather than an essential tool for accomplishing the goal of contemporary learning-literacy.
One element of this literacy is, in nature, ethical. In a 2007 2¢ Worth blog post, I wrote
..it is now our ethical responsibility, as information consumers, to assure that the information you are using is accurate, reliable, valid, and appropriate to what we are trying the achieve.
It is equally our responsibility to assure and document that the information we are producing is accurate, reliable, valid, and appropriate. 1
In another time, we were mere consumers of content. Today we are full participants in the information economy and this compels us to accept new responsibilities that have, in my opinion, become a part of what it is to be literate today – contemporary literacy. We are no long held only to the value of the information we consume, but also to the information that we pass on or produce.
This is what came to mind when I was browsing through my copy of MLA Handbook for Writers of Research Papers: Seventh Edition.
Hey, you’ve got to find excitement where you can.
I found a section with descriptions for formatting parenthetical notes (endnotes or footnotes) about cited sources. It describes two kinds of notes for documenting sources.
- Content notes offering the reader comment, explanation, or information that the text cannot accommodate
- Bibliographic notes containing either several sources or evaluative comments on sources2
It seems that when we are all overwhelmed by information, much of it from other people like us, it is note merely a courtesy to cite our sources, but it is a practical measure to justify and invite readers to judge our sources’ accuracy, reliability and validity. We should make it easy for our readers to check its appropriateness to the message of our writing.
With these MLA documentation notes (footnotes or endnotes), we can provide that justification where the comment does not really fit into the prose of the document.
All of this leads up to a new feature on Citation Machine. My plan is to add a textbox to all of the forms, where you have the option of typing in some “comment, explanation or information.” Citation will formate the comment, along with proper reference to the source, into a footnote/endnote.
Thus far, I have only added the feature to MLA Government Publications. It seems that when ever I make any type of change to CM, a few people get disoriented, not to mention madder than a mule chewing on bumble bees. ;-) I understand this. What sets Citation Machine apart from most of the other citation generating sites is its simplicity and speed. Change does not simplify.
So I thought I’d take this slow. Look at the Government Publication form and try it out. The note text shows up in a box just like the bibliographic and in-text citations. Feel free to comment on this blog post and concerns or recommendations.
“Children have a remarkable capacity for intensity.” Stager said, quoting Leon Botstein, in his 2011 TEDx talk – and the phrase aptly describes Gary's notions about teaching and learning today. He asked, “How do we maximize intensity — and minimize chaos?”
I tweeted a few minutes into his session that Gary Stager is a very funny man. I forget about his amazing sense of humor and I wish that I could share it here. But his sense of timing, which is a huge part of his delivery, simply couldn't be conveyed in text.
Of course, the best part of Gary's presentation was the “Ah ha!” moments, one after another.
I'll list a few of them here.
- Stagger showed a picture of children in a robot petting zoo, a slightly disturbing image, on several levels. Shouldn't they be petting small farm animals. Well, sure. But from a contemporary learning stand point, a robot petting zoo gives children an opportunity to interact with emerging technologies in a playful way. ..and play, I suspect, is a huge part of learning to apply emerging tech.
- He made a statement early in the session that, to me, is so obvious that it need not be made. Yet, it does need to be made. He said that,
“School should work with the tech of the day.”
Why is it that we think it's alright for schools to use down-scaled and out-dated computers that would have been replaced years ago in most businesses, especially when most business uses of technology require less processing power than many classroom applications. If we are preparing them for their future (and ours) and helping them to become “lifelong learners,” then shouldn't they be using the most up-to-date learning tools?
Why do we think that education should be cheap?
- This one reminded me of some of my own thinking, ideas that I've not been able to put into words. Stager said,
“The power of programming is working with a device whose capabilities you do not know.”
What I remember my first experience with a personal computer (a TRS-80 Model I – from Radio Shack), I thought, “This is a machine that we operate by communicating with it.” This was brand new, and as a history teacher, this is what convinced me to learn as much about computers as I could. This technology, which you operate by learning its language, was going to change everything.
In a sense, a personal computer is like a friend, in that the best way to learn about it is to communicate with it.
- This was the real shakabuku! Gary said that,
“We use to teach teachers how to program. Now, we teach them how to use a white board.”
He continued that this is an indication of “diminishing expectations.” Wow! In workshops, I use to teach BASIC programming and HTML. Shouldn't teachers be learning about computers by communicating with them? I've long thought that the reason I am able to intuitively figure out new software is that I've written software. I've had the same internal conversations that other software developers have had.
- In his much expected attack on “standards” and standardized testing, Stager reminded us that the only place in the world where we consistently see standardization is in our cars. it's the cigarette lighter.
Is this true?
- Finally, and this is one I've attributed to Gary during a number of my own recent talks and conversations. He tells the story of a science teacher, who, in the teachers lounge, complained that she tried a science experiment in her classroom, and “It didn't work.” This story says so much about what is wrong with our approach to education today. The experiment didn't work for the teacher, because it didn't teach what she wanted taught. Science is about answering inquery. It's about exploration and discovery, and it happens as a result of experimentation. All experiments work. They just tell us different things. What an amazing learning opportunity that surprise avails any teacher – wasted in this case, because she thought her classroom was about teaching, not about learning.
NCTIES is my state’s International Society for Technology in Education affiliate (ISTE). It stands for North Carolina Technology In Education Society. They will be holding their annual conference this week at the relatively new Raleigh Convention Center. In the last few years the state capital’s downtown has become a descent place to hold a conference. More restaurants, museums, night life and many more people living downtown, making the streets safer.
I finally went through the conference program yesterday and was struck by several trends that seemed apparent during that scan. So I thought I’d spend a few minutes this morning doing a casual frequency analysis.
|Number of term mentions in the conference program|
|Game, gamilfy, etc.||14||73||3.5|
|iPad or iPads||34||68||2.1|
|Professional Development or PD||65||34||-1.9|
|Collaboration or Collaborate||24||22||-.1|
In a casual counting, I found 205 concurrent presentations being made during the conference including the student showcases and not including the two keynotes. Of those 205, 51 of them (24.5%) are being delivered, at least in part, by vendors. 35 are being delivered by presenters representing elementary schools, 20 by presenters from middle or intermediate schools, 15 from high schools and 14 from universities. I am especially happy to see so many presenters from five of our state supported universities, two private universities and one community college.
The happening place in North Carolina seems to be Rowan-Salisbury Schools with 14 sessions being facilitated by 33 district educators. Also notable is Union County Schools with 7 sessions and 18 educators.
I’m doing one session. But hopefully, I’ll be setting a productive tone for the conference.
I’m looking forward to seeing old friends at NCTIES
I finally found a list of last years presentation descriptions, and searched for the frequency of the terms in this table (above and left). I inserted a column for the 2012 conference and then added a column with arrows to indicate the trending up and down. To quantify the change, I added a final column with the number of standard deviations of the total change. This sounds like I know more about statistics than I really do.keep looking »