Image Source: Dean Groom Teaching and Learning Design

How appropriate to view this image at Dean’s site (linked above) emphasizing how important it is to engage and be engaged yourself. Engagement involves each of us defining the work we are about, how we are going to accomplish our objectives, implementing the solution that we create–hopefully, in collaboration with others–and then assessing whether it worked or not. Rather than a step-by-step process, engagement is recursive…the more I bite into the problem, the more I’m engaged. For some reason, the view of multiple rows of teeth digging into a chunk of meat comes to mind. I’m NOT going to go look for an image of that to post!!

So what are some of the strategies for engagement in use in schools? In YOUR school? Here are some I’ve seen:

• English Language Learners/ Sheltered Instructional Observation Protocol
• Questionning – QUILT
• Assessment for Learning
• Parent/Student Communication
• Student Goal Setting
• Vocabulary Development
• Reading Comprehension
• Writing Across Content Areas
• Marzano’s 9 Strategies

See anything missing from that list?

Listening to Sheryl Nussbaum-Beach’s keynote “The Dimensions of Change within Schools in the 21st Century” in Maine–thanks to Bob Sprankle!–sharing so many awesome points, several stuck with me. I’ll have to listen to it again, no doubt, but one thing struck me enough to write about it now. Before that, though, let’s switch gears to LOTI.

Dr. Chris Moersch’s handout about the LOTI Breakdown compared the Level of Teaching Innovation to several categories:

• Pedagogical Emphasis
• Technology Focus
• Instructional Focus

As I read the different levels of teaching innovation, it strikes me that this is a bit out of date, especially when I listen to Sheryl share what our pedagogical emphasis SHOULD BE. It’s no longer about being student-centered, but rather, student-directed.

So, starting with LOTI 4a, the pedagogical emphasis is Student centered. Student-centered means the following in terms of instructional focus:

• Focus is on applied learning to the real world
• Student products are authentic, relevant and embed complex thinking strategies
• Student-generated questions dictate the content, process, and product
• Teacher experiences management concerns with pedagogy

The only difference between LOTI 4a and 4b is the teacher’s comfort level with the pedagogy. It’s only when we get to LOTI 5 that two-way collaboration with community for student problem-solving shows up. The question now is, do we even need to ascend through the LOTI to get to this or can we jump straight there? Probably not…but the build-up to Level 5 has to be faster since students now have access to collaborative technologies in their own lives.

Could I make the argument that because technologies are prevalent in most students’ lives at home, that LOTI 5 is easier to achieve because students already have the schema to understand it?

Chris (LOTI Guy Speaks) writes:

Exercising the instructional muscle embedded in Teach 2.0 pedagogy will only help to unfold the potential of Web 2.0 technology as well as increase student engagement and achievement in the classroom. Unfortunately, today’s digital natives use Web 2.0 resources at home as their own way of communicating, collaborating, and creating rather than in class. If we are to prevent Web 2.0 from becoming another “flash in the pan”, emphasis needs to be placed in professional development and 21st Century leadership the espouses the tenets of Teach 2.0.

What if Chris is wrong? What if Teach 1.0 with its emphasis on high-stakes testing, teacher-centered professional development, etc is the flash in the pan?

If you look at H.E.A.T., it’s clear that engaged learners are expects to define the task, the proces, and the solution…and collaboration extends beyond the classroom. As I reflect on this, I imagine that the LOTI table in Chris’ handouts are out of date. It’s about being student-directed, not about being student-centered. It’s about giving students the authority to direct their own learning. As soon as you start to argue that, though, the questions that arise include:

• How will the kids know what they need to learn?
• How can I trust that children will learn?
• How can I hold them accountable to a universal standard?

But the truth is, that we see from projects already in place, that student-directed learning is ALREADY HAPPENING but that we’re failing to capitalize on that learning. Even though we’re not affirming it, our children are learning and doing.

Subscribe to Around the Corner-MGuhlin.net