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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation
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Creating Learning Environments

Ben Johnson

Administrator, author and educator

A while ago I witnessed students taking computer-based classes passing their tests with ease until I figured out what they were doing. They had two screens open -- one was the computer-based course and the other screen was Google, Wikipedia, or Ask Jeeves. When they ran across a question they did not know, they just looked up the answer on one of those other sites (we shut that capacity down in a jiffy).

This incident made me think a bit. What do teachers have to offer students when they can learn anything they want from searching it on the Internet? Why should a student sit in class (or classes) all day long when they can find all the information they need instantly? With so much knowledge everywhere, aren't we trying to sell a product they already have?

Heck, I'm the same way. When I wanted to install radiant barrier insulation in my attic all I had to do was go online and look it up. Hundreds of videos, websites, and resources popped up. I read through a few, saw that they were selling more than explaining and I went on to others. I watched a couple of how-to videos that seemed to know what they were talking about and so I used them. Voila! (Installing the radiant barrier is not as easy as the videos make it appear, however.) So with a little bit of research, I became an instant expert on something I did not know anything about before.

The other day I couldn't remember how to spell a word and before I could turn around and find a dictionary, a student had already looked it up on her phone. I had it right, but it got me thinking again. How is the instant knowledge available changing how students learn and view education? Deep stuff. We are in a transition period because we still have a huge digital divide -- some students and schools have access to rich technology resources, while others do not.

Even if the technology were ubiquitous (I really like that word) in school and out of school, the answer to that question is simple: Instant knowledge has changed how everyone learns because the questions we need to have answered are just a few clicks away.

In the Classroom

It boils down to a focus on what we need to know. What is the role of a teacher in such a scenario? We can help the student realize they "need to know" certain things. How do we do this? Let me illustrate:

In my Spanish II classes, I create scenarios that motivate students to learn Spanish. Currently, for example, we are recreating a hotel and students are the employees and the guests. They will be creating the registration forms, brochures, letter head, menus, television guides, and most importantly they will be designing and practicing the interactive dialogues that occur in hotels across the Spanish speaking world. This gives them an authentic reason to learn the verbs and the Spanish phrases.

The same kind of thing happens in an English class when they create newspapers, or publish books, and in social studies/history when they roleplay the armistice of World War I, or the debates between Lincoln and Douglass. Science teachers do this when they design inquiry lessons about the nature of salt, or experiments concerning plant growth and fertilizer. And math teachers create rich learning environments for students to practice their skills when they set up a bakery business and students have to make financial decisions that can make the shop successful or can make it go out of business.

When the micro computer came into vogue in schools, doomsday prophets predicted the demise of the public school teacher. Now we have so much more technology in schools and student's pockets, and we still have teachers. What then, will be the role of the teacher when each student can look up every answer on their wrist phone, or with their eyeglasses? The teacher's role will be to motivate; the teacher can provide the answer to the question, "Why do I need to know this?"

How do you create learning environments that motivate students to learn? Please share in the comment section below.

Ben Johnson

Administrator, author and educator
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Comments (8)Sign in or register to postSubscribe to comments via RSS

Stephanie's picture
Stephanie
Secondary Social Studies

Ben,
I teach at a school where each student is required to have a computer. I agree with you entirely that our role as a teacher has changed. Since my students now have these tools at their fingertips I find that my role is to convince them to take ownership of their learning. As you said, "why do I need to know this?" I present problems to my students, and give them the tools to solve the problems. This entire process requires a much greater depth of thinking and processing. Yes, they have technology in their pockets, but the challenge now becomes how will they use it to solve whatever problem I place before them. I find it great for differentiation because students are able to challenge themselves appropriately.

Dorothy Petrie's picture
Dorothy Petrie
Chairperson ~ PACE (Parents Advocating Challenge in Education)

I take issue with the notion of "instant knowledge". Is there such a thing? Sure, some kinds of knowledge are facts and information, and the manner in which one acquires them, I suppose, may not matter. But "knowing" facts or information does not necessarily mean comprehension, does it? And it certainly doesn't indicate a practical understanding of a subject, let alone an appreciation or even mastery of a given body of knowledge. I have several dictionaries in my house. I have a three copies of "To Kill a Mockingbird" in my library. (I have not purchased an electronic version as of yet.) I have several Biology and Algebra textbooks, as well as more than a handful of devices that I may access the internet within seconds. I propose that we might want to think of this "instant knowledge", because technology is ubiquitous, as a resource, something akin to Cliffnotes, which have been around for some time.
"Why do I need to know this?" seems to be a question that educators have difficulty answering, or in some cases, defending. My response: Don't you want to know this?! The scenarios that you provide for the practical learning of Spanish are excellent examples of how interesting hands-on assignments make learning a foreign language fun and an active demonstration of how having a working command of the language my serve someone. Is that a sufficient answer to the question of "Why"? It may be. Why do we educate our children in the first place? This is the larger question that I will not attempt to answer fully here. There is enormous pressure these days, and it is on the tongues of every education reformer, to make sure our children have the "skills", the necessary "skills" to compete and succeed in the world. We are, I believe, something more than economic beings....and answering the question of
"why to I need to know this?" must be something a bit more than mere practicality, more than what this knowledge can do for you. Through education, young people learn to become methodical, to examine their own work, to self-reflect. School is a place where a student's world can open up, where a young person can begin to learn where they fit in the scheme of things. I am pretty sure none of this can be found on Google, or ask.com, and all the laptop or tablet filled classrooms in the world won't impart that kind of knowledge to a student.

zep's picture
zep
Education Specialist

" (we shut that capacity down in a jiffy). " I'm always curious why we as educators jump to clamp down on a practice which every professional does on a daily basis. If I have a problem with my electronic gradebook, or need a quick refresher on the trig lesson I'm delivering I either look it up or seek help from colleagues, yet when kids follow these strategies they're generally chastised for "cheating". What is it that we are after, rote knowledge, or an ability to problem-solve?

zep's picture
zep
Education Specialist

Stephanie, just curious, can students truly be expected to take control of their learning when they have zero to little control over the courses required for graduation and their content therein?

joe johnson's picture
joe johnson
Director of Technology

For a long time I have fought to have this the major discussion for our schools. School leaders must begin this discussion now! Old hands often say well just give it time and we will drop that and go back to what we have always done. Not so in a new world. We are now in the J curve of exponential change after 4000 years of slow increases in communication, travel, and the availability of knowledge to digest, rethink, and grow. Our students have information and the knowledge of ages at their finger tips and can now find it, manipulate it, and grow both it and from it. Our role as educators much change as well as the where, when, how, and why of education. If not we will be superfluous in another decade or our country will be.

Ben Johnson's picture
Ben Johnson
Administrator, author and educator

Zep
in elementary school, the students learn the 4 r's. In middle school, students are given a little choice with a couple of electives, and in high school, students are given a little more choice with more electives and career/college pathways. Another way students are choosing is through magnet schools- starting in middle school. Agreed, students cannot choose graduation requirements, nor the content of the courses--but neither can the teachers or administrators. It all depends on state and local school board control. What a student can control is how much depth and breadth of knowledge he or she wants to acquire, and that all depends on motivation, relevance and the magic of interest a teacher can bring to the subject.

Ben Johnson
San Antonio, Texas

Narender Gilhotra's picture
Narender Gilhotra
17 years classroom teacher-4 to 10 grade

At the time of the invention of writing, People would have been afraid of crisis for the community educators i.e Bards, Poets, Musical Performers, as we are facing today with the increasing role of technology in the classroom. However the role of a good teacher has never been diminished.

Biosphere Env Ed's picture
Biosphere Env Ed
founder Biosphere Environmental Education

Really enjoyed your article. My experience is that the best learning environment is beyond the 4 walls of the classroom. I specialize in teaching biology and env ed by taking students out in the field to learn by experience. I want them to see, hear, feel, taste, and smell the environment around them. People only learn to appreciate nature once they have seen it first hand, are amazed by it, and that's when they start to care about it. We've just launched our organization, but we'll be running our first Youth Environmental Ambassadors Program this summer on an arctic expedition. In my view, that is just about the best learning environment. We get students engaged using a unique approach - we teach students how to take photos and videos and teach them how to use those to create their OWN visual presentations about their experiences and about environmental preservation. On the smaller scale on which I've done this before, kids are so much more engaged by this full-on experience. And teaching them to use technology to communicate is a great way to help kids to express themselves, tell their stories and share their experiences. When you combine this with inspiring them to care about the environment, kids become passionate about nature conservation.

I'd love to hear about other people's experiences with expeditionary learning. Thanks!

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