The Millennials Are Here!

The "millennials" (people born late 1970's to early 2000's) "are the first generation in human history who regard behaviors like tweeting and texting, along with websites like Facebook, YouTube, Google and Wikipedia, not as astonishing innovations of the digital era, but as everyday parts of their social lives and their search for understanding." (Keeter and Taylor 2009) Do they Google "learning" as they need it? Are notebooks and textbooks obsolete? How should education adapt to meet their needs?

The infographic from the University of North Carolina's Kenan-Flagler Business School and the Youth Entrepreneur Council points out "this generation prefers on-the-spot recognition to traditional performances reviews." I see the residual effect of this in my classroom. The online assignments I use provide instant feedback as well as multiple tries. In the classroom, though, I am unable to provide continuous individual feedback. Students work for 80 minutes in the computer lab whereas in the classroom their effort level is less intense. The infographic goes on to say, "millennials are natural collaborators, particularly when the group's purpose and goals are understood." [I pause here for effect.]

Technically savvy, desire instant feedback, prefer collaboration, and need a clear purpose, hmmmm, this is not rocket science. The students of this generation are telling us how to help them succeed. With our eyes open and creativity in place, we must produce quality assessments which remain reliable and valid to a clear purpose. We must provide efficient feedback which strikes at the teachable moment. We must involve technology and support collaboration within our assesments. The tools are available to support these things. "Millennial" education must now be real in our classrooms (face-to-face and virtual).

As for cheating (the elephant in the room few wish to talk about), I can only offer an opinion based on a Keeter and Taylor observation, "They (the millennials) are the least religiously observant youths since survey research began charting religious behavior." Yes, I assume a lack of sincere 'religious' behavior can negatively impact ethical behavior. I am open to hear other views on this, but I find it difficult to avoid that connection when I hear of students who do not think cheating is wrong.

Keeter J. and Taylor P. (December 11, 2009). The Millennials.

Retrieved June 30, 2012, from http://pewresearch.org/pubs/1437/millennials-profile.

Buck, S. (June 28, 2012). Managing Millennials: Why Gen Y Will Be Running the Country by 2020. Retrieved June 30, 2012, from http://mashable.com/2012/06/28/millennials-work-jobs/.

Instructional Design

Consider the enthusiasm demonstrated on the first day of school (any first day of school regardless of age). There is a mixture of excitement and hope. In the individual child there lies a burning question, "What will I learn today?" Buried under the social layers of seeing old friends and making new ones, children truly want to learn. "The real motivation to learn," says David Merrill, "comes when students are able to do something they were not able to do before." 

I say, then, instructional design is the process of sustaining positive learning memories directly related to the learner being able to do something they were not able to do before. I conjecture the accumulation of such memories will support learner growth and development as well as encourage them to want to learn for a long time.

As for the disposition of instructional design, I say it is the combination of the art of teaching and the science of design with measures of common sense, compassion and care. Why? Simple, the perfect lesson plan does not guarantee success as does not an overdose of sensible love. There must be an orchestration of events, interactions, and results which move the learner along. Instructional design is this orchestration.

Merrill, D. (2008, August 11) Merrill on Instructional Design. Retrieved June 11, 2008, from http://www.youtube.com/watch?v=i_TKaO2-jXA& 

The End Of The School Year

The end is near.

Most teachers are tired and have classrooms full of students who are ready for vacation. Yet in this moment we have an incredible opportunity to determine if mastery has been achieved. All of the work up until now has been pointing to a meaningful understanding of the subject matter. The students should be producing their best work of the year. Teachers should be tying together the loose ends of the current course and encouraging initial interest in the next course. 

This is also the time to evaluate the effectiveness of your classroom management routines. If your routines are working under these conditions, then they can be deemed effective. If not, fix them. 

Challenge yourself and your students to exhibit excellence and finish the school year strong. 

Even though the end is near, there is always one more thing to do. Help students to see the end can easily represent the next beginning.

Resource: See also Lifelong Learning, Teacher Health, and Tips For Success In School.

Lifelong Learning

audioBoom version

Consider the 15 year old human sitting in your classroom. What will they really remember from your outstanding orations, alarming activities, and tremendous tests? Not much really. Or at least not as much as you might think. Oh yes, there will be those moments from your classroom that will forever be etched into their brain. For example, I remember the day a bird flew into my high school English class. Unfortunately, we were not reading a Dr. Doolittle story. I am pretty sure the teacher's lesson plan did not include "bird enters stage left". 

What then should we do? We must help create a series of positive learning memories for our students which will drive them to want more. Creating a classroom where this occurs must become our passion. Learning must regain its place next to 'exhaustingly fun', 'rigorously exciting', and 'lifelong'.

Note: Strategic placement of commas and periods have been used in this blog post. 

No Busy Work Please!

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When we plan for instruction, we need to choose relevant and authentic tasks. In most classes there will be students of different levels of ability, none of whom should be burdened with busy work. Structure your classroom in such a manner there is always one more thing to do. Just ensure the 'one more thing' leads the student to a deeper understanding of the current objective or prepares them to enter into an understanding of the next objective.

This should also remain true when working with teachers. If you find yourself working with pre-service or in-service teachers, ensure the artifacts they are asked to produce can be used when they return to their classroom. If the artifact cannot be used in the classroom, then why create it?

No busy work please!

Resource: Surface Area and Volume module recently produced for an online course. 

There Has Always Been Three

As we look to educate, there has always been three critical components: authentic planning, clear expectations, and valid and reliable assessment. Even though these components should be readily assumed, when one or more is missing the learners will become agitated.

Authentic Planning

Failing to plan is planning to fail. As the development of lessons, modules, units and courses takes place, there must be an authentic planning phase. Classroom action must be designed to support learner obtainment of the intended objective(s). The most effective manner in which to ensure effective classroom action is for the instructor to complete the activities prior to using them with the learners. Of course, in the current educational era, giving learners the opportunity to provide input into the classroom action planning is popular. Include this technique as the maturity of the learners allow.

Clear Expectations

As a result of authentic planning, clear expectations should be easily developed and delivered to learners. Since the classroom action has been pretested and polished, the instructor should be well versed in what is expected and have the confidence to allow for individualized (read "constructivistic") pursuits beyond the content expectations. There must be attention given to classroom management as well. Students need to understand how to actively participate in self-determined learning, peer-to-peer interactions, and whole group discussions. Note: The perfect lesson plan does not guarantee classroom management. Classroom management must be addressed. If not, then the behavior of the learners can interrupt learning.

Valid and Reliable Assessment

Formative or summative assessment? Rubric, fill-in-the blank or essay? Terra Nova or SAT? There is no difference when we examine these instruments through the lens coated with validity and reliability. If authentic planning has occurred and clear expectations communicated, then valid and reliable assessment should follow. Again, I strongly recommend the instructor complete the assessment instrument before using it with the learners.

Summary

Regardless of whether you are using the constructivist learning model, objectivist learning model, or a combination, the instructor is responsible to ensure authentic planning has occurred, clear expectations have been communicated, and valid and reliable assessments are used. The tools (online or not) used to accomplish these actions are of secondary importance to the actual classroom action.

With respect to how I might adjust a course to reflect what I found in recent readings, I will analyze and evaluate the current course design, complete the activities myself, and adjust as necessary to match the intended outcomes. In addition, I will plan to support individual interest in going beyond the intended outcomes.   

Cheating

Cheating happens. 

With technology, cheating has become more efficient. 

Cheating coupled with a poor work ethic undermines our efforts to ensure a quality education for all. 

As teachers, we must look at our assessments for learning and examine the validity, reliability and, now, security. Ask yourself, "Have I developed a set of assessment tools which will maintain a secure judgement of student growth and progress?" If not, change the way you conduct assessment.

I suggest you combine online work with formative and summative assessments in class. Get to know your students and their work. Listen to their questions and provide guidance. Promote organization, model a strong work ethic, and prepare students for success. If a student then makes a bad decision, discipline appropriately. 

Cheating happens so be prepared to be completely disappointed. Confront, discipline, and move forward.