Rural Schools — Tiny Incubators of Possibilities -- Art of Teaching

Happy to link you to my latest post here:

McGraw Hill Art of Teaching

I was invited to share a story about why I love teaching in a rural school....

9 Things You Should Know About Teaching Through Teleprensce

Working in a small district means figuring out ways to be creative with course offerings, there just is not enough time to offer all the classes a larger school can offer.  One way to be creative, which is happening in my school, is shared courses with other districts using telepresence units (thanks WTI!).  After doing this for some time I have some suggestions.  There are issues like homework moving and grading that must be dealt with, but as I think about the telepresence there are other things.  So for those "other" things here are some tips.

9 Things You Should Know About Teaching Through Telepresence:

1) It is not just a camera and a TV.   
I started sharing about 6-7 years ago.  There was a student at a neighboring district who really wanted Calculus, I used a webcam and Web-Ex -- that was like Web 0.2 versus Web 2.0!  A motivated single student and it went okay - he watched but really could not interact.   Now with my CISCO system and SMART board connected to all the other districts we all share a board and can interact in real-time.  Again, I am teaching Calculus to a fairly motivated group(s) - I loathe to think how I would teach a class that took a "high-level" of classroom management, cause.....

2) Students can tell where the camera is looking, or not-looking.
Even a college course like Calculus meant students did not always do what they were suppose to do.  Students are mice, teachers are cats and you know what mice do when the cat is away (or when the cat is trying to watch by telepresence).  Motivation really falls to the students, or someone on location making sure that students are on-task.  Moving the camera around a lot is not an answer either, we are not camera-persons.  Personally I don't worry about the other end with on-taskness, I teach, help and make sure I have someone at the other school to help - to be an ally, so.......

3) Get an ally on the other end - some staff member - a teacher, an aide, a secretary (oh -my!).
These people are your salvation when you need just a bit of help for whatever reason they will rescue you  -- copying a quiz, getting homework back or anything.  Also, administrators are tricky, they may seem like allies (or not!), but their time is always in the air and sometimes they cannot help - typically not the ally you need.  The simplest teaching tasks are difficult without an ally.

4)  Completely test everything for your telepresence class before the start of the year.
Telepresence is different than other classes, when the details don't work your class won't work.  You need to test your connections before school, check how students will get grades, assignments, everything.  Check your roster closely - and make sure all the students have access to your materials (books, emails, etc).  The simple things like adding a student to Google Classroom take more time to do (you cannot add a student from a different district to Google Classroom, last year it meant setting up new emails for my non-district students).  Things like this must be handled prior to the start of the class, because......

5) Start on time, figure out the schedule so teaching time is maximized!
It is easy to lose minutes moving the unit, adjusting unit, etc.  Remember students have a remote let them fine-tune.  As the teacher - you gotta use those precious minutes.  Get the class and students started ASAP, it is important to use the time you get because.....

6) Know that some days it just does not work.
No matter what they tell you, sometimes for reasons known and unknown the unit will not connect (internet lost at your school, their school -- someone forgot to sacrifice the chicken, etc).  The point is pick a set time to work on it (say 10 minutes) - then just record your class.

7) Remember, it is still teaching math (or whatever subject); you are not teaching about technology or to the technology.
I try to remember not to teach about the unit or how we connect.  I teach calculus and treat the camera like another set of student eyes, making sure I look directly at it when I make room scans.  I also remind myself that it really is not a camera but another student.   That helps reduce my Rockwell induced nervousness with the camera watching me.

8) And probably most importantly, since it is teaching - remember relationships matter.
Don't get caught up in the telepresence unit or your material too much.  Even at a HS level you need to take time to make relationships -- even with a real-time connection you as the teacher must make the real-life connection.

9) Finally - have fun.  
Passion sells, if you are excited about telepresence and chance to gain more students, then the students will be excited about you and your course (the telepresence  is just a porthole).

Teach 15 Reflect 4

So how do we make students really reinforce concepts and ideas we spend our precious class time showing, leading and/or guiding?  How do we make sure they are reflecting on the lesson objective, using the practices  - that they are making connections?  It is an interesting question - I often ask how do I make sure my students understand the concept and embrace their learning - but perhaps I should be asking how do I make students reflect?

Thinking about student reflection was part of a speech from Naomi Harms at a professional event I recently attended - she spoke about the need to only do 15 minutes of teaching, lecturing, practicing, working, etc and then 4 minutes where the students reflect.  That reflection can happen any number of ways - but the key is to allow that time.    And I am now working hard to set up my daily teaching to make sure students are reflecting, and that they are really embracing their learning.

It may seem like a modest change, but after reflecting on it I am hopeful that it can have a large impact in my students.  I think this reflection can have a large payback - the investment is small, about 8 minutes per period - but if students can make their connections in those few minutes then the impact will be much greater than 8 minutes of more lecture, or more practice, or more anything,

Seriously only 4 minutes reflection for 15 minutes of attention, seems too easy.  But when I think about myself - even now as an adult I struggle to pay attention and connect ideas when a lecture or speech is more than 15 minutes straight.  I am shifting my classroom, I had provided time to make connections but never said "Reflect on this," or "Discuss this with a partner," etc.

So I am going to add it and see how the first month goes.  Nothing ventured.....
Finally I just want to thank Juda, JAM'M, WTI and Morgridge Family for making the conference possible - hearing Naomi is making me think about my teaching and work on making it better.  So it was a good day.

Teaching for Sustainability through Green Initiatives

Note: This draft was submitted to Community Works Journal  ---  See edited story here!

The job of educators is to prepare students for the world, so they can have a real impact.  Yet we rarely practice those skills in high school.  The true passion, problem solving and perseverance are often vacant from the assignments we do with our young adults in high school.

But it does not have to be that way! Project based learning offers a variety of ways for students to have a true impact in their community and their world.  That impact is often not constrained by the students but by educators and administration.  What happens when student are posed the assignment - complete a project that helps the school and community AND that project needs to have a true global impact?

Amazing things happen.

The assignment started in the fall of 2011 with my thought that my Physics students needed more exposure to real world problem solving. Problems where you must persevere, where there is no correct right answer, but the thought of what it should be and how to assess what was accomplished seems daunting – until you tell them “Select a project that will help the school/community and the world and make it happen.  I don't want a report or essays or papers, I want steel and concrete – I want tangible results.”

And then I sat back and watched the students struggle, some sat around waiting for orders. But I kept repeating to come up with a plan – it quickly led to true brainstorming and the idea that we could reduce Juda's carbon footprint thus reducing our energy cost! Daunting project, you bet; time consuming in class, sure; but the learning was amazing.
 
There are many avenues, many ideas, and many methods to making that goal. So the students made teams and defined deliverables (I had some input there – if you work you deliver). They did research. They contact vendors, suppliers, talked with staff, thought, reflected, thought of ideas, checked their ideas – failed – and tried again. But they were learning that a dead-end was simply a step to the solution, they were not guided by a predetermined lesson plan. They were working only with the constraints of a real world project – payback, ROI and need.

And all of that is more important than the results, but results are what were assigned – or should we say demand; demanded by the students – because it becomes their goal and project. All of sudden you don't need to make assignments – you simply need weekly update meetings. You don't have to hold students accountable their peers do – because it is their project.
Results happen because students are given the latitude to accomplish their goal!

At Juda, students chose green energy as the method to meet the goal and divided into solar and wind research teams. Researching ways to install either a turbine or panels, doing the bids, the Return-On-Investment (ROI), the financing – calculating how, why, what and where.

So where did my first team of students get to in 9 months, September 2011 to May 2012 – from inception of their idea to the end of the school year is not very long. The students had done all the research, competitively bid solar and wind, selected a preferred solar supplier, obtained permits, discuss the project with administration and our school board, worked on achieving ROI – and that is where the first group left the project. Now often it would end there with a bid, but the key to PBL is to continue the previous before starting the new!  So this became a legacy project -- because that is what the world does!  It reassigns projects - moves around team members.  This was just a pause in the project versus its end.

One problem initially with my rural school is that Physics is offered every other year.  So a team of students who had taken Physics the previous school year watched on grants and financing outside of an 'assigned class' during the 2012-2013 school year.  

 Then Wisconsin Focus-On-Energy money became available in the summer of 2013, and this was the last piece of the puzzle for the first project.  We had worked on financing, discussed finding business partners and this Focus on Energy grant with other local business support allowed the project to proceed. It then became the Physics class of 2013 job to do the install, and starting in September 2013 Juda was generating over 5 kW of electricity for our school . Meeting the original goal of positive community impact along with a global impact – but that was not enough. Because as that assignment was completed, it was now 2013's Physics class turn - you complete the prior project, now start yours! 

That is how project based learning comes to be a cultural change, the learning becomes perpetual.  The students not only want to be part of the team on the previous project but literally demand their own project.  

 The 2013-2014 Physics class's project is to make 10% of the school's total power be generated greenly on school property, really ambitious when the 5 kW solar system is only 4% of the schools power.   They have already installed another 12 panels increasing the systems capacity by 50% to 7.5 kW.  They have started conservation projects, such as lighting and heating, ventilation and air conditioning (HVAC).  

And now this project is being moved onto to the next team in the next school year. Plenty has been accomplished – nearly 7% of the school’s power is green now.  And I feel confident that the next class will get to 10%.   But that was not enough for the previous class they also want to roll out the PBL Green Initiative model to other schools – every school should have students working on a 5 kW green energy system – even if you already have a solar array or a wind turbine!  This story is my part of their project.

We want you to take on a green initiative with you and your students.  We are offering ourselves as guides, myself and my students - take the plunge. We want contact with you, email, call, snail-mail, even by carrier pigeon.  Let the chaos ensue – let the real learning occur!
Tap the resources in your school that is before you, make your students your workers - and watch them practice and acquire the skills the world wants from schools – passion persistent problem solvers!

It takes a certain level of courage as educator – you must be willing to pick great projects over good material.  You need the belief that covering an allotted number of chapters does not create problem solvers. Problem solvers are created through real problems and practice (and textbooks & e-books rarely have problems, they're filled with exercises).

And as the students reflect on their accomplishments, this project is truly one of the most memorable, permanent things which they have done.  It shows them what persistence, research and resilience can do.

So when you think about how and what you teach, know this is one of the things that I consider untouchable. 

HOW TO SUBMIT AN ARTICLE OR ESSAY
Submissions should be sent by email, as an attachment. Most word processing formats are acceptable. Minimal formatting is suggested. Word count maximum is generally 1,600 words. Please contact us if this is a problem. In some cases we will edit for length with the author's request. An exception to word maximum may be the inclusion of information on a resource of significance to the article.

The author's name and email must be included.

Community Works Journal
PO Box 6968  l Los Angeles, CA 90602 l 909-480-3966

email: info@communityworksjournal.org

- See more at: http://www.communityworksinstitute.org/cwjonline/submitguide.html#sthash.k5jAZuub.dpuf

HOW TO SUBMIT AN ARTICLE OR ESSAY
Submissions should be sent by email, as an attachment. Most word processing formats are acceptable. Minimal formatting is suggested. Word count maximum is generally 1,600 words. Please contact us if this is a problem. In some cases we will edit for length with the author's request. An exception to word maximum may be the inclusion of information on a resource of significance to the article.

The author's name and email must be included.

Community Works Journal
PO Box 6968  l Los Angeles, CA 90602 l 909-480-3966

email: info@communityworksjournal.org

- See more at: http://www.communityworksinstitute.org/cwjonline/submitguide.html#sthash.k5jAZuub.dpuf

Dr. Cathleen Becnel Richard is an Assistant Professor at Nicholls State University in Thibodaux, Louisiana. She earned her doctorate in 2010 from Northcentral University in E-Learning and Teaching Online. Her research interests include academic advising, distance learning, reflective learning, and service learning. - See more at: http://www.communityworksinstitute.org/cwjonline/articles/aarticles-text/bayou_tchgsustain.html#sthash.uZ3CFLf1.dpuf