Over 800 teachers descended on American Canyon High School October 28-29 for Fall CUE 2011, the annual conference focused on advancing student achievement through professional development and enhanced technology. More than 110 of those educators were teachers from Napa County, sponsored by NapaLearns, who covered their registration fees to attend. The conference featured more than 50 speaker presentations, with the author of Disrupting Class, Michael Horn, delivering the opening keynote on Friday night. Teachers also received a university credit for attending, helping to fulfill professional development requirements. Computer-Using Educators, Inc. is a professional organization of educators that supports the use of technology in education. If you’re a teacher, send in your experience!

by Laura Masters

Project-based learning (PBL) is the use of in-depth and rigorous classroom projects using information technology to address real-world problems, issues, and challenges. It facilitates learning and student competence across multiple educational subjects.

The guiding principle behind project-based learning is to learn by doing. Real-world problems capture students’ interest and provoke critical thinking as they acquire and apply new knowledge in relevant contexts. Teachers gain new roles as facilitators, working with students in groups to frame worthwhile questions, structure meaningful tasks, coach the development of knowledge and build teamwork skills, all while carefully assessing what students have learned from these experiences.

Knowledge versus skills, as the most important goal of education, has long been debated. There are many who believe that one is more important than the other, and there is a plethora of research to support both ideas. My personal belief is that the two are inextricably intertwined and serve each other beautifully to take learning past mere comprehension, and with hands-on experience, culminates in both wisdom and competency.

I agree with John Seely Brown when he states, “It is profoundly misleading and ineffective to separate information, theories and principles from the activities and situations within which they are used.” (Learning in the Digital Age). I believe that learning starts with information, which we deepen into knowledge with multi-sensory activities and projects, and that knowledge grows into wisdom when we add relevant experiences and settings. These elements, which are the foundation for the power and effectiveness of project-based learning (PBL), will be examined in this blog.

First we must separate knowledge from information and see them as two entities. Information is defined by Merriam-Webster as “knowledge obtained from investigation, study or instruction”. However, technically, information can be viewed as separate from knowledge, as it exists independently of the learner (Learning in the Digital Age). One can look information up on the web, read it in books, hear it from others, and a well-trained teacher can skillfully impart and deliver information in a meaningful way to the learner.

Much information can be learned with rote rehearsal defined as “repeating the information or action over and over” (Wolfe, 2010) to form the strong neural connections that create the desired automaticity. Rote rehearsal has its own significant place in learning as much of our education is cumulative and rests on mastering previously taught information and skills. Getting the basics like math facts, reading and writing skills established to an automatic level is critical as it opens up more working memory which in turn, allows the learner the capacity to advance into in higher order thinking, comprehension and tasks.

Historically, access to information has been limited and an important role of education was to provide information and help students gain general knowledge and skills. There is no question that a broad general knowledge base is incredibly important, and in fact, is another important foundation for great learning. Marian Diamond, with her work on enriched environments, certainly allowed us to see that the more one knows or is exposed to, the more one can learn and flourish (Diamond, 1988).

Learning happens when we attach new information to existing information in our minds, and when associations are meaningful to us, the learning is even more solid (Wolfe, 2010). The more one knows, the more one can absorb new learning because there are simply more places in the brain to attach new information to. The traditional view of teaching was the delivery of information and skills, and it was, for a long time, a worthy goal.

Today, with the information age, and the unbelievable access to any information at any time, it has become apparent that we must change our focus as educators and strive for the authentic creation of knowledge in our students. Knowledge, unlike information is, in fact, “associated with a knower, that is, it resides in someone’s mind” (Learning in the Digital Age). Knowledge lies within a knower, and in many cases experts will find it difficult to write down or transfer what they know.

Fortunately, knowledge can be gained by our students when we, as educators, design learning experiences that are relevant to the learner and expand that same information with activities that engage many parts of the brain. This type of learning activity allows the learner the opportunity to assimilate information and actively acquire knowledge within their minds. Experiential learning creates many of our strongest neural networks in our brain (Wolfe, 2010), and this is the foundation of project-based learning.

Although much of what we do in school is the result of hours and often years of rote rehearsal (Wolfe, 2010), the application of those skills has gained a more significant place in education. What begins as rote information must be transformed into skills: knowing phonics into knowing how to read and then how to read critically; writing sentences into constructing paragraphs, then letters, and stories; and grasping math facts into computing algebra. Merriam-Webster defines skills as “the fact or condition of knowing something with familiarity gained through experience of association”. Skills have become a world-wide topic as our culture demands a new set of strengths for success.

The need for an additional set of critical, new skills continues to grow as our culture embraces the changes brought to us by our global economy and advancing technology. Many of these new skills were once taken for granted, such as collaboration, communication, creativity, and skillful citizenship. But the demands of our modern age require these skills to be carefully and effectively taught. Again, project based learning is an effective and efficient means for learning these types of essential skills.

PBL offers the opportunity to learn standard content and required curriculum deeply, while one is building essential skills through the experience of learning. Project based learning is student-centered and collaborative, relevant, engaging and motivating. It creates leadership, inspires teamwork and promotes critical thinking. Learning becomes more social, and real problems are being studied and solved. PBL is inquiry-based, rooted in technology (which supports our new digital learners), and more like life itself. A well designed project will stimulate deep learning while enhancing skills; both of which are critical to success in our new information age.

To create true knowledge, and to build on skills, one must use elaborative rehearsal strategies. Pat Wolfe (2010) defines elaborative rehearsal as a broad category of strategies that “encourage learners to elaborate on information in a manner that enhances understanding and retention of that information”. These strategies engage the emotions of the student and build on prior knowledge. They include such activities as real-life problem solving, simulations, role-playing, graphic organizers, effective rehearsal and review, peer teaching and reflective journals.

PBL and other inquiry based or student directed types of learning, have been proven to employ more of the brain and even more so when the learner has more authority over how they take in information (Study Reveals How Taking an Active Role in Learning Enhances Memory). PBL, which is immersed in elaborative rehearsal strategies, can truly set the stage for life-long learning.

Project based learning, when it is expanded to the community, can take the all the benefits of experiential learning and create a profound opportunity for students to become deeply knowledgeable. Experts can step into the school to share their knowledge, and community business leaders and officials can provide internships that are incomparable learning experiences.

Knowledge is hard to give and to receive because it is effectively acquired when the learners are able to experience the practices and are immersed in the settings that surround the information. Learning to be a surgeon is quite different from learning about being a surgeon. Brown contends that information is excellently transformed into knowledge when the individual is able to collaborate with experts, peripherally participate in appropriate activities, be guided through their first endeavors and gain their own experience to create personal competency in their field. This enculturation, or intentional participation, in the appropriate setting, is critical as the implicit learning that experience provides, cannot often be made explicit. Community enriched enculturation creates the climate for the generation of new ideas, perspectives and knowledge (Learning in the Digital Age).

In short, I believe that skills and knowledge are inseparable for great learning and that project based learning provides the framework for experiential learning which, in turn, creates true, lasting knowledge and skills in our students. Project based learning opportunities are refreshingly similar to the world into which our students must enter once they graduate, and with its emphasis on the 21st century skills, it better prepares students to enter the workforce with confidence. I believe that information, skills and knowledge need to be blended and enhanced by experiential learning. Education must be embraced by our communities so our students leave our school system competent in the skills, information, and wisdom that true knowledge and experiences can generate. In turn, we will provide our communities with the successful, well-equipped students that can become the outstanding citizens of our future.

School should be less about preparation for life, and more like life itself. (John Dewey ,1937)

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Web Articles:
Learning in the Digital Age
by John Seely Brown

Study reveals how taking an active role in learning enhances memory
by L. Brian Stauffer

Books:

Dewey, J. (1937). Experience in education. New York: Macmillan

Diamond, M.C. (1988). Enriching heredity: The impact of the environment on the anatomy of the brain. New York: Free Press

Wolfe, P. (2010). Brain Matters: translating research into classroom practice. 2nd Edition. Alexandria,Va: ASCD

Today was the second day of the new school year, and just like last year, there are not enough books to go around. Once upon a time, we used to have class sets of our textbooks and additional copies available for students to have at home. Now, while each student has a copy of their required texts at home, there are no class sets.

When I was in high school, we didn’t have class sets, but we did have lockers. Here at Vintage High School, our students have no lockers. That means that a freshmen has at least five or six textbooks to carry to and from school each day in addition to binders, notebooks, and any other supplies. Is there even room for lunch in a bag that full?

The other option, which some teachers have implemented, is to encourage students to leave their books in class. As mine is a combine class of English and Geography with 120 students throughout the day, that means making room for 240 textbooks in the class. Additionally, as the books are checked out to the students and not me, any damage that occurs to the books or any books that go missing are billed to the students–even if they aren’t in class the period the damage occurs. This also means that no textbook reading or studying can be assigned as homework.

There is a sensible solution to this problem–one that is being championed (to my knowledge) by such great forward thinkers as our own County Superintendent, Barbara Nemko, and our State Superintendent, Tom Torlakson. We need to make the switch to digital texts. I feel I have made this argument on this blog before, but due to our dire circumstances on campus, the need is more pressing than ever. A textbook can cost anywhere from $60-100, so a set of six could run anywhere from $360-$600. A digital reader, meanwhile, can be purchased for close to $100 and loaded with every text a student will ever need. Many classic works of literature are free or extremely cheap through providers such as Kindle. More and more textbook companies are seeing the need for digital texts and are making their products available electronically. While they are not free, they are a greener, cheaper, lighter alternative to their paper counterparts.

There is, however, a catch. Textbook funds have been off limits for the purchase of digital texts. That needs to change and it needs to change soon. You can help be a driving force behind this change by contacting your elected representatives and telling them of our need. You might point out that very soon all textbooks in California will need to be replaced with texts that are based around the recently adopted National Standards. While we have some time left before we must be compliant with those standards, that day is rapidly approaching and when it arrives, all our current textbooks must go.

So for the good of our students both physically and academically, encourage the adoption of digital texts. This is not at all a debate between digital media and traditional teaching, this is the reality of our situation. The time for digital texts is now–embrace this change.

Dr. Jim Taylor | September 27, 2010

For those of you who follow my education-related posts (here is a primer), you know I’m no fan of testing in public schools as it is currently conceived and used. In my view, the cart is firmly before the horse, where the horse of quality education is being pulled by the cart of testing rather than the more appropriate other way around. My concerns are myriad.

Read the full article here

Napa Valley Register | Posted: September 24, 2010

Dear editor, Speaking from the experience of having a student in the new high school at American Canyon, I can say that the school is a wonderful facility. I am, however, not happy about aspects of the teaching agenda.

The SC-21 program is a sham and it will be a tragedy if it is allowed to expand beyond its limited application at present. The biggest single problem is the “project-based aspect.” Students work in groups and are graded as a group. This is a socialistic approach that has political overtones. The concept is that we teach to the masses, and individuals are not held accountable. Further, there is the idea, actually expressed by a Napa school district administrator to my wife recently, that honors classes are discriminatory because they tend to be racially divided — a stupid statement that is untrue at American Canyon.

Read the full article here

Roger Runningen | Posted: October 4, 2010

President Barack Obama plans to announce an initiative today that links companies including McDonald’s Corp. and United Technologies Corp. with community colleges for programs aimed at boosting the job skills of American workers.

Gap Inc., Pacific Gas & Electric, and Accenture Plc also are among the first firms enrolling in the partnership, called “Skills for America’s Future,” which grew out of recommendations of the President’s Economic Recovery Advisory Board headed by former Federal Reserve Chairman Paul Volcker.

Read the full article here

Caille Millner | Posted: October 4, 2010

Davis Guggenheim’s new documentary, “Waiting for ‘Superman,’ ” is going to be a talker. The film, which won an audience award at the 2010 Sundance Film Festival, composes a thoroughly convincing portrait of the dysfunctions within American public education as it follows four children in search of a better school, and therefore a better future.

Guggenheim – who’s up front about the fact that he sends his children to private school – says that he intends for “Superman” to be an advocacy film. He wants it to have an impact, the way that his last documentary, “An Inconvenient Truth,” frightened us into bringing our own bags to the grocery store. But I have the feeling that Guggenheim won’t be quite as successful this time.

Read the full article here

Michael Alger | Posted: October 6, 2010

In response to “Parent takes issue with local curriculum” (Sept. 24), an open letter to William Fuchs:

Dear Mr. Fuchs, I am a teacher at Vintage High school, and I teach a combined English/geography course like the one you complained about in your letter to the editor. While I cannot speak on behalf of the teachers of ACHS, I do feel I can assuage some of your fears and rectify some of your misconceptions.

First, let me address your concern that project-based learning (PBL) is a “socialist approach with political overtones.” This could not be further from the truth. PBL is a style of teaching in which rather than the “traditional” method of rote learning and review (read a chapter, take a test, rinse and repeat), students are given an authentic problem to solve that requires deduction, inquiry, research, learning of necessary subject content, and an application of various content and technical skills to create a “real-world” product.

Read the full article here

Teresa Chin | Posted: October 8, 2010

Hundreds of moviegoers were more than willing to brave the 45-minute line in front of the Piedmont Theater on Wednesday night for a free screening of Waiting for Superman, the controversial new documentary that some movie reviewers say could change the face of American education. The screening, which included a question and answer session with Oakland Unified School District superintendent Tony Smith, received about 1,000 RSVPs, but was only able to accommodate the first 412 people.

Waiting for Superman is the latest film from An Inconvenient Truth director David Guggenheim, and is a scathing look at America’s public education system, specifically the barriers that hard-working urban students and their families face in trying to obtain a quality education. The film touches on topics such as “drop-out factories” (schools where over 40 percent of the students never make it to graduation); the elaborate process of getting rid of underperforming tenured teachers; and the heart-wrenching charter school lottery system, in which a handful of kids are randomly selected from among hundreds of hopeful applicants to competitive schools.

Read the full article here