0601JournalEntry

As the school year comes to a close, I thought it might be helpful for me to reflect on my journal entries as a way to review some of the issues I encountered in class this year and the strategies that I used to attempt their resolution.

Early, during the year, one of the issues I discussed was the utility of using the Plato system of online learning for recovering credits and the challenges this posed to SeaCoast students. A decision to conferencing with these students to review their progress often helped to keep them on track and make them more accountable for their progress.

Another entry discussed the advantages, and apparent disadvantages for the group of seniors I mentored, for the newly implemented "advisor/advisee" program at SeaCoast. Modifications that I made to the program included using a more structured approach, and assigning deliverables and grades which seemed to produce more interest.

Tardiness is a school wide issue that affects student performance. I examined the "tardy factor" in my own classes and came up with ways to assist students to be on time, including identify students with significant tardy issues, discussing the importance of being in class on time prepared to learn and work, the impact on school and grades and awarding a stipend for perfect ontime attendance for the week, the month, the quarter including extra credit on scheduled quizzes/tests for the week, additional points towards level system and early release for lunch. Interestingly enough, SeaCoast has adopted a similar plan, school-wide, with these very same incentives.

I discussed the concept and use of "increased visualization" to sustain interest in computer programming courses after the beginning of the second semester. I designed lessons to touch on and to strengthen the competencies of both visual

literacy which is the ability to interpret and visually decode images and visual thinking, which is the ability to encode or express concepts using visuals. After more labs, concepts, and review, students seemed interested enough to work

independently to incorporate what they learned into a final programming assignment.

I also looked at the merits of student centered vs. teacher led instruction in my classroom. As the year progressed, I decided to lean towards injecting more student-centered activities by creating a series of skill-building labs, including

readings, exercises, and programs each slightly more complicated that would indicate demonstrated competency of the subject matter when completed. With this tool I created a “blended” approach combining both teacher led and student

centered instruction that yielded better results.

During one journal entry, I took a look at a popular concept in modern education described by the term "time on task." Time on task is meant to be interpreted as the amount of time a student spends actively engaged in order to learn. I came up with a formula to determine time on task and ran my instructional processes through it, coming up with a lower than acceptable number of "time on task" minutes for my classes. I redesigned a number of my lessons to encourage

more active engagement in the material replacing the lecture with activities including think, pair share, small group work and code review. Running through the formula again brought the numbers into a higher range.

The last topic for the year that I explored was "flipping the classroom."  Flipping the classroom refers to the technique of approaching subject matter content through student review of videos assigned as homework, then utilizing class time to have discussions or work through problem sets as group or unit work instead of the other way around, using the class as lecture time and assigning problem sets as homework. Flipping the classroom required major modifications to the

curriculum for the module. However, results were among the most positive and the assessment at the end of the unit seemed to reinforce the success of the practice, among the highest grades of the semester.

The 2011-2012 school year proved interesting in the opportunity to try out "experimental" techniques and incorporate the more successful into my repertoire of teaching tools. As I have had the opportunity to work with technology and observe it's effect, day by day, on my students, I have come to realize that it's an important tool, but not a panacea to remedy the ills or at least the inequities of the educational system as it is, and as we use it to perform our job duties. Increased use, or at least, access to technology in the classroom can be a benefit to the assistive, remedial, and especially the highly motivated student. However, technology access and it’s use of it in the classroom can never suppliant classroom instruction at the high school level despite it's most optimistic projections.

050112Journal

A recent entry on the Superintendant’s blog gave me an idea to explore for this month’s journal. The topic on Tuesday, April 24, 2012 discussed blended learning and “flipping the classroom”, topics that are gaining popularity in contemporary educational theory.

“Flipping the classroom” is a technique inspired by Salmon Kahn of Kahn Academy who has developed hundreds of subject content videos that allow students to view short explanations and illustrations of complex math and science (and other subject) concepts. Flipping the classroom refers to the technique of approaching subject matter content through student review of these (or other) videos assigned as homework, then utilizing class time to have discussions or work through problem sets as group or unit work instead of the other way around, using the class as lecture time and assigning problem sets as homework. Flipping the classroom allows students to learn at their own pace away from the instructor and use class time to lead conceptual discussions when together. According to contemporary theory, the flipped classroom is about making connections with learners and differentiating instruction.

Flipping the classroom is an adaptation of another teaching technique gaining attention as computers become more available and students have more access to machines in a classroom--blended learning, which relies on digital media to move beyond simply augmenting face-to-face teaching into a peer role where online and offline interaction directly supports learning goals. Both processes change the place when content is delivered, away from the classroom, which allows students to show up not to learn new things but to apply and also to ask questions about what they’ve learned at home. These techniques also modify the traditional role of the teacher from information provider who tells students what to do, what assignments to read, and when to do it, to tutor and learning guide.

I decided to try to use the technique in my own classroom. Since we were transitioning from studying Small Basic, a more rudimentary programming language to Visual Basic, a more complicated one, I thought it might be an opportune time to “flip the classroom.” The content topic we needed to review in the new programming language concerned data types and variables, material we had gone over before, some months ago, when we started to talk about computer programming principles.

I assigned a video from Kahn Academy, Introduction to Programs Data Types and Variables, for my students to view. I also assigned an auxiliary video, Lecture 2: Core Elements of a Program from Unit 1 of the course, Introduction to Computer Science and Programming, which was available from the Open Courseware website of MIT.

The first video was short and students were able to watch it the first night. The second video was much longer and I had to assign specific sections for review, which I intended the students to watch during the 2^nd and 3^rd night of the unit.

During class time, I prepared a number of short labs, computer programming assignments of increasing complexity that utilized data types and variables, all due at the end of the unit. I also divided the class into small groups that acted as teams for students to help each other out with specific coding they might be unfamiliar with, and to help to fill in the gaps in their own knowledge. During some of the class time, I sat down with each group and guided them when needed. For the rest, I answered specific questions, tutoring the groups on the specific details of getting the labs to work. Over the 3 day time period allocated for the project, I noticed a few things that seemed interesting and worth exploring:

• Students were able to work in the manner in which they felt most comfortable, reviewing parts of the videos they watched the night before together as a group or asking for explanation on a concept that they didn’t understand.

• Students were able to gain an “ownership” of the material, deciding when and where to complete the tasks and assignments that were due by the end of unit date.

• Students were able to assist others in their learning, which helped them to become more familiar with the material themselves.

• Students could continue to learn the material when not in school. Because a good deal of the assignment required “out of class” work, students could continue to work on it when they were absent for that day.

The assessment at the end of the unit seemed to reinforce the success of the practice, among the highest grades of the semester.

Although I wouldn’t immediately abandon the traditional lecture for “flipping the classroom”, I feel that the experiment was successful enough to be another tool in the bag of teacher tricks needed to keep students on task and engaged.

040112Journal

A popular concept in modern education is described, frequently, by the term "time on task." Time on task is meant to be interpreted as the amount of time a student spends actively engaged in order to learn.

During school, time on task is compromised or interrupted by factors derived from actual and activity time. Actual time is the number of minutes spent during the day on the logistics of school including arrival, locker time and transition to class, lunch, announcements, and bathroom and nurse time. Activity time is the amount spent on work related to learning including doing assignments and worksheets, reviewing material and taking both formative and summative assessments including dip sticking and taking tests and quizzes. One might also argue that lecturing is a form of activity time as well. What’s left is engaged time, the amount that students actually spend on learning. A formula that might work well to calculate time on task is:

time on task = (time on task – (time off task = (actual time + activity time) - engaged time))

A recent quiz in computer science class demonstrated a very low comprehension rate for the subject matter, despite having spent the previous 4 days learning, practicing and reviewing the material. According to the above formula an analysis of time spent going over the material revealed a shockingly low time on task figure.

Time off Task	Engaged Time Activity	Engaged Time	Actual Time Activity	Actual Time	Activity Time Activity	Activity Time
	Lecture Discussion Review	10 minutes 15 minutes 15 minutes	Arrive at class/settle in Bathroom Access Nurse Access	3 minutes 5 minutes (avg) 10 minutes (avg)	Do Now/Comment Lab Exercise	15 minutes 5 minutes 15 minutes
totals
13 minutes		40 minutes		18 minutes		35 minutes

So, out of a 50 minute period, only 47 minutes is actually time on task. And if we move the lecture and review to activity time, the results become even more skewed.

28 minutes

15 minutes

18 minutes

60 minutes

Out of a 50 minute period, only 22 minutes is actually time on task.

Last week, I re-taught the computer science material using a variety of strategies to encourage more active engagement in the material replacing the lecture with activities including:

Think, pair share

I explained a concept on the board to a few students, then made them explain the concept to others students, switching roles for the other concepts.

Question & Answer

I utilized this technique a number of ways:

• Handing out index cards, asked students to write a question, then had students try to answer.
• Wrote student names on strips of paper, then pulling out a strip, asked student to answer questions.
• Displayed computer code snippets on the board and called out names, asking to respond rapidly.

Small group work

Showing a small selection of computer code, I had students work together to decipher meaning and figure out how it worked.

Code Review

Showing a computer code for an application, I had the entire class work together to decipher meaning and figure out how it worked.

After retesting the computer science class, with a similar quiz, the results were significantly improved, demonstrating a very higher comprehension rate for the subject matter. Restructuring the traditional lecture, into engaged time activities seemed to yield a higher incidence of content retention.

For the upcoming chapter, I shall combine the lecture with these additional exercises to improve participation and increase learning.

Education is an independent, self-directed activity. I believe that the only way that schools will improve across the nation is when students begin to actively participate in their own learning experience. And what is the role of teachers? To assist, by providing instructional scaffolding, constructing and orchestrating activities that assist students to engage in this learning experience, converting activity based time into, more fruitful and productive engagement.

03012JournalEntry

An important and very contemporary issue in education is the debate between the idea of student centered vs. teacher led instruction. Student centered instruction is hands-on and activity based. Students learn by doing, moving from assignment to increasingly complex assignment, completing independent or group projects, research papers, experiments, etc. Teacher centered instruction is the traditional way of presenting content through lecture by the teacher. As a classroom technique, both have their merits. Student centered instruction emphasizes “learning” especially as a means to stimulate specific interest in specific topical areas, while teacher led instruction provides “expert” content from a knowledgeable source in a direct, delivered format. Either method has shortcomings as well. Student centered instruction requires a higher level of self-motivation while teacher-led instruction can generate a “distance” between teacher and student. Both require active participation to be effective.

In my computer science classes at SeaCoast High School, I have depended heavily on teacher-centered instruction. Like other technical subjects for example, chemistry, physics or calculus, the teaching of computer science involves presenting information, important concepts and theory that explain how components, seemingly unrelated, interact with each other and the world around them. The most direct way of presenting scientific material is through a didactic, teacher-controlled lecturing mode of information delivery. Advantages of this approach include the opportunity to simplify, summarize and annotate difficult subject matter with examples, stories, and anecdotes that help to illustrate or illuminate the material. Disadvantages often involve a shallow understanding or lack of conceptual or subject matter background that students bring to class, making it an ineffective technique to facilitate following along quickly for those less comfortable or familiar with the material.

As the school year progresses, I find that using this technique in this alternative setting is proving only marginally successful, effective for the serious student, but not so for the less interested student. I noticed this during a recent computer science class, the topic involved a look at the programming capabilities of a particular object in Small Basic, a computer language we are studying. With a screen of computer code displayed on the Smart Board, I presented an overview of the functionality of the Shapes object, explaining in detail the properties and methods available using PowerPoint slides and demonstrating their functionality by using SmallBasic itself. I then displayed a relatively simple lab exercise. During the lecture, I noticed the class struggling with attention and for the remaining 20 minutes, not being motivated enough to complete the lab on their own. So what's the problem? The class material was presented clearly, using visuals, demonstrated graphically, and reviewed. A model was displayed and a reasonable time frame was allotted.

Clearly, something needed to change. While I am unwilling to abandon my teacher-centric approach totally, I decided to inject more student-centered activities by creating a series of skill-building labs, including readings, exercises, and programs each slightly more complicated that would indicate demonstrated competency of the subject matter when completed. With this tool I could create a “blended” approach combining both teacher led and student centered instruction. At the beginning of each section, I would give a brief introduction then lead the students to research the topic further. Students could then work on labs, do exercises and code programs on their own. Once completed, we could discuss issues or difficulties.

By modifying my teaching methods, I anticipate increased success with helping students learn and retain important theory and principles, which, in turn, should generate more student interest in achieving results in computer programming class.

020112JournalEntry

As second semester begins, I noticed that students in Computer Programming are becoming increasingly disinterested in the content of the Computer Science classes. Despite our discussions of the utility and benefit of Computer Science education and the many warm-ups and do nows on GrokIt about the current and future job opportunities of computer science graduates, interest in the subject continues to wan.

In an attempt to develop something more visually oriented to better meet the needs of learners and their diverse learning styles, I have decided on injecting a dose of "increased visualization" into the Computer Science curriculum hopefully, to stimulate and increase interest. It should be no surprise that our society is becoming increasingly dependent on visuals to convey information. The use of computer tools like Photoshop and Illustrator make it easy to create graphics and the availability of the internet as a publishing platform allows anyone to develop a forum including via social media, often by the overuse of photos to tell life stories. As a result, our students are developing a dependency on visuals and illustration as a means to understand complex or at least complicated concepts and theories. And I have read some articles that suggest that increasing the use of visuals, that is the generation of images for communicating ideas and concepts, in the classroom results in a greater degree of learning.

Up to now we have been studying the fundamental concepts of programming including objects, variables, condition statements and loops, each an essential component to “coding.” And all put together, these are the means to create a program--albeit a text based one. Instead of continuing on with the curriculum by studying file handling and string processing, I will jump ahead a bit deviating from the topic order to look at the graphics processing component of Small Basic which may afford the opportunity to heighten student abilities to communicate data and understand concepts. Perhaps students may better understand computing concepts that they can view visually rather than verbally. And certainly, more practice using multiple literacies to better comprehend and express complex ideas might be beneficial.

I designed a chapter lesson to touch on and to strengthen the competencies of both visual literacy which is the ability to interpret and visually decode images and visual thinking, which is the ability to encode or express concepts using visuals. Rather than just presenting an overview of  the pertinent computer programming concepts then reading through complicated examples, pointing out the use and application of specific objects, methods and arguments, much like an English teacher would read a paragraph and attempt to fill in gaps in understanding, literary subtleties, and cultural references, I presented each new coding concept as an image first, then specified the particular programming used to create the graphic, linking a line or lines of computer code to the corresponding visual effect it created. For example, I showed the class a graphics window, the object used to display pictures, illustrations or graphics in Small Basic specifying the properties and characteristics of the window, the size, height, width, background color and title. After detailing the design, I questioned how to program it, then displayed the code, which we then we examined line by line. After a series of short labs, elaborating the concept, we looked at the next topic, drawing shapes including lines, rectangles, and circles in much the same way. After more labs, concepts, and review, students seem interested enough to be now working independently to incorporate what they learned into a final programming assignment.

I should be able to ascertain the effectiveness of the technique after all labs and assessments are complete. If it works, we’ll continue with the next topic: Turtle Graphics.