Now where did I put that portfolio?

If you've been around the education playground for any amount of time you have heard of portfolios. I’ll go out on a limb here and say you have probably even used them (that is, your students have used them). 

And if you’ve been around long enough, you remember them as giant three-ring notebooks full of REALLY IMPORTANT STUFF. Those notebooks were lovingly assembled, with a great deal of care and thought, and then promptly stuffed in a closet somewhere and forgotten about. Or, even worse, brought home by your children as a sacred artifact forever documenting 4th grade.

Well, this ain’t your old portfolio grandpa! Today’s portfolios are live documents. Web 2.0 technologies enable real-time editing, real-time feedback, and real-time collaboration. This leap into the e-portfolio means that students can not only reflect on their learning, just as they did before, but can also manage their learning.

When students can go to websites which can correct their math homework, they are managing their learning. When students can post their work, perhaps as a YouTube video, then they learn from the nearly instant feedback they can get from a worldwide audience. When students can take notes, design lessons, collaborate using shared documents, then they are managing their learning in ways never before possible.

This move to the world stage, to immediate feedback, to the ability to revise, can enable our students to become students of the world. They can engage with a wider audience, interacting with people from all over the world, with the possibility of authentic learning through authentic experiences, and all without leaving their desk.

Look! Up in the sky! It’s a bird, it’s a plane! Nope, that’s where I put that portfolio.

Valuing Creativity

If necessity is the mother of invention, then creativity is the father. Without creativity we languish, there is no more advance of culture, no more scientific progress, nothing to inspire. Being creative is one of my most deeply held values, far outweighing practicality or financial success.

So one of my frustrations with our current American education system is there is so little time for creative lesson planning. Now I’m not saying we can’t be creative in planning our lessons- we can. And I’m not saying we can’t have students being creative- we can. I’m simply saying we don’t value the time it takes to be creative enough to plan that time into a teacher’s day. The best education systems in the world do this. We don’t.

And that is ironic considering Gardner’s contention, in Five Minds for the Future, that perhaps Americans are creative enough and don’t need to focus on creativity in the classroom, where cultures such as China, who value uniformity over creativity, need to encourage creativity. It isn’t as though Gardner doesn’t believe in the value of creativity. On the contrary, he believes it so important he named it as one of the five minds we need to develop for future success. But he believes that mastery of a domain must precede creativity, and thus American students should focus on that first.

However, later in his book he writes about how the minds of young adults, from adolescence through early twenties, are naturally the most creative. And these are the students we work with. Thus it hardly seems wise to ignore their creative potential in an attempt to best prepare them for a future whose very success may depend on their ability to be creative.

In education, perhaps the use and creation of video is part of the answer. Assignments such as creating a simple video help us think both creatively and critically about how to present ideas. Clearly today’s youth are quite comfortable with video, to create and consume it. This may be one of our best mediums to consider when marrying the creative and the process of mastery.

Credits:
 Gardner, Howard. Five Minds for the Future. Boston, Mass.: Harvard Business School, 2007. Print. 

I Want My MTV

OK be honest, you started humming the song didn't you! Well, maybe just the older folks among us, but there really is a point here. The video revolution has been around for quite a while. So why does it still seem new in education?

Perhaps it is because change in education tends to happen slowly. Much wringing of hands and gnashing of teeth has occurred because of this, but this may not be a bad thing. Or is it? Other fields seem to be more adaptable to innovation, and particularly when it comes to all things technological.

For example, some years ago I had knee surgery. The doctor did not have to slice a big hole in my knee and start digging around to find the part he needed to fix. Instead he made a small incision and inserted a tube into my knee, found the torn meniscus, and snipped it. Not only was my recovery faster, but I got some really cool pictures of the inside of my knee, complete with arthritis!

OK, I wasn't happy about the arthritis, but the use of video to greatly advance surgical procedures is fantastic. Now, has the change in use of video in education been just as fantastic? In some classrooms, it may be just that.

Some teachers, using a flipped classroom model, teach class content through video which students watch outside of class. Students then come to class ready to work with the information and the teacher is able to guide them along, since she is not stuck at the front of the room lecturing. Other classrooms use video as supplementary to the topic, giving a boost of information which can be viewed either in class or outside of it. Other teachers have students create video, making them active and creative, and enabling them to use tools they are mostly quite familiar with. 

YouTube, TED Talks, and many other video-based tools, have allowed countless new ways of approaching teaching and learning. The students are ready. Are we?