Modern Learning with Flexible Structures

“Modern learning” is a phrase I am encountering in more and more places, but still I just can’t seem to find a definition of what exactly it is. The general idea seems to be that a changing 21^st century world demands collaborative creative critical thinkers, and that modern learning involves whatever tools and approaches are needed to help students develop those traits. Discussion about modern learning typically emphasizes the role of the student in learning, flexibility in approaches to the curriculum content, and use of technology to enhance the learning experience and facilitate collaboration.

To experiment with one modern learning idea, I used a flexible structure this semester for the Linear Systems unit with my Grade 10 Applied Mathematics class. I divided the unit’s learning goals into two learning cycles of about five days each. At the end of each day students completed a Google Form to self-assess their progress towards each of the cycle’s learning goals, identify homework, and choose what and how they would like to learn the next day. Content choices aligned with learning goals, and method choices included watching a video, trying an investigation, reading from the textbook, researching online, or participating in a mini-lesson with me. Several times in each cycle they were also asked to choose between writing a quiz and creating a video with Lensoo Create as a method for formative assessment. Each student had a Nexus 7 tablet to use in class to access learning and assessment resources.

Cell Phones in the Classroom, and Other Controversies

In recent years students' use of cell phones has periodically surfaced as an issue in schools, occasionally grabbing mainstream media headlines . Some boards have banned, and then later permitted, cell phone use, while our school board has chosen policy and guidelines which say that phones can be used, but only with explicit teacher permission. I may be fortunate, but my experience so far at Unionville has been that cell phones have not been a big distraction in classes. The rare time I do see eyes peering suspiciously down into their desk or lap, I ask students to just use the device on the desk if what they are doing is important and that usually helps them to make a good decision.
But cell phones now are only one of the many kinds of electronic devices my students carry to class. With pockets and bags stuffed with communication tools, am I missing an opportunity if those devices stay hidden in pockets and bags? I am pretty sure the answer is yes, so the next challenge is to find out how best to have them used to support student learning.

Bring Your Own Device

"One to one" programs where each student has access to their own computing device have been discussed for over a decade, but the idea has been more recentlydeveloping a higher profile. Proponents point to increased critical thinking skills and student engagement by focusing on higher order skills like evaluating over remembering, by encouraging collaboration, and by allowing students to learn at different rates and in different ways. A 2010 study of 997 American schools found that one to one computing significantly improved student achievement through a variety of measures, especially when computers are used for formative assessment and teachers collaborate weekly. Still, "one to one" programs are not common, especially because of the cost to provide and difficulty to maintain computer equipment for the entire student population.
In response to the slow adaptation of "one to one" programs, some teachers are beginning to ask students to "BYOD", or "Bring Your Own Device." Some strongly object to BYOD because of equity concerns and the challenges of leading a class with a variety of student-owned hardware. I think these issues can be reasonably addressed by surveying classes to find out what technology students already have and would be willing to use, and designing class activities that fit with those devices. My experience with three classes of Grade 10 Academic math is that 50% of students currently have Internet access that they are willing to use in class, which means that in pairs or groups I can already ask students to search or respond online. One day "BYO Device" may be as mundane a request as "BYO Pencil," but we do not need to wait for 100% saturation to begin experimenting with how student owned technology could support their learning and evolve our classroom models.

See Also

• Royan Lee's excellent blog "Why you shouldn't do BYOD" ( http://bit.ly/t8lKHv )
• Royan's follow up: "Why I don't think BYOD is a socio-economic issue, Why one size never fits all, …" ( http://bit.ly/sIbP9N )
• Education World reviews pros and cons of one-to-one computing (http://bit.ly/vaFKQV )