Education and the Mediated Subject

Mary Fobbs-Guillory

ET

Saul, R. (2016). Education and the mediated subject: What today’s teachers need most from researchers of youth and media. Journal of Children and Media, 10(2). Pp.156-163

Roger Saul discusses how the education system that is still in place in most schools around or country is operating on old understandings of how children work and what they need from schools. He says that researchers can help bridge the divide of where were are now to where we should be by helping educators see the untapped potential of their students and the valuable skills they can contribute to their education. He states that there has been a “mass imposition and perpetuation of a constructed reality...embedded in power relations that have operated to deny in young people a range of options for self-understanding and expression that they might otherwise be entitled to” p.158. Teachers may not even realize they are marginalizing students because they are also being robbed of their agency.

This article echoed a lot of sentiments that I've been learning about in my Young Adults library class and that I have felt as an educator. Students can be very bored with the low level work they are often assigned. They need more of a challenge and they are more committed to that challenge when they have input and autonomy. There are a lot of studies that show the value and importance of inquiry and constructed knowledge, yet it is still not the norm in most schools. I sincerely hope that changes.

The Understanding by Design Handbook

McTighe, J. & Wiggins, G. (1999). The understanding by design handbook. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Summary

Once you have a basic understanding of the Understanding By Design method, this book really helps with the design and implementation of the method.  The book begins with an overview of the key concepts to UBD, then provides worksheets, models and examples to guide a teacher through the process.  There is a chapter to help teachers extract enduring understandings from the standards--recognizing that there is just too much to teach if we try to include every single standards.  Then the next chapters help with: identifying evidence of understanding, turning understandings into performances, designing a performance task, and designing a rubric.  That is followed by materials to plan the learning experiences needed to gain the understandings. The authors, in the introduction, said this handbook was necessary because they saw that teachers were still struggling after reading the introductory book to UBD, and they even saw that some of what they told teachers to do in the original books just did not work in practice.

Analysis

This book is great because it is practical.  So many times as teachers were are expected to read the literature about best practices and then are left to figure out how to apply them on our own.  Having said that, even though UBD is considered good practice, so much so that the new Teacher Performance Expectations for California even mention a new teacher will use UBD as one of several strategies in the classroom, it is hard to find current examples of its use.  There used to be a website that had model lessons, but I went to the site and the items have been taken down.  Thus, it seems unlikely someone will use this book from beginning to end, but it will help you with learning how to write essential questions and with identifying those essential understandings your students should know.

School Libraries and Innovation

Debbie Gibbons

ET - Understanding by Design

McGrath, K. G. (2015). School libraries & innovation. Knowledge Quest, 43(3), 54-61. Retrieved from http://www.ala.org/aasl/ecollab/kq/v43no3

Summary:
The Common Core Standards call for a shift to process and problem-solving. There is a movement to transition traditional school libraries into learning commons. This article proposes a model that combines both trends by engaging students in design thinking and evidence-based practice to transform a school library space. Students interviewed users of the library to develop empathy and define needs. They brainstormed creative solutions and then return to the users for feedback. Working in groups, the students built prototypes of one or more of their designs and shared them with the clients, leading to further revision. After gathering feedback from students, faculty, and the community, design groups read the latest research to identify local libraries where innovation had been embraced and visited those sites. By engaging in learning with purpose, students were motivated to become design experts. The article goes on to describe the essential learning spaces and the role of the librarian in innovative libraries.

Review:
This article explains the concepts of design thinking illustrated by concrete examples of student learning. In a school where a learning commons already exists, this practice could be applied to many other projects. It could also adapted on a smaller scale to younger grade levels. I found this article to be a good combination of theoretical and practical.

Racial Microaggressions in Everyday Life: Is Racial Bias Harmless? Derek Wing Sue

Faulk, M
Info 250                                                                                                                                              

Racial Microaggressions in Everyday Life: Is Racial Bias Harmless? Derek Wing Sue
https://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201010/racial-microaggressions-in-everyday-life (Links to an external site.)

Summary:Space does not allow me to elaborate the harmful impact of racial microaggressions, but I summarize what the research literature reveals. Although they may appear like insignificant slights, or banal and trivial in nature, studies reveal that racial microaggressions have powerful detrimental consequences to people of color. They have been found to: (a) assail the mental health of recipients, (b) create a hostile and invalidating work or campus climate, (c) perpetuate stereotype threat, (d) create physical health problems, (e) saturate the broader society with cues that signal devaluation of social group identities, (f) lower work productivity and problem solving abilities, and (g) be partially responsible for creating inequities in education, employment and health care.

Evaluation: An eye-opening article about the "little" things (slights) that may happen each day in the classroom, possibly, to any student. The perspective is from an Asian American's viewpoint who speaks to what he sees going on around him and incidents that draw attention to this very real problem.

Understanding By Design Framework

Friel, Holly

McTighe, J. & Wiggins, G. Understanding By Design Framework. ASCD (Association for Supervision and Curriculum Development). Retrieved from

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Summary:

This Understanding By Design (UBD) introduction provides an overview of the guiding principles behind this pedagogical framework, the six facets of understanding, and the three-stage design process.  First, UBD is informed by two main principles: 1) “Focus on teaching and assessing for understanding and learning transfer,” and 2) Backwards planning (start planning process with learning goals rather than starting with the learning activities). Secondly, the six facets of understanding include “the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess.” Finally, UBD’s three-step process for lesson or unit planning includes: 1) Identify desired results, 2) Determine assessment evidence, and 3) Plan learning experiences and instruction.   

Review:

I found this guide helpful in providing background on UBD.  Identification of learning goals and essential questions at the start of the planning process can help to shape a deeper learning experience for students.   I also appreciate that the assessments are not just tests, as there are so many other ways that students can demonstrate understanding or mastery of a subject.  This guide includes a Frequently Asked Questions (FAQ) section which provides ideas for implementation of the UBD framework in different disciplines. 

Redesigning and Organizational Behavior Class Using the Understanding by Design Framework

Michael Ayala

Marshall, C.R. and Matesi, L. (2013). Redesigning and Organizational Behavior Class Using the Understanding by Design Framework. Journal of Higher Education Theory and Practice,    13 (3/4), 85-92.

ET









Link: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94485419&site=ehost-live

A research article explaining Backwards Design, it reveals to readers how educators using this concept decide what they want students to take from the lesson from the long term, figure out how that will be assessed, and design the coursework last. The article explains educators must write "Enduring Understandings" before working through the process, and gives suggestions on how to write effective understanding statements. The Understanding by Design Framework then suggests, according to the article, to take a moment and decide what parts of the lesson are absolutely critical to learning, what is important to know, and what is worth having an idea about. Doing so enables the educator to develop effective lessons that get the point across quickly and effectively.

Evaluation:
This is a useful article to learn about backwards design, as the concept is explained early on and several examples of how it works are provided. It is also useful for readers who are familiar with the subject, but are seeking ways to evaluate it and implement it in class.

Grant WIggins on Understanding by Design

Besich, Lauren 

AVENUESdoeORG. (2013, February 28). Understanding by design (1 of 2) [Video file]. Retrieved from http://www.youtube.com/watch?v=4isSHf3SBuQ

AVENUESdoeORG. (2013, March 7). Understanding by design (2 of 2) [Video file]. Retrieved from http://www.youtube.com/watch?v=vgNODvvsgxM

ET

 

Summary

These two videos document a presentation given by Grant Wiggins about Understanding by Design.  In a nutshell, Understanding by Design is a planning framework in which you plan your unit with the end goal in mind.  This is also called backward planning.  As teachers plan the unit with the end goal in mind, they can design assessments that measure desired results, and create learning experiences that help students achieve that goal. 

Evaluation

After watching these two videos, I think this is the framework my last school used—I just didn’t know it had a name.  The videos are informative about the Understanding by Design Framework, and Wiggins gives examples that demonstrate how to implement Understanding by Design.  While these videos serve more as an introduction than as a complete training, they do contain applicable tips anyone can implement right away. 

Where Do TLs Fit in

Jennifer Brickey

ET, CA

Morris, R. (2012). Find where you fit in the common core, or the time I forgot about librarians and reading. Teacher Librarian, 39(5), 8-12. Retrieved from http://edition.pagesuite-professional.co.uk//launch.aspx?eid=5e332207-1bc6-4a7d-8ce1-01b678060ecf

Morris begins by reflecting on all the things she does as a teacher-librarian: technology leader, information specialist, program specialist, etc. During her reflection, she is surprised she forgot about her role as a reading advisor. In this article, Morris asks librarians to evaluate how reading fits into the Common Core State Standards (CCSS). She provides an overview of the CCSS being sure to address that media and research skills are integrated throughout the standards. For this reason, Morris believes that literacy, more than ever, will not only help students meet the expectations of CCSS, but also “the literacies required of 21^st-century college programs and workforce training” (p.10). School libraries are central to school programs, however, by making reading central in curriculum development for the CCSS, librarians can support literacy across all disciplines.

ET—Educational Theory

CA—Curriculum Assessment

Building Skills in the Interactive Schoolhouse

Vaile Fujikawa
IL
ET
CO
Thibodeaux, B. (2013, March 14). Building Skills in the Interactive Schoolhouse. Education Week. Retrieved from: http://www.edweek.org/ew/toc/2013/03/14/index.html?intc=EW-TC13-EWH

Summary: Very inspiring video about a new take on learning at a school in Texas. Lots of hands on, see how things work, do it yourself type learning in environments that differ from traditional learning spaces. Instead of a teacher telling a child how something works the student gets to look it up or build a model of it herself.
Evaluation: What a great place to go to school. I wish these kinds of opportunities were available for all kids everywhere. It seems like it's kind of the trifecta of learning: you get to hear it, you get to do it, and you get to see it.

Remixing Melville

Amy Truter

CA
ET

Schwartz, K. (2013) Remixing Melville: Moby Dick meets the digital generation. MindShift. Retrieved from http://blogs.kqed.org/mindshift/2013/03/remixing-melville-moby-dick-meets-the-digital-generation/

Henry Jenkins and Erin Reilly are working hard to create curriculum that teaches high school students Moby Dick on their terms. Inspired by Ricardo Pitts-Wiley, who taught Moby Dick to a group of incarcerated youth and had them reinterpret the novel to relate to their own lives, Jenkins and Reilly developed and tested a curriculum that uses "remixing, reinterpretation, and multimedia elements." The goal is to make the learning experience more meaningful to students by making it more participatory and creative, using immediate assessments that are part of the learning process.

I really love the idea of being taught literature in this fashion. I may have read everything assigned in high school, but I know I was not the norm. I think teenagers could really benefit from this type of curriculum and teachers who are open to the idea of trying something new and daring. I would definitely be interested to know more about their teaching methods and how you teach teenagers Moby Dick without necessarily forcing them to slog through the whole thing.

Seeing Curriculum through a Child's Eyes

Chaltain, S. (2013, March 5).  Seeing curriculum through a child's eyes [web log post].  Retrieved from http://blogs.edweek.org/edweek/civic_mission/2013/03/_seeing_curriculum_through_a_childs_eyes.html

In this article, the author describes the teaching method at Mission Hill School in Mass.  This school premises its educational model on recognizing students as individual learners with unique learning styles and learning pace.  As such, teachers work with the same students for two years in order to develop a more in-depth and personal knowledge of each student's learning and to monitor their progress with their individual learning goals.  Moving away from worksheets, regurgitation and memory drills, the school promotes hands-on experience and exploration.  Further, teachers have authority at Mission Hill to help influence and design their curriculum, based on their understanding on the front line as teachers.  The author compares this type of education, which is funded largely on creativity, individuality and flexibility, to his daughter's education, which is limited to paper and pen activities and so on.  The article also includes a short video on Mission Hill School.  My favorite quote from the video comes from the school principal, who says "If we want children to be inventors, we have to give them opportunities to invent; if we want them to be artists, we give them lots of opportunities to create art; if we want them to be problem-solvers, we give them moments of independence to figure out things for themselves."  What a refreshing perspective from a school administrator!

I definitely recommend taking a few minutes to read the article and watch the video - both are valuable and inspiring.

If Students Designed Their Own Schools

Chazyvr. (2013, February 13).  If students designed their own schools. Retrieved April 28, 2013 from http://youtu.be/RElUmGI5gLc

This video starts off with a great quote from a student: "It's crazy that in a system that is meant to help and teach the youth, there is no voice for the youth at all."  So true!  In the video, we meet nine students who are participating in a self-designed curriculum at a high school in Mass.  The program is a semester-long, and is founded on each student's personal curiosity.  Each week, a student develops a question regarding something  about which he/she has a personal interest.  Then he/she investigates it and presents his/her findings to the group and invite discussion.  Meanwhile, each student commits to an individual semester-long project, such as learning an instrument, writing a play, and so on.  The program allows for flexibility, creativity, and critical thinking.  Rather than a regurgitation of facts, it emphasizes in-depth learning and individuality.  The results thus far show that the program suits various types of students well, inspiring their passions and enhancing their skills

I thought this video was incredibly interesting and inspiring!  I can imagine how it could motivate even a historically unmotivated or disengaged student; as one students comments "every single person wants to learn about something...everybody is interested in something."  I feel energized and excited to think about how I could use these program's concepts in my own teaching.

The Golden Triangle of Development

Shapiro, Brian

ET

Fox, B. E., & Doherty, J. J. (2012). Design to learn, learn to design: Using backward design for information literacy instruction. Communications in Information Literacy, 5(2), 144-155. Retrieved from http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path%5B%5D=v5i2p144

The focus of this article is to document and assess the process and product of a group creation: instructional podcasts to teach graduate students information literacy. The group used an assessment first/backwards by design approach (formalized by Wiggins) and a collaborative process, using a team of people with a variety of expertise and experience. The article initially explores the ideological change from instructors choosing what is important to teach to deciding what the students need to be able to do, and then thoughtfully designing an assessment that would show successful acquisition of target skills and knowledge, and only then creating engaging and scaffolded lessons that support the students as they progress in the unit.

After examining the history and reasons for choosing a “backwards by design approach,” authors describe how they worked using “greater intentionality” to design the podcasts, using five key elements. The highlights of these elements are learning outcomes, and the need for true collaboration among people of different disciplines. The learning modules (podcasts) needed, “to provide students with an area of knowledge, information literacy, as well as a particular skill, effective approaches to find and evaluate professional literature” (Fox, Doherty 2012).

The collaborative design team consisted of a librarian team, an instructional designer, a faculty member, and a graphic designer. The workshop’s goal was to familiarize new faculty with a variety of library resources, and highlight how to access and use high quality academic literature. The team allowed student circumstances to guide and restrict the process. For example, many students had full-time jobs, families, etc. and therefore the podcast delivery method is key to allowing people to access the lessons when and where they could.

The authors divided the discussion into three levels of analysis of the process/outcome: things that were done well, things they now better understand, and things that should be done differently in the future. The greatest success was what the authors describe as the “golden triangle” of development—that by intentionally collaborating with a group of experts they were able to accomplish well beyond what any of them would have been able to do alone; the podcasts were well-developed, effective, and aligned to the information literacy standards.

The team reported that they “better understand” the complex process and the huge time commitment necessary to do design and implement a high-quality product/course; they had initially thought it would take three months and it took over nine.

The team learned that for the most effective and high-quality collaborative process, they should have developed a more formal plan and perhaps even have used a project manager to help with deadlines, etc. They also concluded that the people who actually created the podcasts should have been more involved in the design process. Finally, they should have spent more time on the assessment that drove the design; they did not feel that it was as intentionally designed and fleshed out as they would want, ideally.