The first responders: Firemen, Police, and Teachers

As Hurricane Sandy hits the Northeast, we have to give credit to Firemen, Police, and the thousands of rescue workers that put their life on the line to save people. However, for those in areas not directly hit, we also have to thank the Teachers who handle students and parent fears and the aftermath of a crisis.

I am fortunate in that we came through the storms unscathed. I live in the Hudson Valley, between two mountain ranges. Often with Nor'esters, the wind is so strong, it jumps the mountains, missing the valleys. This is what happened last night as we could hear the wind high above (it sounded like a night of airplanes landing), but we were too low for the wind to hit us. This was not so a few miles (and hundred feet) up the road from us.

As I prepare for my class today, I also know that the majority of my students will be directly impacted from the storm. Many are from Long Island, NY City (including Staten Island), and Westchester County. So as I plan for class, I also plan for students distracted with worry and concern over friends and family. So one thing I can do for all those parents dealing with the aftermath of the storm is to make sure they don't have to worry about their kids away at school.

The end of the school year in New York State

I know that I have a number of readers of this blog from New York state. However, many are from outside of the state and the country. I am always interested in the blogs that I read, about learning what their end of school year is like. So I decided to write a "cultural" piece about how students (at all levels of education) end their school year in our state. Interestingly, it has not changed much since I was a child (in the dark ages of the '70's and my mother assures me it was much the same when she was a kid in the '40's).

Our school year starts late (first week of September, just after labor day or the first Monday of Sept.) and ends late (third week in June). In addition to finals, high school students take the regents exams, which goes back as far as my mother's time. Regents exams are curriculum based topical standardized exams (i.e. algebra, geometry, living environment, foreign language, world history, english, etc...). These exams are given usually the second and third week of June which is why our school year is so long.

At the grade school level, the last week of school usually has a number of half days involved. Students help the teachers pack up the classroom, have some fun activities such as school field day (outdoor activities and games), school picnic, or other community building activities. This is also when the kids get the assignment for the summer (usually summer reading requirements).

At the university level, most schools end in Mid-May. There is usually the end of classes the first week of May, followed by a "reading day" in which students can study for exams. Exams may be anywhere from 4-10 days depending on the university. The weeks leading up to the end of the semester, students start looking for summer or permanent jobs. Even during finals week, many students go home, returning their possessions they use during the year to their homes or moving into off-campus housing (for the following year) and/or looking for summer jobs. This year was especially hard for our region to find summer jobs as many of the chronically unemployed and senior citizens now work the traditional summer jobs year round so temporary part-time employment is not available. As a result, many college students are working retail and camp jobs, often the jobs taken by high school students.

After finals week, there is usually a week of activities for graduating students culminating in the graduation ceremonies.

High school students don't graduate (for the most part) until the third week of June. Often, high school seniors are done with their regents exams so most seniors are finished with school by the first week of June. Between exams and graduation, seniors take their class trip, attend their senior prom (formal dance for those outside of the US), participate in College orientations/registration (although this may happen throughout the summer) if they are attending college or begin job training (for those going to work right out of high school). For those with jobs (which I mentioned is low this year) they begin to work a full-time shift.

After the graduation ceremonies, either the day or weekend of, or during the summer, most students have graduation parties. These parties can either be elaborate (rented hall) to simple (family in the backyard) or anywhere in between (combined with others, at a park, etc...). Usually, the students receives cash to use in college or to establish themselves (i.e. deposit on an apartment) if they are going to be working full-time. Throughout the summer, graduates will attend parties for their friends. My son has 2-4 parties a weekend, every weekend until he leaves for college in August.

Interestingly enough, college graduation usually does not result in a big party. It is high school graduation which is considered the important milestone. The other important milestone (though not as much as high school graduation) is the transition from Middle School to High School. Often there is a middle school graduation, at the end of the school year. Most people I know have a small family party to mark the middle school graduation, but more often than not, this is celebrated by going out to dinner. Some schools also have a formal dance, but often that is the private schools rather than public schools.

Once the school year is over, many families take a vacation. Depending on the year, the end of the school year might fall close to the end of June which allows for an extended vacation over the 4th of July holiday. At any rate, most people in New York take their vacations the end of June, or first week of July or during the week before Labor Day (the end of August). Most camps start right after July 4 and do until the first or second week of August.

So how does this compare to the end of the year for where you are? I'd be interested in knowing what some of the rituals are for others outside of NY state.

We just want a chance to try and to be heard

Next week I'll post about my new economic model for Higher Ed. That post is going to require some deep thinking, which can't be accomplished this week as it is Thanksgiving on Thursday. As I posted last year, Thanksgiving is a very important holiday in the US. This week we have relatives visiting from across the country (Seattle), down south (Georgia), and nieces and nephews coming home from college.

I have also been very busy with work, volunteering with my daughter's school, and just life in general as the mother of two teens, one of which is in the middle of his search for universities to attend next year.

Over the last week, I had a few insights into my own kids, education, and young adults in general.

1) My daughter tried out for two plays this past month. She went in with a positive outlook, confident in her abilities (she has a spectacular voice if I do say so myself), willing to take any part. Her resume is very good and she is willing to take any part, including chorus, when required.

However, it has been very difficult for her to go through the two auditions she had. In both cases, it was obvious that most of the parts were already pre-cast. As she said, she would have felt better had she known, "we only are casting part X and part Y, looking for this certain look." Instead, she went through one casting call, waited for 3 weeks during which they announced 3 additional casting calls. Then they changed the play and made everyone try out again. It became very obvious during the next audition that the play had already been cast as some people were told by the director what to sing. She also was given a 30 second audition and then told nothing. Others waiting for the audition, however, already knew when call backs would be, and the implication was that they had a time BEFORE the audition as to when they should return.

The second audition she had was not to obviously fixed. However, before going to the audition, she was told who would be getting the leads. It is demoralizing for those trying out to know that they have no chance, though. One girl, in particular, my daughter can relate to. Her older sister is a very talented singer (she is the other lead). My daughter, like this girl, has always felt that she has lived in the shadow of her sibling.

This leads me to the conclusion that most students just want a chance to show their abilities in a fair and equitable process. This is especially true when they might not have been heard within our system of education. A student that does not test well wants to be able to show that they KNOW things that don't fit into the process. Students feel powerless when they walk into a class with certain expectations because of siblings or records that as often as not are based on politics or a system in which those who know how to work the system come out on top. I can hear students' silent screams when they come into my class with an attitude that says, "I don't care if I do well or not. I'm not going to try so you can prove I can't." This is why I try to permit them to have as much choice as possible to prove to me (and themselves) that they can.

2) Related to this was work that I did with my daughter's school. My daughter took on an unbelievable task in putting together a musical review, the first for her "Science/Math/Technology" based school (I put this in quotes because the fact is, the majority of the students are incredibly creative and much more artistic, rather than STEM mentality). She was allowed to do so as long as she accepted all of the students who auditioned. She took up the challenge, put together a series of broadway songs, worked with those students who had never preformed before, put together and taught group numbers/harmonies, and taught acting skills she had learned over the past two years doing community theatre. I did mostly supervisory tasks, although I did identify those areas in which her colleagues might have not understood her.

I was very impressed with how she handled those in the review. She made each of them feel as if they were vitally important to the show. She also knew when to get on their case when they did not focus in rehearsal, or they would give up or not practice. At one point, when she had to come to rehearsal late, they invoked her name, afraid that she would be angry if they didn't buckle down and do what she had directed them to do. I was told by a theatre professional who attended the review, that she had done a wonderful job in putting the show together, highlighting the students strengths, ensuring that the weaker performers did not follow very strong performers.

I did work with three of the performers that had little to no experience. One of my strengths, I have found, is to create confidence in my students to try new things, and to continue on when they perceive they have failed (or to reset their standards).

Students often just want a chance to try things and to feel as good in trying and failing as when they try and do a spectacular job. So when my son and two of his classmates, their last year in high school, played for the football team for the first time in their life, they felt great about it, even though they did not get a lot of play time. Why? Because their coach made them feel that he respected them just for trying something new. At the end of the season, he presented each one of them at a football banquet with over a hundred players and their families, pointing out how each had worked hard to learn the new skill and contributed to the team. It was amazing to see the pride that each had, even though most played only about 1-2 minutes each game (out of a possible hour).

My son and his classmate just asked if they could sit in on an advanced French class in December. Their college classes don't start again until January and both are interested in French (they completed their requirements in Spanish). Their teacher was more than happy to have them come to the class, although he warned them that they probably would not understand very much as neither has studied French. My daughter is taking Art in her free time as an independent study. In both cases, the teachers could have denied them, but they encouraged them to try something new.

Good teachers want their students to try and are proud of their journey and development more than the final accomplishment (test grade). Unfortunately, in the current educational climate in the US, this is not recognized. Low test scores equates to ineffective teaching. This loses the lifelong learning skills often developed by these teachers.

3. Young adults are works in progress until their early 20's. My son, a fairly intelligent, responsible teenager, still has his moments of total stupidity. Yesterday, while horsing around, he ended up with a face full of glass when one of his friends (also usually responsible) put his hand through a window (he thought is was plexy glass). When his mother, the school nurse, the dean of academics, and I asked the same question, "what were you thinking?", their answers were the same, "we didn't know it was glass."

I think we expect too much of young adults: that they know what they are doing is bullying, inappropriate, dangerous, etc..., that they know what they want to do with the rest of their life, that they are not going to make mistakes. Of course, they also like to exert their independence. What is important is that we allow them to make mistakes that won't impact their lives, that we allow them to crawl out of the messes they have made, that we are there, not to "save" them or take on their problems, but to support them as they work through the problems that everyone must face as part of life, and that we teach them the skills to deal with life that sometimes might be overwhelming for them.

I see many of my students who have no one to say, " you know, you're doing a good job coping, life sucks sometimes, but you have to keep going, there IS a light at the end of the tunnel, keep a positive out look." I also remind my students of those that have it worse than themselves (although sometimes it is hard when I hear some of their stories). One way to help students help is to have them help others.

4. Finally, I think we in the US have to recognize that ultimately, most teachers get into teaching because they really care about their students. While we may not always agree with their styles and not all teachers' styles will be effective with all students, teachers DO NOT get into education because they will have their summers off (the fact is, most states require that teachers have additional training during their "time off."). They truly believe they can teach. Most education programs weed out those that don't like or are unable to connect to students. I always have to catch myself when my daughter or son has a problem with a teacher. They may not be "good teachers" as I would define them, but for the most part, they do care about the students.

Standard vs. flexible: reconceptualizing the efficiency of "standardization of tools"

Yesterday I spent 2 hours in total frustration dealing with the administration of my daughter's education. Her schooling has been outstanding the last year and a half, but the administration of that schooling is complex to say the least. Her school district sends her to a regional high school that is funded by 31 different school districts. The high school is really just an alternative education program. They provide the instruction, technology, and building, but her school district provides the transportation, administration of the degree, and interface with the state (i.e. regents exams, graduation requirements, granting of the degree, health records). This is unusual for the district, our state, and the educational system in the US. So needless to say, many in the school district are not informed of my daughter's status. The result is that she was told she would need to buy a ticket to the school district's semi-formal high school dance as a guest since "she isn't a student there." This is the second year we have gone through this.

So yesterday, I decided that I would speak face to face to the administration at the high school to ensure that we were all on the same page. After, I spoke with the guidance counselor at the high school program where the actual instruction takes place. Between the two conversations, some of the problems and the sources of the problems began to finally come clear.

Standardizing processes and tools for efficiency

In the case of the school district, there is a standard system within the school district. All processes are set up to capture standard statistics required by New York state. The problem? When a situation or problem occurs that does not fit the "standard", the system is difficult to adjust. Thus, my daughter's friend was assigned to two different homerooms (the first classroom where each student goes in the morning to ensure school attendence). Last year my daughter was assigned to a home room, even though she did not go into the high school building. For 4 weeks her name was called while they looked for the errant student. For two weeks, her friend's mother was notified that her daughter was not in school.

While the administration was told repeatedly that my daughter did not attend classes in the main building and that her friend WAS in all of her other classes, they could not tell the computer. Eventually the computer program was modified. However, the school processes were tied to the computer program and standards, so until it was changed there was, in fact, administrative inefficiencies.

My daughter's program guidance counselor related how difficult it was to work with 31 different reporting systems so that all of the administrative requirements for the students in the program would be accurate when they went to graduate later this year. Having 31 different systems would have been too difficult for the program to handle. And yet, the 31 systems needed to be able to conform to the programs reporting and administrative needs.

The effect of distributed knowledge on administrative systems

The old school of management based on the assembly line had specialists so that a product (or service) could be standardized, thus creating a uniform product and quality. For this to work, however, the production line needed to be linear and sequential. Much of our educational system still focuses on this linear, sequential format for instruction. Much of our management systems also look at the linear logic in production, distribution, and monitoring of products and services.

But this model does not work any more with distributed knowledge. Karyn Romeis has a good example of how this DOES NOT work in a recent blog post. What we used to have in terms of planning, now will need to be changed to something that allows more flexibility. This also requires upper management to have faith in their workers, put resources into training, and allow users to adjust computer programs and applications to meet individual needs.

Rather than the standardized industrial model that focuses on setting and measuring standards, we need to start integrating multiple approaches to problems and development of ways to measure needs, abilities, and performance that is not quantifiable. We also need to teach students how to go outside of their own abilities where knowledge might be contained by external groups. And our tools (which the next generation has already figured out) needs to be adaptable, but within a general framework which gives us boundaries within which to work and communicate.

The best teachers don't give you the answers

My family likes to watch the new series "Glee", usually on Sunday mornings on the internet. Since they need to get up early in the morning for school, the 9-10 PM time period is a bit late.

I think what has struck a cord for them in this program is that they bring up issues that are relevant to all high school students, often in a humorous way. In this week's episode, the teacher for the Glee Club has been suspended and cannot accompany the group to the Sectional competition. The students are upset as they complain that they won't be able to do well without their faculty adviser. However, he replies that he has every confidence they can do it without him. "The best teachers don't give you the answers."

I was surprised when my daughter whole heartedly agreed with this. She goes to an alternative school which is project based learning, using groups. "That's how it is in my school," she commented to her brother, who also agree with her. Perhaps there is hope for the future of education if society begins to understand this.

Dumbing down in the World? Defining "smart"

Let me start with a question to reflect on. Make sure you think of this before you read on. Think of the teacher that had the greatest impact on your learning throughout your life. How did they influence you? What did they do to influence your learning? What characteristics did they have?

Now read on.

I recently had a conversation with my adviser about "good teachers." He begins his introduction to teaching course asking his students to reflect on these questions. This conversation came back as I read a post by Ken Allen on "Is the world dumbing down?".

In the post, he has a clip of Branford Marsailis who speaks about what he has learned from his students. Basically, he says he has not learned anything, as his students just want to be told they are good, and don't want to work hard to learn. My adviser also mentioned how one of his students felt that much of teaching education focuses on the "touchy-feely stuff" and not on the learning outcomes.

This got me to thinking about which teachers had influenced me the most. There were four teachers who had the greatest impact on my learning. One thing that they had in common was they challenged me, but always let me know that they had confidence that I would meet any challenge.

Miss Relation was my reading and 3rd grade teacher. I can still remember when she was so impressed with how well I did with multiple digit multiplication and complex math concepts (such as sets). As I learned to read, she would always re-enforce it with, "I knew you could do it. See?" But she would never take, "I can't" as an excuse. She was in it with me, guiding me, having confidence that I could do it.

Miss McDonough was one of the toughest teachers I had (5th grade), but when I accomplished something, she would let me know how proud she was that I stuck with it and was able to master it. At no time would she give up on any student. You would achieve her high standards or she (and possibly you) would die trying. Her utter confidence in every student (I never heard her say a negative thing about a student...they weren't smart, they were lazy, what were they thinking?) made you want to show her you could do it.

My middle school math teacher was the first to let me know that I was really good in math...during a time when women were not expected to be good in math. Everything that we did, he would point out the good job I did. This confidence in me, made me confident in myself and I excelled in math as a result.

Finally, one of my professors in graduate school, allowed us to co-create our own curriculum. I loved this class as the students found the readings, presented the content, but were guided by very insightful questions from the professor. He treated us (master and Ph.d students) as knowledgeable students that he could learn from. Some of his questions would make you stop and think (and sweat if you weren't prepared). He was very low key and respectful of the students, which made you want to do the best you could. I still remember many of the discussions we had in the class, and the project I worked on (tariffs and counter-tariffs for the Steel Industry).

Another trait that all of these teachers had was that they knew ME and what I needed to learn. They did not use a cookie cutter approach to teaching and took time out to know what I knew and how I thought. They then used this to help me learn better.

What I learned from poor teachers

Likewise, the teachers that I look on with humiliation and anger, even to this day, taught me what a good teacher does not do.

As I mentioned in my comment to Ken:

"Dumbing down" is in the eyes of the beholder though. What is important is that in the US at any rate, we have begun to classified "smart" or "knowledgeable" as being able to take standardized tests about basic facts (i.e. math formulas, defining terms, and writing in a standard format regardless of audience or purpose). We have also relegated anything outside of math, science, and technology as "fluff" and not real knowledge.

The teachers that impeded by learning only looked at the standards and never bothered to look at what I actually knew. They also had a very narrow view of what "learning" and "knwoledge" was, then labeled those outside of those norms as "not quite smart". I can remember being moved from the "smart" reading group to the "slow" reading group in 1st grade. The major problem was that the teacher taught reading in one way only, and those that did not learn that way were then labeled "slow". It was humiliating for me and I lost all confidence in my studies. She always made it know who the "good" students were and who the "bad" students were.

These teachers also tended to have only the curriculum and book learning, with no abstract or creative activities in the classroom. Students did what the teacher wanted them to do ONLY or else you were a poor student. I remember a home economics teacher telling me how disappointed she was in my cooking class because I didn't follow the recipe exactly. My classmates all liked my changes (for the most part, sometimes they ended in disaster though), but I did not "follow directions."

Finally, the most difficult teachers that really turned me off to learning were those that seemed to exert their power over me as a student. They always had a way of making sure I knew they were in control and knew more than I did, so I should not ask questions of them or interrupt their class flow. In fact, years later, I realized that they did not like me to ask questions because they probably did not know how to answer them.

Dumbing down the World? Or a new way to assess learning?

In some ways, I do think that we are "dumbing down" in the world. But not in the traditional sense. I don't think that a grade these days is complex enough to assess a student's learning. I don't think that many of the teachers from which I learned the most (I still can remember many of the lessons 30-45 years later) would be able to keep up with the "testing". In fact, some of my daughter's teachers that had the qualities I look for in a good teacher were considered "poor" by some parents because their students enjoyed school and the kids did not have enough homework at night! (Even though their students tested high on standardized tests).

The new educational reforms in the US still focus on these simplistic quantitative tests and pitting teachers against students and parents. I have just read about community schools, however, which I hope with create a new educational environment that is based less on numbers and more on learning.

Let's hear it for the worker bees!

My daughter graduated from eighth grade last week. Like her brother, she was the president of the student council, had the lead in the school play, was on the honor roll all 3 years of junior high school, and was active in all of the sports teams from the school. Like her brother, she worked very hard to improve on her weaker skills, both academically and socially. However, unlike her brother, she did not receive one single note of recognition. In fact, many did not know she was president of the student council, although she worked harder than her brother ever did at organizing fund raising events, student volunteering, and community building between the classes. Many in the lower grades knew her by name, coming up to her to hug her whenever they had the chance.

The difference? My son is a "Queen Bee". He often sat by and directed others to do things, but basked in the limelight. He is a person with a gregarious personality. He has a commanding, confident personality that gets people to do things. On the other hand, my daughter is a worker bee. She quietly works hard, behind the scenes, worrying about the details (my son lets others worry about them). She takes up the slack when others fall down, working hard and consistently, going out, coming back, and working/communicating with everyone involved.

Too many leaders, not enough followers

In management training, there is a focus on the "leader": the person that tells people what to do and how to do it. These people are not always in positions of power. For example, the best run offices often have a strong leader in the secretary or receptionist. They are command central. However, we don't look at the impact that a strong follower has on the office: someone who can take direction, read the social environment, and get things done by consistent, hard work.

This translates into teaching our students how to be leaders, but not how to be followers. As schools and businesses use the team approach more and more, it is important that we begin to train workers how to be both leaders and followers, depending on the situation. Interestingly enough, my daughter does very well in group work. She is willing to take on the leadership role when it is needed. However, when working with strong personalities, she also is able to take on the follower role.

How many of us have worked in groups where there is a power struggle between two strong "leader" personalities? This creates mixed messages and work can't get done. Many leaders leave the details to their "worker bees", assuming it will get done. But if there are no worker bees to do the work, the work does not get done.

What makes a good follower

According to Stewart Tubbs (2007), there are three types of followers. Dependent followers are those that will do as ordered without asking questions. This type of follower is important for vital jobs where the execution of a task as ordered is important (such as the military, nuclear power plant, or professional sports team). Often this type of group will have individual group members with vital information or expertise which must be coordinated for the team to work as a whole. Deviating from orders might weaken the team as a whole as each member may not have all the information they need as a team. Not everyone is a good dependent follower. There must be a high level of trust between the leader and follower and the follower must be able to understand and execute orders or be able to ask for clarification to ensure they are on the same page as other group members. "Taking initiative" might put other group members into peril.

The second type of follower is the counterdependent follower. This person is resistant to authority. For the most part, management will look at this type of follower as a negative role. However, the counterdependent follower can make a team stronger by ensuring all alternatives have been investigated. This also helps the team to avoid group think. My daughter often got herself in trouble by being this type of follower as she was very creative. I believe that this was one of the reasons she did not receive any awards as she was perceived as a trouble maker when she would bring up alternatives or questioned the way things were done, proposing alternatives that were fairer or more efficient. This is especially taboo in a Catholic School where there is a strong authoritative leadership style!

The third type of follower is the independent. This is the more traditional "worker bee" who takes the goals and accomplishes them with little direction. Of course, most management would prefer this type of follower as they need to interact with them less often, yet they can trust that the work will get done.

A good follower, like a good leader, needs to be flexible and be able to adapt to the circumstance, environment, and social dynamics of a group. A good follower also needs to know when they should be a follower and when they need to step up to the plate and give direction.

Who recognizes the worker bees?

Unfortunately, few awards and recognition are given to the worker bees. For every famous leader, there is a team of worker bees supporting them (Watch the report Brian Williams did on Obama's staff). We need to start recognizing the followers/worker bees in our country and schools. What about the kid that has consistently been attaining the 50% mark on standardized tests, never going down, but chugging away and learning quietly every year in school? I once read that this country was run by "B" students: those that did not "excel" at anything, but were consistent workers getting things accomplished without any fanfare. Where would the quarterbacks be without the guards (many of which we don't know their names) to protect them? How many of us know the names of the relief pitchers that come in when the starting pitcher begins to fail? How many of us know the names of the middle managers (plant managers, marketing and sales managers, customer service reps) who keep a company going, through break downs, complaints, and other daily problems that come up?

How about schools beginning to recognize the worker bees?

Tubbs, S. (2007) A Systems Approach to Small Group Interaction, 9th Edition. Boston, MA: McGraw Hill.

School of the Future

As my daughter enters high school, she will be transitioning into a new way of learning. Especially important is the way that Math and Science will be taught.
Among the differences between her current school and new school:

• Projects as a source of learning
• Interdisciplinary curriculum and integrated learning (i.e. math and science are taught together and writing is taught in context across the curriculum)
• Integration of technology within the curriculum
• Technology is used as a tool for learning, not learned as a tool
• Group work
• Parental and community involvement
• Focus on learning, not on "tests"
• Student accountibility for their own learning (assessment is much more involved)
• School to work, high school to university transition

For the first time in a long time, my daughter is excited about science and math class. In addition, she will be learning Chinese. The only misgiving she has (which is the same for all those entering high school) is the social climate. As the year goes on, I will be blogging about her experience, especially in the context of my work at the two colleges/universities where I will be teaching business and communication courses (the transition into the workplace).

I just wish that all disciplines would begin to use these same principles in their teaching. I am hoping the Chinese instruction will make the real life connection like science and math. It would be nice if a push were made to improve teaching in all disciplines and new forms of assessment were created as this administration begins to take up the topic of educational reform. I have seen to progress science and math has made with the investment made during the last administration. Now lets improve creativity and innovation with the same investment in the arts and humanity.

A new way to conceptualize teaching for the 21st Century?

Ken Allen and I have had an interesting conversation going on his blog. He has a great post about what we need to do in the 21st century to teach technology skills, which was pretty much what we should have been doing in the last century. Namely, students need to understand the "concept" of technologies, they need training (what I would call mentoring as he uses the cognitive apprenticeship model as a basis for the post), and practice. He contends (and I agree) that most instruction today focuses on the training, leaving out the concepts and the practice.

My last comment was:

My point was that by just teaching the "skills" of a technology we aren't teaching the students to learn the "affordances" of a technology.

In my experience, students come to new things initially with creativity. Facebook and myspace became what they were because users could use it in any way that met their needs. This is happening with twitter. When we "teach" a technology, however, we tend to destroy thMis creativity because we say "use this technology this way." Often my kids will say to me, "You can't do that with X technology. We were taught you have to do it THIS way."

We need to have a new approach where students are taught the concepts of how any technology can be applied (i.e. for computing, for communication, for editing, for visualization, etc...) then allow them to practice those concepts using a wide variety of technologies. To do this, the instructor needs to change his or her mind set from "teaching the technology" or teaching "technology skills" to a deeper level of analysis.

In fact, I think this is true of all teaching. We focus on the "training" so that students will pass the assessments, but gloss over the concepts so students don't understand why they are doing what they are doing, and don't give them enough practice in multiple contexts to allow them to gain a deep understanding and familiarity with what they have learned. In the last case, especially, students need to formulate the boundaries of new concepts.

Marketing 101

Christine Martell had an interesting post about market segmenting. As both an educator and a marketing instructor, I felt a post putting marketing concepts into education terminology was warranted.

I find that many of the concepts in education and marketing are similiar. Many educators don't like to hear this and many marketers would like to think their field is more "professional". However, straddling the two worlds, I often borrow concepts from both in my teaching and analysis.

Lesson 1: Know your Audience

Target market is the audience that you want to capture for your business. As educators, we walk into a classroom or learning environment and want to know where are students are at. Image walking into a classroom and basing all of our lessons on the stereotypes in the class (e.g. girls, african americans, low socio economic students, non-native English speakers). While we can make some generalities based on culture and experience, we would really need to know the individuals and then put together a class plan based on the strengths and weaknesses of the students, grouping them together based on what they do and know, not on personal characteristics. Those who are visual learners need to have visual cues (as opposed to saying that all girls need visual cues).

This is what Kathie Nelson means by Phycho-graphics. We do this the first part of any course, trainig, or class that we teach. It makes sense to use this when trying to "sell" your service.

Lesson 2: Choose your strategy

In education, most instructors have the choice of standardizing their teaching (assessing with tests, stating standard goals and objectives and hoping to teach the greatest amount to the largest number of students). This is called mass marketing in marketing. As in education, there is an advantage to this as you are able to reach the greatest number of customers with the smallest investment. However, this is not a "deep" approach (the complaint with standardized curriculum is the lack of "deep learning").

In marketing this approach is called "skimming" as you familiarize your audience with the concepts, with the understanding that some will "get it" and others won't.

The other common strategy used in training is individualized curriculum. This is especially effective for complex concepts and a "deep learning" approach. The same is true for "niche" marketing. Products or services that require the customer have a deep understanding in order to make a purchase decision are best marketed using an "individualized" approach. However, this requires a lot of investment in time and effort (as would an individualized learning plan).

So for most marketers, the most effective strategy is a mixed approach. Catagorizing the market into segments that have similiar or overlapping needs so that you can make slight modifications for the specific needs of the segments is similiar to the instructor that incorporates flexibility into the curriculum or instructional design so that the differences can be addressed while still allowing for a basis of core content.

In Christine's case, she can have a portfolio of visuals, from which individuals can pick and choose depending on their needs. This recognizes the differences between clients, but allows her to have some standardized material.

Lesson 3: Don't confuse communication with product

Marketing has 4 parts to it (often call the 4 P's): Product, Price, Promotion, and Place. Education has similiar concepts only using different terms: curriculum, resources (time, instructor, expertise), communication (teaching style, student engagement, student/instructor/content interaction) and place (learning environment, means of delivery-electronic, self paced learning, instructor in a classroom).

New marketers often look at marketing as just the promotion (advertising, sales). But the other parts of the marketing mix are just as important. This would be like assuming a person that can communicate the content is sufficient without resources, the correct mode of delivery, or a poor curriculum.

It is important to have a product that is appropriate for the customer (you wouldn't have a curriculum that did not meet the learning needs of the student because it was too advanced or too basic for the student needs). Price helps to create value, especially in a non-tangible good. Which is better a "cheap" dentist or a dentist that fits in your price range? The image of "cheap" dentist is someone that might not do the work correctly or pain free. In education, learning that requires more time input and effort is perceived as more valuable (as opposed to the "busy work" type of learning a student may need to do to "get the credits"). How a product gets to the customer is usually a negotiation, especially for a service. Services are difficult to "distribute" as they may require the customer to come to a central place or service provides to go to the customer. There is also a question of quality control so that the service provided is the service the customer expected. This might not be possible if the service customer is far away fromt the service provider.

Lesson 4: Marketing is a negotiation process between the customer and the provider

"The customer is always right" is not always true with a service. Rather, the saying should be, "let the customer perceive that they are right." It is important that the customer be satisfied, however, not at the expense of the company. In some cases, a company needs to cut a customer loose if it means the company's reputation or values will be compromised. On the other hand, we are in a different world in which customers are much better informed and have access to more information in the past. Companies can't assume that they "know better" than the customer. It is important that marketing is a dialogue between the customer and provider so that the product meets the needs of the customer, closing the perceived gap between a customer need and the product provided.

Getting older workers to learn off of each other

I recently spent some time with my sister, a former science teacher who now does teacher training. I was helping her to load and try out new technology that she can integrate onto her computer. We are only 3 years apart, yet when working with her, she felt we were from different generations. "You at least have an understanding of the computer system and how it works. I just can't conceptualize it," she told me.

Part of the difference, when discussing it with her, was that I took computer courses in college (BASIC, and later for my MBA in International Business, a number of computer based programs for logistics and decision making on both mainframes and pc's). She felt that because she did not have a formal education in those areas, it is harder for her to figure out how to use the computers.

However, in speaking with her, we came to the conclusion that many older workers feel they need someone with "expertise" to talk them through a technology. Younger workers and students feel very comfortable asking others how to do things when it interests them (as opposed to only learning it when it is mandated). Rarely do older workers talk about what they can do or offer to show someone else how to do something unless they feel "qualified". I am not sure why, perhaps having lived abroad for some many years and relying on others to give me insight, but I have never felt shy about working with someone on how to figure things out. I am irritated with my children when they will "do" something for me (like put in names to my address book) rather than show me how to do it (as they will with each other).

I wonder, therefore, if we should be developing training differently between generations.

Skills for the 21st Century

The vacation away from thinking has allowed me to think more about the skills for the 21st century. I came across a list of skills written for Tech Valley high, a local school designed to create a new learning environment in the Capital District in New York State.

These skills include:

Taking initiative in their learning and becoming “lifelong learners.”

Working successfully on a team.

Taking responsibility for their work and their learning.

Confronting and solving unforeseen problems.

Managing and planning for short- and long-term goals.

Presenting and defending what they have produced

What I find interesting is how different this is from the skills listed on the most current post on the work literacy blog.

I feel that there needs to be more integration between schools and work place in identifying key skills. I think Tech Valley High (which brought together experts from the regions schools, universities, business, policy makers, and community) is a good starting point for this discussion. I hope more people from various professions and levels of education can be recruited to discuss this issue on the work literacy blog.

Framework to analyze the impact of new ICT

Over the next few weeks, I am going to try to develop some framework that can be used in education to analyze the impact of New ICT on curriculum and student skill sets with the ultimate goal of creating a framework to analyze the impact of ICT on multiple parts of society (businesses, the economy, politics).

I am starting on education because that is where I am working, and I can observe what is happening within my classes.

The Framework

I have already identified four categories into which ICT's can be broken down: for use to communicate, as a repository and tool for sharing and distributing information, for collaboration, and to develop networks and systems (creating communities and interdependent relationships, both long term and short term).

I am still working at what the attributes should be for the analysis. Definitely, I should include the new skills users will need to know to use new technologies in each of these categories. There will also need to be some way to analyze the impact of the new technologies on larger educational resources and policy.

Finally, a list of affordances, problems (security, needs gaps, social) and opportunities should be identified.