Journal%20Draft


 * Digital Alternatives: Confronting a Standardized World**

If you ask a group of teachers, “What is your ultimate goal in teaching your students?” most would probably respond along the lines of developing lifelong learners, preparing students for the 21st century real world, or creating critical and sophisticated thinkers and problem solvers. Few, if any, would be likely to identify successful performances on standardized tests as their central purpose as educators. However, the need for accountability in today’s educational system has put enormous pressure on teachers to adequately prepare students for these standardized tests, whether or not it is in alignment with the teachers’ philosophies or beliefs. As a result, there is a tendency to move towards traditional test-prep activities in an effort to maximize student scores—but at what cost?

If our focus shifts from educating the whole child to educating only that part of the child that will perform well on tests, what stands to be lost? Yes, we will have produced students who can expertly answer multiple choice questions and constructed responses, but what becomes of skills like collaboration, problem- solving, and creativity? How will schools manage to turn out the critical thinkers and creators that our 21st century workforce demands?

It would seem that teachers are left with two options: either prepare students for the standardized test or prepare them for the rest of their lives. The choice here seems obvious; however, we cannot simply disregard the tests that will be used to—reliably or not—assess our students, colleagues, and schools. What if there was a way to satisfy both demands—to develop students ready to tackle the real world //while// also preparing them for the standardized tests?

This was the essential question addressed in Moravian College’s summer graduate class “Digital Alternatives to Test Preparation.” This universal educational challenge in the age of NCLB has allowed us, a small team of practicing educators, to work collaboratively towards solutions. Our process began by focusing on authentic forms of assessment that promote essential 21st century skills including communication, collaboration, creativity, critical thinking, and problem solving. The driving challenge behind our work was to explore digital alternatives to test preparation-- alternatives that promote meaningful learning while addressing accountability requirements.

As a result of our investigation, we identified three alternatives that can be easily understood and implemented in the classroom. These include Problem Based Learning, Challenge Based Learning, and gaming.

//Jamie's Story// Over the past four years, I have struggled with my class of 30 eleventh grade students in Algebra II. My students struggle on a daily basis trying to answer the question, “Why do I need to know this?” This coming school year I plan on answering their question through the implementation of Problem Based Learning. Problem Based Learning begins with a complex problem encountered in the real world. This problem is the key to engaging students in the learning process. Collectively, the students brainstorm what they already know and what they need to know in order to develop a solution. Pursuing knowledge in digital resources, students explore websites, blogs, learning communities and YouTube. Through this process, students often pose questions that they do not understand how to solve. This lack of understanding provides the purpose for learning the specific content standards assessed on state standardized tests. As a result, the teacher intervenes to help students gain the math content skills necessary for solving the problem. Finally, each group prepares and presents a solution to the original problem.
 * Problem Based Learning**

The defining characteristic of Problem Based Learning is that the teacher provides students with the real world problem. I find this alternative particularly useful in math because the teacher controls which math standards are addressed. While many standards apply to real world situations, the teacher designs the problem to address specific standards. For example, if the goal is to teach surface area and volume, the teacher might design a real world problem asking students to design a package, while considering size and materials. During the problem solving process, students research cost efficient and environmentally friendly materials. Most importantly, students apply concepts of volume and surface area to design an efficient package that both maximizes the space used by the product and requires the least amount of packaging material. Problem Based Learning provides students with the opportunity to explore their own ideas while allowing the teacher to guide student research.

These links provide more information about Problem Based Learning as an alternative.  Overview of PBL: @http://www.pbli.org/pbl/pbl.htm Process of PBL: @http://www.youtube.com/watch?v=vDe74bOxXLw&feature=player_embedded

These links provide additional examples of Problem Based Learning.  Product Packaging Conundrum: @http://www.mrsoshouse.com/pbl/plastic.html Presenting Ecology Through Rodent Control: @http://www.thirteen.org/edonline/lessons/ecology/index.html Dan Meyer-Math Needs a Makeover video: @http://www.youtube.com/watch?v=NWUFjb8w9Ps&feature=PlayList&p=8C9FBD0CFD84029B&playnext=1&index=9 Picturing the Possibilities video: @http://www.youtube.com/watch?v=EFt6qW0Pb4c&feature=player_embedded


 * Challenge Based Learning **

As an English teacher, it is my responsibility to prepare my eleventh grade students for both the Reading and Writing sections on the Pennsylvania State Standardized Assessment (PSSA). That means I must make sure students are ready to answer an array of reading comprehension questions, grammar and mechanics questions, short constructed responses, and long five paragraph essays. How would I best prepare students to do all those things? It seemed simple. For the past three years, I’ve done what many teachers do because it seems to be the most sure-fire way of increasing student scores. I bombarded them with practice questions, sample responses, test-taking tricks and tips—even getting “creative” and making a game out of it. I wanted to think I was doing the right thing-- that I was giving students the best shot at success. What I didn’t want to acknowledge was all of the valuable class time I was using, the disinterested looks on students’ faces, and the minimal levels of improvement by the end of our practice days. Did they pick up some useful tips? Did they learn to write by a formula for maximum points? Did they see some typical grammatical errors that were favorites of the PSSA developers? Sure. But did they learn anything that was of real value? Did any of those practice questions result in meaningful, relevant learning? Did they take away something that could transfer to life outside of the classroom? Probably not. Coming to this realization, how could I ethically continue a practice that was not in my students’ best interests? And if I wouldn’t continue this kind of test preparation, what would replace it? And how would I find a replacement that met the requirements of the test but also resulted in meaningful learning on the part of my students?
 * // Bridget's Story //**

As a teacher in a middle school thematic program, I am frequently challenged by the goal of my students achieving high academic standards through innovative and collaborative means. My co-teaching partner and I designed the program to provide an experience for students in which creativity, collaboration, and out-of-the-box thinking are the core components of learning in the classroom. It is this ever-evolving goal that has driven me to explore alternative assessments within the Challenge Based Learning (CBL) framework. Through my research of CBL as a digital alternative to assessment, I discovered a seamless weave of Project Based Learning and CBL that brings a cohesive connection between the achievement of high academic standards, the development of essential 21st century skills, and the utilization of modern technology, ultimately resulting in successful learning experiences for students.
 * // Jenn’s Story //**

// CBL as an Alternative // Instead of focusing test-preparation time and energy on skill-and-drill practice questions that provide little meaningful learning gains, teachers can embrace an alternative that engages students in tested content while developing critical 21st century skills. CBL is that alternative. Through research funded by Apple, Inc., the CBL approach is defined as an " engaging multidisciplinary approach to teaching and learning that...is collaborative and hands-on, asking students to work with peers, teachers, and experts in their communities and around the world to ask good questions, develop deeper subject area knowledge, accept and solve challenges, take action, and share their experience " ( @http://ali.apple.com/cbl/global/files/CBL_Paper.pdf p. 1). In the CBL approach to learning, students become active participants in the learning process--selecting appropriate challenges, generating questions, setting goals, collaborating with peers, developing solutions, reflecting on their experience, and sharing the results with others. Most importantly, the topics in CBL are student-selected, meaning students have the opportunity to focus on a relevant issue that needs real solutions. Lastly, the culminating activity joins students with others in the learning community, allowing everyone to make a lasting impact. Throughout this process, students learn basic literacy skills of reading and writing. They also gain much more. Student participating in CBL strengthen their media literacy skills while becoming creators, collaborators, and problem-solvers in a digital world.

These links provide more information about CBL. Overview of the CBL Framework: http://ali.apple.com/cbl/global/files/CBL_Paper.pdf Student and Teacher Reflections: @http://web.me.com/mrsmorrow/ELS_2010/CBL_Reflections.html Examples of Student Projects: @http://web.me.com/mrsmorrow/ELS_2010/CBL_Solutions.html High Tech High Biodiversity Project: @http://studentvideos.hightechhigh.org/video/63/Biodiversity+on+the+Bay

//Kevin's Story// As an AP US History teacher, I am constantly seeking new tools to engage students in critical thinking and problem solving activities. If one were to look up the definition of the "Generation Z" student they would probably see an image of my students: highly connected, needing instant feedback and the opportunity to collaborate with their peers. All my students have mobile phones, and almost all have personal computers and gaming systems at home. Within my classroom, I am increasingly using gaming as a tool to support key learning concepts.In history courses, educational games allow students to play with historical concepts on a grand scale while allowing them to see the world through the eyes of historical figures. Learning through these games is more than just accumulating a body of historical facts. My students draw on that knowledge to solve problems and master core geographical and historical principles.
 * Gaming**

 Educational gaming is fast becoming a tool for teachers, students and parents to support learning both in and out of the classroom. Digital gaming is a powerful tool to support 21st century skills of collaboration, social responsibility, critical thinking and problem solving. Gaming also allows learners to "fail to success." This concept of failing forward allows learners to test their limits in a safe environment. In addition, gaming provides the player with immediate feedback and experimentation. For example, in examining the issue of congressional redistricting, students will play //The ReDistricting Game.// This game engages students with roles such as geographer, demographer, political scientist and legislator. Multiple levels of play allow students to develop skills while making arguments about the necessity of repairing what is often described as a broken system. Lastly, gaming increases an internal and external competitive spirit related to learning opportunities.

These links provide more information about gaming as a learning tool. James Gee on Gaming: [] Marc Prensky's Blog on Gaming:[| http://www.marcprensky.com/] Education Arcade: [] Penn State Gaming Commons: []

Collectively, we have examined multiple approaches to teaching in the 21st century. When the four of us began our journey to discovering digital alternatives to traditional test preparation we came to realize the inherent problems and resulting damage of standardized tests. Improving student engagement, creating an environment of collaboration, and promoting 21st century skills will improve student learning and lead to empowered citizens prepared to accept a world requiring critical thinking. Within our class we developed a wiki to share further our ideas on digital alternatives to traditional test preparation. Over the course of the past century man has confronted weapons of mass destruction, the eradication of diseases, the barriers to space travel, and has split the atom. Yet now we find ourselves at the beginning of a new age. It is imperative that all educators accept new approaches and lead the change that will best fulfill the goals for a new generation of learners.
 * Conclusion **