Edcamp Tokyo 2017

The experiences of organizing and participating in Edcamp Tokyo in 2014 and 2015 have been so inspirational, I wish to share them with all of my colleagues and teacher friends. The best way to do that is to organize an event.

Last Fall, I approached my administrators about empowering teachers within the elementary school to self organize one of our own professional development days. Strictly speaking, the event was not Edcamp, because it was a limited to our own staff. However, we followed the Edcamp model and the results were fantastic.

‘Creative Connections’ group at Edcamp @ KIST via Instagram

The only logical step was to offer to host the next Edcamp Tokyo here at my school. The process began as usual with assembling an organizing team, surveying the local community for optimal dates.

One change we made was to move the organizing team away from seemingly endless email threads to Slack. Slack is a slightly ironic update to the ‘chat room’ circa 1994. However, for facilitating communication and collaboration in a team, it is far superior to email and has the potential in my opinion to supplant social network ‘communities’ as a space to organize around events, ideas, and movements.

Community involvement

Industriousness is one of the hallmarks of Edcamp, so I utilized Twitter’s polling function to gather votes for this year’s theme. The initial ideas were gathered from the organizing team and then put to a vote.

The winner was ‘Make learning personal’. As an organizer, it is also heartwarming and exciting when the #EdcampTokyo hashtag begins to warm up on social media.

Astounded that I hadn’t made it sooner, I created an @EdcampTokyo Twitter handle, which can also be integrated with Slack to stimulate interaction and ‘buzz’. This will be useful in the future, as the login details can be easily shared with other organizers and hosts.

Given the current global political and social climate, it was also heartening to read an announcement of a new anti-harassment policy from the Edcamp Foundation.

The day arrives

Hosting and Edcamp has plenty of joys and the greatest among them is meeting curious and passionate people. Our event attracted approximately fifty participants from thirty different schools and other organizations.

Browsing and voting for sessions at #edcamptokyo! #edu

A post shared by Bart Miller (@bartlmiller) on Apr 7, 2017 at 5:42pm PDT

Student panel

One fantastic idea this year was to include a session with a panel of KIST students to provide perspective on issues from bullying to technology in and out of the classroom.

What most surprised me about the students’ perspective was how unenthusiastic they were about technology, as though only Generation X and older people are excited by carrying a supercomputer in our pockets.

Critical thinking

I was happy, in between relaying messages and ushering late arriving guests, to stumble into a Critical Thinking session which I would characterize has having a theme of ‘making the complex simple, but not simplistic’.

The most stimulating feature of Edcamp is diversity of perspectives. When many points of view focus on a conceptual topic like critical thinking, the conversation is certain to be enlightening.

Viral On Twitter

It’s a fact that Edcamp itself was born on Twitter, as was Edcamp Tokyo. Consequently or coincidentally, it’s also our favorite social network and the #EdcampTokyo hashtag hosted a fair amount of chatter around this event.

This kind of backchannel interaction is fun and provides another channel by which people, including those not necessarily in attendance, can participate.

Looking ahead

Hosting or organizing professional development is usually a different experience than participating in it. Fortunately, this year I had such a helpful organizing team and KIST hospitality team that I was able to engage in discussions without being overly busy with logistics and problem solving.

In the future, I would like to see Edcamp Tokyo grow into a community which includes more local Japanese educators as well as more enthusiasm from the international schools.

In terms of the organization, I would like to see our function transform into an advisory role empowering teachers to organize and host their own Edcamp Tokyo events with the support of our expertise and promotional tools.

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Creative negotiated rubrics

The role of rubrics in teaching is not up for debate. Complex tasks need to be analyzed by categories and clear criteria. However, I have found that they sometimes become little more than checklist of instructions on how to complete a task rather than tools for understanding, reflection, and assessment.

My solution is to use blank rubrics. You might think that a blank rubric isn’t a rubric at all, and you would be correct if the purpose of the rubric were only to evaluate a learning artifact. If the rubric itself is a learning tool, then a blank rubric is a rich opportunity for discussion and critical evaluation.

Peer assessment with negotiated rubric criteria
Summative assessment tasks, in particular, benefit from this type of rubric. The categories have been in focus throughout the unit, and have usually been assessed in a more prescribed manner in a previous task. As a summative assessment task should be an opportunity for students to exercise choice and creativity in how they present their understanding, it would be impractical to create specific criteria that could apply to any artifact.

Assessment as learning

Students work in groups to experience a peer’s presentation of their learning and discuss the success of the artifact according to each category. They agree on a score and write in the appropriate boxes the specific elements that support their evaluation.
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The assessments are completed in groups of three or four, so every presenter receives at least six separate rubrics which have been completed in this manner. The results are always honest and accurate, especially when averaged and analyzed in detail.
When assessments seem mistaken or vary notably from the norm, a problem that often occurs when a group hasn’t focused or applied enough thought to their findings, a teachable moment to review the categories and criteria arises.
I have observed that students enhance their conceptual understandings of a unit immensely through this process of peer assessment with creative negotiated rubrics.

Expert in the classroom, virtually

By definition, a generalist teacher is not an expert in any particular discipline. Fortunately, most of us are, and enrich our classrooms with our interests and passions. Unfortunately, the scope of a school year of inquiry stretches far beyond any one teacher’s expertise.

Excursions and guest speakers can make up the difference, and video communications technology makes it possible to bring experts into the classroom from anywhere.

Near the conclusion of a recent unit which focused significantly on advertising, it occurred to me that one of my friends, Adam Lisagor, is the founder and owner of Sandwich Video, one of today’s premier creative advertising organizations. It only took a few text messages and time zone conversions to have him on the big screen in the classroom.

Honored to have Adam Lisagor chat with my class today about Sandwich Video! #edu

A post shared by Bart Miller (@bartlmiller) on

 

To prepare students for the interview, we first viewed several of Adam’s videos, then set a home learning task to explore more. Then, I asked them to submit questions via an online form so that I could sort and select in a way that promoted a conversational mood. As questions were chosen, students approached the camera one at a time to speak with Adam. Not surprisingly, their questions were insightful and elicited excellent comments on persuasion, honesty, and creativity.

In addition to an excursion, I would attempt to schedule a guest speaker, either in person or more likely via video, for every unit of inquiry.

Data evolution & revolution

The past

Data has been an undercurrent in my teaching since my first classroom in 2007. Of course, in that year, I struggled to gather data and there was virtually no chance of utilizing much of it to inform and enrich instructional planning. For good or ill, data is not essential to the survival of a first year teacher.

Each year after, I slowly improved, including a variety of experiments like the one shared in the post Student Empowerment | COETAIL final project. I tried different forms, organizers, notebooks, etc, until finally unveiling an integrated digital system last year. I shared it as a presenter at the GAFE Summit 2016 in Kobe, Japan, and used it for the school year to publish students’ ongoing assessment data, and other key information such as website usernames and passwords, directly to them as web pages. After celebrating and discussing the system, I felt that it was terribly unsatisfying.

The present

Inspiration came in the form of media such as Jack Norris’ keynote presentation from Strata + Hadoop World in San Francisco, Let’s Get Real: Acting on Data in Real Time, embedded below.

The concept of ‘data agility’ through converged data and processing appealed to me because what I sought a tool which would organize all assessment data in a way that could be searched, shared, and analyzed. Over the years I had been introduced to many ‘tracking systems’, only to discover that they were utterly unmanageable at scale. Ticking boxes on scope and sequence documents or highlighting learning objectives almost arbitrarily seemed like a show at best. In fact, a colleague who shared such a system with me admitted that at the end of a term, due to a lack of hard data, he would simply choose outcomes to highlight on every student’s document regardless of their actual progress or learning. To quote Mr Norris, I wanted my data to ‘get real’.

While designing my own system, I became somewhat of an amateur data scientist. The implications of the article Putting the science back in data science got me thinking about the flow from data entry to visualization and publishing. A quote from the post Can Small Data Improve K-12 Education? helped to clarify the objective for the project.

‘Small data observes the details or small clues that uncover large trends. The idea is that by honing in on the elements that make up relationships and narratives in schools, education can be enriched.’ The Edvocate

What I wanted to do was bring transparency to the relationships between myself, students, parents, and administrators. Further readings within the big data and data science trends like Data Quality Should Be Everyone’s Job  by Thomas C Redman directed my attention toward the purpose for the data. Before data is collected, it should already have a purpose, and that purpose dictates the design of the collection, publishing, and analysis tools.

 

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Copious data entry (lots of dragging)
The next piece of the design puzzle was my school’s Assessment Handbook. In it were the categories, criteria, and descriptors on top of which my system would function.

 

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Student data visualization via Google Sheets
Utilizing a system of Google Sheets, data is entered and student progress viewed in potentially real time, depending on the efficiency of my data entry. As we began using the system I shared a video, Tour of your data book, embedded below, which illustrates the details of the user experience much better than I can describe in words.

The future

This system has been remarkably effective and unlike last year, I only plan to make minor tweaks, especially to the user interface. Feedback from students and parents revealed, as I expected, that there are too many graphs and that it’s difficult to know which are more or less important.

Another feature I plan to add is a Google Form which mirrors the data entry document which would allow teaching assistants, specialists, and even parents or students themselves to contribute data to the system.

If articles like The Three Ways Teachers Use Data—and What Technology Needs to Do Better by Karen Johnson and 7 Steps to Becoming a Data-Driven School by Eric Crites are any indication of the direction that data utilization is heading in education, I’m glad to be along for the ride.

Division models

One of the best ways I’ve found for infusing inquiry into my approach to teaching mathematics is to introduce new topics and concepts with a challenge. Recently, we explored Division by asking volunteers to share on the whiteboard techniques for visually modelling the division expression 21÷3.

Taking the time to do this has many benefits, including:

  • providing an opportunity to build confidence through peer to peer teaching
  • introducing, highlighting, and discussing a variety of accessible strategies
  • developing mental models which can be referred to as learning continues
  • initially assess general understanding of the concept in a zero pressure setting
  • review learning that may need to be refreshed before engaging more deeply.

Independent Inquiry: Book Tower

In its fifth year of iteration, Independent Inquiry continues to be a project that defies traditional logic and rewards all involved with inspiration and enjoyment of learning.

This afternoon, three students had arranged to stay after school with a simple inquiry goal: To build a tower out of books in our classroom library.

This was a follow up to a previous project of using books to make a giant domino chain.

Today was special because they utterly failed. Eventually, they did manage to build something, but not without overcoming a dozen obstacles along the way.

They were frustrated by the different sizes and stiffness of the books as building materials.

Working on different sides of the tower, after it collapsed, they lamented that they hadn’t been communicating or comparing each others’ techniques to ensure stability. The constant flow of analysis and synthesis that followed astounded me and distracted me from the after school program recommendations I was trying to complete before leaving for the evening.

When all of the classroom books were used, and the tower was significantly smaller than they had expected, an ethical debate ensued in which they determined that other students wouldn’t mind borrowing their books as long as they were properly returned.

I chuckled silently throughout the project and marveled at the vast breadth and depth of learning they achieved with only an idea, a pile of books, and each other.