Students, Social Media and the Boston Marathon Bombings

When the bombs blew up at the Boston Marathon, I was at my parent's house in South Carolina. The news flashed as a pushed notification on my i-phone (via AP Mobile). I read the headline then left for a yoga class I planned to attend. When I returned 2 hours later, my parents were watching a news network. On the TV there was much talking about nothing: the same (single) video of explosion number 1 was played over and over again. The same 'information' was literally repeated every 5 minutes or so. I wanted to be with my parents, so I sat with them and watched "the news". This news network also happened to, unfortunately, politicize the tragedy but that is not the topic of this post.

Once we said good night, I retreated to the guest room where I broke out my iPad and surfed in and out of apps. I started with traditional news feeds (via Pulse, Feedly and Zite). Basically, what I already knew was reiterated here from these traditional sources.

Next, I turned to Feedly and then Twitter. I was looking for what might be termed "Primary Source Material" in a classroom. I wanted real stories from real people. And I found them. Links from Twitter provided the most un-edited documentation about the #BostonMarathon attack. Examples include a link to Reddit which had a page dedicated to the incident with updates and links being added by the minute, a link to the Twitter Feed of a Boston resident who left his apartment to ascertain what happened after his building was shaken by the blasts. With his Smartphone he photographed his way to the scene. Using Twitter, he uploaded each photo and wrote a short description. Later, he wrote a reflective blog post which included these photos. The effect was that of a photo essay.

I read many of these reflective blog posts and saw many photos that were not being shown on traditional news (for better or worse). As raw as some of this was, I felt closer to humanity and the horrible reality that Boston and the victims were dealing with.

Other examples of non-traditional news sources that allowed a closer look:

• You Tube was where Boston Marathon attendees uploaded videos of the scene.
• An informational Map of the Tragedy was posted on Imgur
• Google created a Person Finder (now expired) for people looking for loved ones
• With open hearts and minds, using a Public Google Form, strangers offered a place to stay for anyone in need.
• Restaurants/Business offered services and food for free . They used Twitter to spread the word.
• Social media humanized the victims. It enabled anyone who was interested to get a closer look at victims of the blasts- learning their names and stories . 
• More examples: We learned that the Runners scheduled to marry at the finish line DID tie the knot. We learn that the runner who was thrown to the ground by the 1st blast is 78 years old, his name is Bill Iffrig and he was unhurt and finished the race.
• Individuals who attended the marathon posted their photos as a way to help get answers. An excellent example comes from hahatango at flickr In his words: "Please share away as I'm hoping my series of photos might somehow help puzzle who, what, how this tragedy occurred."

What is notable from a Teaching and Learning standpoint is that many of our secondary students are receiving their "news" more like the way I did once I fired up my iPad. They likely received a text from a friend telling them about the incident. They likely went to Facebook from there to find out more-to simultaneously see what people knew, to ask questions and to further "share" what they found out. It is likely that they encountered graphic, unedited images there from "friends" who found them on the internet as well.

As the delivery system for raw, unedited information, our student's 'friends' and social websites in general connote a different kind of "Primary Source" and it is instructive for us as Educators. For those Teachers or Parents that rely on traditional news sources, it may be easy to dismiss or ignore that our students/children will use applications on their mobile devices to "learn" about their world- for good or for ill. But they will and they do. The (hyper)social as part of this learning also means that 1-They potentially learn the details of events before that information is available on traditional news networks and 2- Information is spread quickly among online social groups. Social applications amplify tragedies for ill or for good.

Talking heads on news programs are increasingly irrelevant to millennials (and to those of us who have embraced social media/applications) as a way to stay connected and informed about local, regional and national news/information. The information is often "late" and is also delivered through a particular lens-the one most advantageous to the network which edits and potentially politicizes information.

The same kind of skepticism is brought to the classroom.  Students are increasingly wary of a single talking head in a classroom. They are used to information being presented and discovered in multiple formats and often in unique, creative ways.  Many social applications allow for this kind of informational remixing.

At the least, I believe it is time to embrace social media and applications and use them as learning tools in the classroom-once and for all. We should be steering the ship that guides intelligent, critical use of these new tools. By doing so we can engage with our students and help them bring a sober, thoughtful lens to the information/media/images they encounter. We can help them learn better. Why would schools and teachers forego this opportunity?  A Paradigm and Mind Shift is underway in our students as well as citizens. Our students, literally, Think Differently. Like it or not, they connect with the world through their smartphones, tablets and laptops.  They want unedited, 'real' information, right now. They want to be involved with it and to share it. Let's help clear the path to 'primary source material' past and present for our students and let's model how to analyze,criticize, use and synthesize it using the very tools they use themselves. Unless irrelevance is our goal.

Connecting With Students

Students, especially our youngest ones, enter the domain of school with open hearts (and imaginations). Too often, we meet them with fixed minds and ignore the gift of these open hearts and minds that they bring into school and into our classrooms. Ultimately, they learn that occupying the mind with things to remember is more important than either of these. Eventually they lose touch with their true nature, disconnect and fall into the 'game' of 'learning'.

If there is to be true Educational 'Reform' at all, it must begin with a paradigm shift of seismic proportions: one that reorients our compass from student's minds to their hearts-to WHO they are not what they THINK. This necessitates an internal shift within us as well. We need to open ourselves up  as well so we meet our students halfway.  Students will always remember how we made them feel, not necessarily what we made them think.

When students trust a teacher they are more apt to listen and learn from them.  Trust is not built by teaching facts.

“Relational trust is built on movements of the human heart such as empathy, commitment, compassion, patience, and the capacity to forgive.” ― Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life

Harvard Reflections: Arts, Education and Learning

This summer I was fortunate enough to have been selected to participate in the first ever Institute on the Arts and Passion-Driven Learning held at Harvard's Graduate School of Education in collaboration with Yo-Yo Ma and members of the Silk Road Ensemble.

photo Andrew T. Garcia

My situation was unique.  I was camping in the Adirondacks for 5 days and planned to continue the same for another 5 days after the Institute.  I emerged from the woods, attended the 2 1/2 day Institute and traveled straight back to the Adirondacks.  While in a hammock at the edge of Rollins Pond, I reflected on the experience.  The result is below. This list is in no particular order and may not even make sense to those outside the context of the experience.  However, I have attempted to expound on the list.  Feel free to contact me for any clarifications or just to connect.

'NOTHING WITHOUT JOY'

This is a quote by Loris Malaguzzi that host and Harvard Graduate School of Education Lecturer Steve Seidel shared at the opening plenary session.  He also concluded the Institute with the quote.  Mr. Seidel was the best of hosts (Yo-Yo Ma referred to him as "Mr Rogers for adults"). He used humor when appropriate but also posed excellent questions to frame the Institute.  Some examples: What is the role of passion in learning? What are the possible roles for the arts? How can the arts deepen learning in other subject areas? How do the arts support students in becoming more engaged, empathetic and responsible participants in their learning?

WHAT'S WORTH KNOWING

This question was also raised by Steve Seidel.  It seems like a simple question but it is so important for all educators to spend some time thinking about it.  Given precious little time in the school day/year, what is worth knowing? And why?  Answers to those questions drive the curriculum and what gets 'learned' in schools.  If you teach something, why did you decide it was worth knowing?

SNAKES (ARE BORN THIS WAY)

As an example of what is worth knowing, the video Snakes Are Born This Way was shown. The 2nd grade class at Conservatory Lab Charter School wrote and performed this parody to share what they had learned about snakes through their learning expedition. The Conservatory Lab Charter School is unique as it "empowers a diverse range of children as scholars, artists and leaders through and El-Sistema-based orchestral education and rigorous Expeditionary Learning curriculum."  As the students tell us: "In 2nd Grade our teachers told us that we would be herpetologists".  And that began the exploration. Worth knowing?

EMOTIONS ARE CONTAGIOUS

More than once Cristina Pato (Gaita player) said this.  The important takeaway is to be genuine in teaching, performing and learning situations.  The more one is open and transparent, the better the learning for everyone involved.  

MAKE LEARNING VISIBLE

Butterfly by Aidan William Garcia, age 6

Making learning visible was a theme of one of the workshops I attended.  There are many ways to do this but so much of the time we feel (as teachers) that we lack the time to follow through on this. However, it is probably the most important part of learning in schools. It reminds me of the quote from Stephen Sondheim's Sunday in the Park With George. The character (and once real life artist) George Seurat sings: "A vision's just a vision if it's only in your head.  If no one gets to see it, it's as good as dead".  Likewise, it easy and tempting to keep learning in the classroom only. But it should be shared.  Starting now.  

COLLABORATION, TRUST=SAFETY AND NEW CREATIONS

Collaboration was a big theme of the Institute since the role of the Silk Road Ensemble involves collaboration 100% of the time.  In their own performances, the musicians are always working together, sharing, experimenting and pushing themselves into new territory. When the Ensemble visits schools (as with the Silk Road Connect venture), collaboration is the name of the game.  There exists the school culture and the Ensemble (made up of members from many different cultures).  In these environments, open mindedness,  negotiation and flexibility lead to trust and true collaboration which leads to a feeling of safety and comfort for all participants.  Once this level is reached the collaborative 'dance' can yield new, spontaneous creations.  Powerful stuff.  How can we create these conditions in our classrooms and schools?

DISCIPLINED IMAGINATION

Yo-Yo Ma described an exercise he uses to spark creativity and new thinking. In a conversation with Steve Seidel, he said he uses something he has dubbed "Disciplined Imagination", the crux of which is to take something known and transpose this to a new setting in your mind.  He used the example of knowing Steve and his thoughts, mannerisms, interests, passions in the context of Harvard and then imagining Steve in other settings and how he might engage, communicate and participate in those other settings.

CULTURE BUILDING

Small and large group conversations in several workshops led to the understanding that, as arts educators and educators in general we are really involved with 'culture building'.  Culture building is laying the foundation of how individuals would act, speak, respond and participate in the classrooms/school setting where collaborative (trust-based) learning would take place.  We spoke of the difficulty of some students bringing jaded and negative attitudes into the classroom impeding trust and true expression, sharing and learning.

photo Andrew T. Garcia

LISTENING

Related to Culture Building is building a 'Culture of Listening' in our learning spaces. Since listening and considering the thoughts, ideas, music, etc.. of others leads to true growth and learning and opens the mind.  A powerful definition for teachers in this context would be "The most experienced learner in the room."

KNOW DEEPLY AND SHARE GENEROUSLY

In a conversation on the final day of the Institute, Mike Block of the Silk Road Ensemble said learning happens and transcends the local environment when one knows deeply and shares generously. Amen.

And there you have it.  Some nuggets I took away from the 1st Harvard Institute on the Arts and Passion Driven Learning.  I have shared generously and hope that these personal recollections are of some use to others.  I will forever be working on the 'knowing deeply' part.

Namaste.

Teachers: Now Is The Time to Start a New Healthy Habit

As teachers, summer provides a much needed respite from a year full of planning, creating, curating, giving, teaching, learning, helping and encouraging not to mention copying, meeting, assessing, reading, writing, grading and more. Summer is also a perfect time to start and cultivate a new ‘healthy’ habit. Because the distractions are few, it’s a perfect time to start something new and then continue it through the start of school.

A few examples :

Keep a Journal
Journaling is a great way to cause reflection. By writing out one’s day by day events and interactions, reflection becomes a natural part of the process. Knowing that you will set time aside at the end of each day to journal also causes one to be more present throughout the day, taking note of the details of situations and events. Getting in the habit now nearly guarantees that it will continue once school starts up again.

Blogging
Blogging is similar to journaling but is intended for a public audience. There are many teachers who use blogs to reflect on their personal and professional practice since the two are intertwined. If a teacher intends to use blogs with students, this is a great way to learn ‘the art’ of blogging.

Yoga
Many people have read about the benefits of yoga and have thought about ‘trying’ it at some point but it seems difficult starting during a busy school year. If you’re interested in yoga, I suggest finding a place you like and attend some beginning classes that meet at a time when school would not be in session (early a.m. or early evening). Attend weekly sessions. By the time school rolls around, you’ll be two months into your yoga routine (and will likely have reaped benefits). After this time, you will be less likely to bag your regular class once school starts up again. (Full disclosure: this is a ‘healthy habit’ I started two years ago and continue to this day every Tuesday night for 90 minutes. I am lucky enough to live near the Kripalu Center for yoga and health in The Berkshires)

Running/Exercising
Everyone’s favorite New Year’s resolution is to lose weight and exercise more. If you’ve gotten out of the routine (or never started) summer is the perfect time to start a regular exercise program-especially since it can be done outdoors in most places in the summer. I recommend pre-breakfast walks or jogs. It jumps starts the metabolism and starts burning available energy (not food that you just ate). Once school starts, this pre-breakfast habit will likely continue. If you live in a snowy area, make sure you join a local gym and start going there routinely (at hours that are before or after school) before winter hits. Again, I recommend morning, for many reasons.

Cooking New Recipes/Changing Diet 
If you like to cook and or want to try new things, the busy school year poses some challenges. In most cases, teachers are tuckered out come dinner time which makes it easy to rely on the tried and true (synonymous with “quick and easy” which can also be synonymous with “not so healthy”). Take the extra time of summer to learn 4-5 new healthy recipes. Repeat them several times so they can be cooked/prepared from memory. Continue them 

Meditation/Mindfulness
Meditation and Mindfulness, like yoga, have many healthy outcomes. Overall, when practiced regularly, they can lead to less stress and more openness to the world (our students!). Meditation is the solitary act of cultivating presence. It involves being seated in an erect posture (propped by pillows, if you like) with the eyes closed or nearly closed. Typically, one follows a three part breath-breathing deeply into the belly, rib cage, then chest-in that order. Breaths are slow and steady and are meant to connect mind and body. By focusing on the breath, the mind tends to slow down and become calm. Any teacher, can understand the beauty (and necessity!) of such a practice.

Mindfulness is the act of bringing that relaxed awareness into your daily life. It’s not a matter of looking like a zombie but genuinely being in the moment and seeing things as they are. Keeping a focus on the breath and being present during a tense encounter with a student, parent or administrator can go a long way to determining the quality of the outcome of that encounter.

Listed above are some healthy habits that teachers can start right now and continue into the school year. These represent just a few healthy habits that came to mind as I prepared this blog post. Do you have any to add? Have you started any? Reactions?

Be Not Afraid of the Hyperlink

(original photo by Michael Nagle, Getty Images) 

We can't and shouldn't expect all educators to spontaneously understand emerging technologies, social networking and the rich proliferation of tools and apps available for learning these days.

One thing stands out right away, however, as I lead workshops on the read/write web and social networking for educators: teachers who have the most immediate success adopting and applying web-based technology to their situation are those that are not afraid to click hyerlinks.

As a member of my school district's technology committee, I am in the process of identifying what teacher's technology proficiencies should be. Questions being considered are: What tech skills are indispensible going forward? Is it OK that teachers are at varying levels with regard to technology use? What do we do about this fact? What separates those that 'know and can do' and those that do not (or won't)?

With regard to the last question, I think it really comes down to basic curiosity which is the precursor to learning anything. Curiosity + critical thinking (knowing what resources have value) + risk taking= learning and transformation. The risk taking in question with regard to web-based technology use is the aforementioned click factor. Either one clicks a link (and risks) finding a shoddy site or a gold mine of information and/or connections to others that can feed an entire teaching unit or full curriculum, or one sits and stares at one site (and gains and learns very little).

Based on these observations, I believe what we really need to be building into professional development these days is the 'capacity to click' in our teachers. Clearly, it is necessary to teach specific tech-based skill sets (uploading, downloading, sharing, bookmarking, subscribing, etc...) but if teachers would use crictical thinking to do targeted searches and then not be afraid to click with abandon, they will be able to learn much on their own.

It is how I learned. But I was unafraid to click (to find out). I was interested to 'know' about things. This drive to learn is alive in me every day. I know I am not alone. Every single person I am connected to in my personal learning networks shares this trait with me. Why are we like this? Was it learned? What life experiences differentiate clickers from non-clickers? And how do we build that capacity (curiosity) in others?

Be not afraid of the hyperlink.  You just might learn something.

Finding Real Reasons to Embrace Technology in Schools

"Knowing how to make use of online tools without being overloaded with too much information is, like it or not, an essential ingredient to personal success in the twenty-first century." -Howard Rheingold (in Net Smart)

"I would challenge each of you to truly analyze how you are using the technologies that you are using." -Nick Sauers 

Nick Sauers has an interesting post citing the results of an Educational Researcher article that analyzed how wikis are being used in schools.  He is essentially asking us to reflect on why we are using the technologies we are using.  While it is OK to use tech tools for efficiency purposes or for the "fun factor", we need to ask more and more whether the technologies we are adopting have value in terms of student learning.  That should always be the bottom line.


The Digital Native argument is getting tired. If you haven't heard, the digital native argument goes something like this:  Kids are immersed in technology. Kids seem to intuitively understand how computers and mobile devices work without having to read a manual. They "communicate" and "collaborate" with each other with these technologies despite us (teachers).  Let me be as clear in this as I can be: It is not a strong enough argument. Anymore.


Principal Eric Sheninger's post, "Education Should Reflect Real Life" is short and to the point.  As always he makes good points, such as:

"Many of us firmly believe in the potential that technology has to transform the teaching and learning cultures in schools.  Whether it is used to enhance lessons, assess learning, engage students, or unleash creativity, technology has a defined role in variety of school functions."

He then shares a video by Power on Texas which ends well but made me cringe at first because, once again, the digital native paradigm is raised.  Ultimately in the video, teachers are interviewed and they cite real evidence that students have become more engaged in their learning and test scores have risen as a result of the technologies that have been adopted in the classroom.


This is where we should focus now:  finding real, evidence-based reasons to adopt technology in schools.  We need to reflect on our goals and employ technology use as a tool for increased student engagement and learning. Thankfully, evidence is being gathered and shared.  It is up to us to mine through the available (digital) information and collect the data to support the use of technology as a tool that improves student learning-and to continue to do Action Research studies on our own uses of technology with students.


Data doesn't lie.  And 'digital native' is just a term. Some (economically privileged) students have and employ technology to their educational benefit but many need to be shown smart ways to learn in digital realms without being overloaded with too much information. We then to need to assess their use and determine if the technology was truly helpful to learn pre-existing curricular learning objectives. My bet is that the technology is helpful when used mindfully but we shouldn't justify our future technology purposes just because students text each other. A lot.

Dear Post-Conference Self

Dear Post-Conference-Self:

A few days (weeks, months) ago, you were at the (Massachusetts Music Educator's Professional Development) Conference.  You were energized, psyched, stoked, jacked!  You came in contact with inspirational people, ideas, students and programs which you thought at the time you would like to emulate in some way.  You were full of hope and renewed vigor and a revived sense of purpose.

In his talk, Dr. Gordon reminded you of the deep, enduring value of music to humans.  He also reminded you that if you want music to endure in schools, that is critically important to teach well.  Mr. Butera cautioned that you should be proactive in your support for music in schools.  He reminded you that, unfortunately, not everyone who runs schools has music education as a priority.  

The many sessions you attended provided concrete examples of HOW to teach well.  You took notes and you jotted down sites that could serve as resources for you.  You planted the seeds of change and transformation in the sessions.  You vowed in those moments- in those sessions- that you would teach different next week.  You vowed to review all this stuff when you got home.  You dared yourself to 'be the change you want to see in the world.' 

You did.  So where are the notes?  Do yourself a favor, post-conference self.  Find yourself alone with those notes and reflect on those little, silent promises you made to yourself.  Make a simple list of 5 things you will follow up on and implement them.  You can do it.  You can.  Because you are worth it and because your students deserve this empowered, transformed you.  And so does the profession.  Do it for Music if nothing else.  

And next year?  Lead a session on your Newfound Skills.

Sincerely,

At-Conference-Self