Due July 29
After reading the article, Focusing the Digital Brain, concentrate on the suggested methods that the author offers to break the pattern of "continuous partial attention" in students. Which of these suggested methods are you most likely to use in your classroom, if any, and why?
I just loved this article, because it helped me understand my teenagers (natives), and how they do their homework. I thought they were goofing off! I was relieved to see that although I am in the "immigrant" category, I am in good company with lots of parents/educators.
ReplyDeleteSince I teach the younger kids, I haven't had the same experiences with partial attention. But many of the children are watching too much fast-moving TV and are already playing video games, so I see a growing impatience with activities that don't provide instant gratification.
I feel that I have to build emotional literacy (more than ever before) and develop storytelling skills in young students, because I know that soon I will "lose" them to the digital world. At the preschool level, I think the emphasis should be developing Verbal and Interpersonal/Intrapersonal Intelligences. I would like children to develop important social skills and learn what the "norms" are for them. Teaching self expression and building a classroom community in preschool will pay off big dividends later in elementary school.
Since I am the first to post, I made my husband read the article (so I could comment on his opinion). He said he thought I should pay attention to providing reflection time, and even teaching children how to reflect on things they have learned. When you read a book you visualize the action, you use your imagination to supply the voices and paint the scenes in the story. I think he has a point. As people move away from reading books (we both read for pleasure a lot) they aren't reflecting on material as much.
I agree with Kate that reflection is very important in the learning process. Even in our graduate classes we are being asked to reflect on our projects and as educators we reflect on our lessons. I think reflection also helps students remember what they learned and think more critically about what they learned. I like the idea of using journals to have students reflect. I can have the students write in the beginning of class and talk about either the previous day’s lesson or about the homework. I can also have them write in their journal immediately after a lesson and talk about what they understood or how they can apply what they learned in the real world. This is a great opportunity for students who do not like to participate to ask questions or to share their opinion on the content begin taught.
ReplyDeleteIn line with a personal daily objective of stopping to smell the roses, I am subscriber and practitioner of journaling and mindfulness. In an age where our attentions are easily swayed, it is so important to bring ourselves back to the present moment and experience the here and now. The refocusing and centering aspects of these methods allow for connection, relation, and absorption of material.
ReplyDeleteAt variable intervals throught the semester I assign "reflections" which are essentially journals. While I give my students prompts, they are free to write about anything related to the topic. Prompts are questions that encourage students to think about topics in a way that relates to life. Not only are they able to connect and relate to the material, it gives them a time out from the innundation of information and the plugged in lifestyle they lead.
Also, I like the idea of storytelling. At the end of the day no matter how much technology we utilize students (& people in general) love a good story. Not only is it an illustrative example of a concept, it also is a sociable moment. Students and teacher share an experience.
ReplyDeleteStorytelling is something that has been around for thousands of years. While an argument can be made that the medium has changed, I do agree with Sprenger in that individuals must be able to view and interpret facial gestures and expressions to function as social beings. Being able to read these visual signs is essential to our ability to form and maintain relationships.
I really liked this article, because it illustrates how students interact. I even find myself on Facebook, on the phone, and watching TV all at the same time. I like that the term "multi-tasking" is not really what we are doing when we are IMing, texting, writing a paper, and Facebooking at the same time. I think many of the strategies to help reduce continuous partial attention are beneficial, and I have used some of them in the past.
ReplyDeleteOne strategy that really stood out to me was the one in which the teacher checks in with students to see how they are feeling that day, using a scale from 1-10. I try to read my students, and I have changed plans spontaneously based on students voicing their feelings/concerns. However, I like the idea that the teacher is checking in daily to see how the classroom as a whole is feeling.
I also like the idea of story-telling. Being an English teacher, there is often a lot of discussion going on in my classroom. However, it is often student discussion, with me directing them with questions. I don't find myself telling many stories to the students, but after reading the article I see the benefit of students recognizing body language and facial expressions in conversations. With students constantly communicating digitally, they may lose this ability to read other people's feelings via body language.
I thought Sprenger’s idea of having students rate how they felt during attendance each morning was interesting. I think that’s a helpful way of knowing where your students are, emotionally, at the beginning of each day. I'd also use the idea of journaling in my classroom. That's a nice, QUIET way of having students express themselves through words instead of talking to each other. Also, if some students are feeling really low, maybe like a 1 or 2, they may feel more comfortable writing it down instead of talking to their classmates about it.
ReplyDeleteBalance is key. Kids are so plugged in outside of the classroom that I think it is important for them to spend some time unplugged in the classroom. Using computers is great but then having some time to process things with one another is a great idea. There were some interesting ideas for doin this in Sprenger's article.
ReplyDeleteI like the idea of practicing emotional literacy. I find that kids don't always "get" body language. Practicing could make them more aware of how people around them are feeling. Having kids make a mad face or a confused face and then having a partner try to guess what they are conveying would probably be fun. The daily check in with numeric scale was also an interesting idea. I usually start Monday morning by asking about the kids' weekends. Anything interesting or exciting happen this weekend? But didn't really think to do it daily. The rating scale is a quick, easy way to check in more frequently.
When I first thought about journaling, I didn't think I would use that in my class. I am challenged by it myself and would be hesitant to assign to my students. However, after reading what Sara said about it being a quiet way to start the day (or class) I thought that if used in combination with the number system mentioned in the article, it could be a great time to check in personally with students who reported a low number.
I'm with Britton and building emotional literacy. I don't think I was taught emotional literacy but I consider it my biggest strength and what allowed me to be successful in my endless years of schooling. If it needs to be taught to students now, then I'm gonna do my best.
ReplyDeleteI like the idea of showing facial expressions to the kids and letting them figure out what the person is feeling. I don't really like the idea of the 1 to 10 scale. I think I should be able to tell if the kids are having a really bad day or really good day by looking at them and paying attention. The kids in the 5 area would be hard to read but how are yo ugonna change anything to help them anyway.
And finally, I don't think the lack of emotional literacy is really a new thing. I feel there is a large majority of adults that have no clue either. Technology/instant gratification culture can probably add to it, but people in general just don't pay attention to one another. For example in our classes I often see people not paying attention to the teacher for whatever reason. I usually think it's pretty weird, given that most are teachers themselves. I'm not exempt either (the Who Let The Dogs Out video outburst tonight). Some of the teachers have been a little boring or just cheesy so they have to take some of the blame but not all of it. It's just something I've noticed.
I really liked this article. Although, I must say, being referred to as a "digital immigrant" because I am over the age of 30 did not sit well with me. But it is the truth. While I feel old, I do remember fondly the days of sitting and having a conversation, face to face with my friends, when nobody's phone rang, no one IM'd and there were no text message interruptions. My sister and I have this discussion on a pretty regular basis. She is a few years younger than me and has her head buried in her Blackberry while she is talking to people. I think it is rude and distracting, she argues it is the way of the world. I think it falls into the whole idea of a lack of "emotional literacy". Nick said it best, "people in general don't pay attention to one another".
ReplyDeleteWhile I agree that it is the way of the world, I am glad to see that the author touches on the fact that it is not good for the brain and that we are really only giving partial attention to things. I have long believed that an ability to multitask is not necessarily a good thing. I agree with the author that it really means no one thing gets your full attention. It is pretty interesting to hear that neuroscience supports this idea.
Of the methods mentioned by the author I would have to agree with Christina and Colleen. I really like the idea of both journaling and story telling. Journaling allows students to stop and process and reflect upon all that they have learned and taken in. And storytelling is a wonderful way for students to learn to relate to people face to face. I do agree that students are losing that ability as Iming, texting and facebook are increasingly the methods students use to interact. Students need to be able to understand facial expressions and read body language in order to have good social skills when they venture into the "real world".
I thought the same thing as the “digital immigrant” category that I fall into and thought I’m in another category? Ah! I also remember the days with the constant face to face communication in the classroom and not being able to “hide” behind the computer/ email/ texting etc, but to have those active conversations and discussions in the classroom.
ReplyDeleteI definitely call myself a “multi-tasker.” As I was “reading” this article, I have my 6 month old in my lap trying to keep him quiet and entertained as I read this, meanwhile my 2 year old is eating a snack and I’m talking to him as well. My facebook up on a tab and as I began to read this article, I stopped and walked away from the computer and thought; I can do this blog when they are sleeping . I actually felt guilty for “multi-tasking.”
Just like Britton said, students can afford to be unplugged for awhile during school. I think it is necessary to really listen, comprehend, contribute to class discussion and it is okay to stop and take yourself out of the loop of communication for a class period.
When I was a student, I hated to have to write reflection pieces because I just thought it was a teachers way to making us do busy work, but I completely think it’s a great idea to get the students thinking about what they’ve learned and put some thought behind it. Interactive teaching; getting the students up out of the row/ seat to participate with a smart board, computer, activity I definitely will use in my classroom. I get antsy if I sit too long and everyone needs a little break in the routine to keep things interesting! Story telling is also a great way to keep the students connected..and I will also use this.
I think this was my favorite article to read in this class. As I was multi-tasking and trying to respond to my blog, it made me realize I wasn’t really multi-tasking at all, so here I sit in a quiet house and no one to interrupt me, and I have successfully unplugged…for now!
I think this article brought up many concerns connected with teaching “digital natives” today. I believe Jessica and Colleen are correct in stating that we as adults also fall into this multitasking digital brain. As I read this article my son was flip-flopping between watching a Disney show, sitting on my lap, and eating a snack. As I attempted to read the article out loud (for my benefit) in hopes that it would entertain him and he would not touch the keys, I laughed at how much we multi-task as mothers. While I entertained my son and fulfilled this assignment my cell phone went off multiple times with text messages. Just like the students in the article I too instantly responded because I fall under the same category that our “digital natives” suffer from (short time memory issues). If you don’t respond instantly than one will forget the question.
ReplyDeleteAccording to the article this type of instant satisfaction is the leading cause of attention and focusing issues in the classroom. I was shocked to read that when doing research students today spend about “two seconds per website”! I remember the painful days of my youth researching topics in the library through multiple sources that always included big dusty books.
Like Britton, I like how the author suggested “unplugging” the students in order to teach them very important social skills that today’s text message, email, and face book generation are lacking. The idea of teaching students how to make connections to high concepts and social interacting skills such as empathizing and reading body language is key to their future. I can’t tell how annoying it is to sit down to a family dinner with a teenage girl who has no facial expressions and spends the entire time on the phone. This lack of communication skills carries over into school and home life.
ReplyDeleteI like how the article suggested multiple strategies for teaching “emotional literacy” in the classroom. Allowing students to take the time for reflections is very important because it allows students to review and share what they have learned. Also having students sit face to face and learn basic listening skills such as body language and facial cues is a great idea. This technique is used in my school is called Responsive Classroom. Basically, each morning the students interact with a different activity that works on much needed communication and social skills. One of my favorite activities is a “walking in someone else’s shoe”. Having the student remove their shoes and put another student’s shoe on does this. This immediately gets the kids up and moving and communicating. They enjoy sharing with each other what they found out about a fellow student by wearing their shoes! I’m so glad the author brought up the topic of working with students that are now living their lives through digital media and the need for teaching to continuous partial brains.
I really liked this article! As the Reflection noted, Sprenger takes things a bit further than just the usual encouragement to catch up to 21st century learning techniques. I totally agree with Britton and Nick about emotional literacy is crucial. People reveal more of themselves and their mood through a look than a computer.
ReplyDeleteReflection is equally important. I agree with what everybody has been saying about journaling and having the students name and claim where they are that day. However, I will also, once every couple of weeks, also have my students simply reflect on life. First, I let them settle into a comfortable position anywhere they want in the classroom (they brought in little pillows in September). Then I lead them through a guided meditation (1-2 minutes). Then I shut up and just let them be for about 10 minutes. They can journal if they want, they can reflect on the image or question from the guided meditation, or color mandalas. And, yes, some have fallen asleep!!! :) However, the majority don't and they seem to really appreciate the chance to just chill out for at least a few minutes. I do, too, because I do it with them!
One final thought: definitely YES to stories!!!! I think the kids really WANT to tell their stories. And who doesn't love a good story?
Denise, I love your incorporation of mandalas and guided meditation. These are great stress relieving tools that will serve them well when they get to college. You are essentially teaching them life skills!!!
ReplyDeleteI truely believe reflection is a key component of learning. It is brought up and used in almost all education articles that you will read. I also thought Sprenger’s idea of having students rate how they felt during attendance each morning was a great idea. It really gives you a gauge of where your students are at and where you need to take them. It would really help in the process of engaging them as well. I also like the idea of journaling I have used that with my students.
ReplyDeleteI agree with Britton kids are so plugged in outside the classroom sometimes they need to be unplugged. That concept can also be used for us as teacher and really in everyday life as human beings.
I agree with Denise that students love to tell stories. I think for someone that teaches English, like Denise, that storytelling could work real well. I think the article, though, furthers the point that teachers must make lessons that are engaging to capture student attention. This increases the pressure on teachers to meet the learning needs of students. No longer can teachers say "kids are so different" and not do anything about it. I have many different ways of keeping student attention and would not use almost all of the suggestions given in the reading. That, though, is based on my own personality and what I am comfortable doing in my clasroom. As many people have posted on this page, there are a number of strategies that they like and could be used in the classroom. Thus, finding out how to reach the students and properly engage them is extremely important and it is great that articles like this one offer suggestions to reach that end.
ReplyDeleteI have used the method discussed in this article titled ‘Let Them Teach’ in both second grade and third grade and the students love it. We would have ‘tech buddies’ (older students) come to our class for 40 minutes twice a week. It always amazed me because the students were completely engaged and both groups learned a lot using verbal communication to teach technical skills. It was an excellent exchange of thought, and sometimes the younger students would teach the older student a thing or two! I would often use a similar technique in the classroom each week, we would have a computer ‘expert’ who would check all of the laptops, make sure they were shut down properly, and assist students that needed tech help. If something came up that they didn’t know how to do, someone else (or the teacher) in the class could help them. This promoted the idea of the classroom community and working together.
ReplyDeleteI also like the idea of ‘Building Emotional Literacy’. Role playing can teach students empathy, how to handle relationships and emotions, and effective communication skills. I think Nick really had a point in saying that in general people just don’t pay attention to one another. I wonder if it because of technology or has technology just given us easy access to other activities while we are continuously paying partial attention?
I think that the discription of the modern student and her abilith or lack of ability to multitask and operate many different forms of technology was interesting. I find that modern students feel that this is normal. I find that I do not work well with any form of distractions but the vast majority of my students perfer to work with music and other forms of stimulation. There has to be a marked differencey in there achievement levels for students. On one hand the ability to complete multiple task will been needed but is that the best way for students to aquire thier basic knowledge. the best route is for students to fine tune their abilitys to spread their focus while giving them enough focused time to learn.
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