Sunday, March 1, 2015

The future classroom

I've been trying to envision what my classroom might look like in 10 years. It occurred to me today that I have absolutely no idea what might be on the horizon for me. But there are some things that I'd like to happen. 

First, I think there's a temptation to project physical attributes into the classroom of the future. My ideal classroom has looked pretty much the same in my mind for many years. I would rather have tables and chairs instead of desks and incandescent lights to replace the fluorescent ones. Maybe a wall color that isn't institutional beige and a floor that doesn't look like in belongs in a hospital. Books, games, puzzles, video game consoles, computers, outlets for charging hand-held devices, and some kind of interactive projection technology. Basically, I want a Muggle version of the Gryffindor common room (or, a hipster coffee shop).

The physicality of the space is a pipe-dream; it's never going to happen and I know that. The changes to the environment are simply the window dressing for the kind of education with which I'd like to be involved. I want students to collaborate more. They should work on projects that are compelling and authentic. Not necessarily practical or real-world, but interesting.*  Students can consult outside sources, in real time or on video, to work on their questions. They can make a record of what they've accomplished, either digitally or manually, so that they know where they've come from and where they might go next. The engage with different kinds of tools to help them make progress in their task. Maybe the tool is a dynamic geometry suite or maybe it is hand-held graphing technology or maybe it is pencil and paper. The tool chosen assists in the task completion. They present their work to their peers, have it constructively and good-naturedly critiqued and then they revise it to make it better.  

In the best kind of environment my students will near the completion of one task and realize that they have developed more questions to pursue. Wouldn't that be amazing?

*An awful lot of mathematics was done for purposes of curiosity and only later took on some usefulness. The computer was a thought experiment before someone built one and realized its utility.

7 comments:

  1. That would be amazing. The biggest knock on that kind of classroom is a disbelief that students can be curious and learn things on their own. I think teachers see the lack of curiosity in their own classes and think that is the students' fault. But, perhaps if we allow them to seek their own path, they would prove us wrong. Perhaps they have an abundance of curiosity, but bristle at the idea of someone else telling them what they should be curious about.

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    1. I often hear teachers complain that students don't pay attention in class. I wonder how much of it is because the class, and the teacher, is boring. I don't think we need to entertain but I do think we need to engage. Kids are curious! We just need to harness it.

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  2. That would really be amazing. If we allowed that to happen, those tasks would become generative - if they enjoyed it enough that they weren't just doing something to "finish." I really don't know why we haven't moved to tables yet, or clusters of people together like the hipster coffee house. Alli envisioned something similar on her blog. There's a reason Google figured out the configuration worked. It sets the stage for natural collaboration and group inquiry.
    Great post Michael, thanks.

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    1. I can't believe that we still have regular desks. Nearly all of the elementary schools and the newest high school have much more modular configurations. Maybe I can talk my principal into outfitting my classroom with better seating.

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  3. I love the focus on curiosity in your future classroom. Also I wonder why we don't do more to "record" or "archive" what students have previously done so they can link that to what they're going to do next. I believe it is in those connections where we make tremendous growth (this is why I fully support keeping a journal!).

    I hope you get the classroom you envision sooner rather than later.

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  4. Michael, it sounds like we have very similar hopes for the future. :)

    I work in an independent school, so I am free (kind of) from standardized testing and mandated curriculum. That said, even in my very free environment, there is still some discomfort around the idea of letting students venture too far from a path determined by the instructor. I hear a lot of people hoping for a future like the one you and I described in our blogs, but when it comes to allowing that future to start today, people start to squirm.

    You've mentioned the history of math a few times in your writing, as I've heard other people reference great thinkers of the past when discussing ideal learning. I think the common thread that no one addresses is how messy that kind of learning/thinking/creating/experimenting is. It takes a long time and it doesn't make a lot of sense to outsiders looking in during the process. As soon as people accept THAT... and welcome that mess into K-12 schooling... you and I will be in business. :)

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  5. Don't be so sure about the stagnant nature of your physical space. It never hurts to ask. Desks and chairs need to be replaced. You could volunteer your furniture in order to be more creative in your space. There are a number of videos that you could find that demonstrate changes in physical classrooms. Don't get me wrong classroom furniture is pricey, but if money is going to be spent spend it wisely. Remember form follows function. Get the vision and be ready when the opportunity arises.

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