A Story of Assessment and Evidence: NBA Edition

Stop me if you've heard this one:

Two teachers walk into a school, and the principal asks them where their student data is.

___________________________________________________________________

Let's face it. As educators we live in an assessment-heavy, data-driven world governed by the results-indicator division of academic law enforcement (legislation). There is no way to escape without measuring our students with some form of data or another. However, while I understand the necessities of curating and monitoring students numerically, there are more ways to gather meaningful evidence than simply giving our kids "common" assessments and sharing spreadsheets with one another at staff meetings.

Let me put it to you this way, in the language of the National Basketball Association:

In 1984, the Chicago Bulls drafted Michael Jordan, who went on to become arguably the greatest player in the history of professional basketball. Jordan's 6 World Championships, 5 league MVP awards, 6 NBA Finals MVP awards, 3 All-Star Game MVP trophies, and 2 Olympic gold medals make him every bit the part of a high school valedictorian. In comparing His Airness to a student, Jordan's "academic" record would make him the model pupil who aced every test given him and graduated with high honors.

Now compare Jordan to two other former NBA players also selected in the 1984 NBA Draft - one named Sam Bowie and the other Landcaster Gordon. Bowie, a 7-1 skyscraper, had a stellar basketball career at the University of Kentucky, while Gordon, a 6-3 guard, starred at Louisville. However, neither of them has the same NBA portfolio as does Michael Jordan (see below). Given that their college "evidence" was relatively similar (see below) we would assume, given educational analysis, that all three would be relatively successful in the professional ranks.

College Stats - Source: Basketball-Reference.com

NBA Stats - Source: Basketball-Reference.com

Here is the kicker. Bowie was chosen second overall by the Portland Trailblazers, and Gordon went to the Los Angeles Clippers as the eighth overall selection. Jordan - the best player the world has ever seen - was picked third. Bowie has become the punchline of several Jordan jokes while no one really has ever heard of Landcaster Gordon. (And no, it is not this guy to the right.)

The data, in this case, did not tell the entire story.

Granted, selecting players in the NBA draft is no easy science, anymore than that of predicting the academic achievement of students - or what they might accomplish as the venture into the world of employment.

Gordon, #4, never fulfilled
his NBA potential

In the case of Michael Jordan, he was pegged (based largely on data) as a future superstar and lived up to the hype. Bowie, who had impressive numbers as well, was a marginal pro with a lackluster career. Gordon? Well, he was the kid with data-proven "potential" who never quite measured up.

Despite all of the assessment data we gather on our kids, there are obviously several untold stories that combine to make each and every student who they are - individually.

I argue that data - be it from common assessments, standardized testing, or any number of other formats - only tells a part of the story. If college success unilaterally foretold professional achievement, then life would be so much easier for the highly-paid executives, coaches, and players in the NBA. However, like education, success on one assessment (college play) does not mean "proficiency" on another (professional performance).

To help all students complete their own stories, educators need to provide opportunities for them to give performances in the realm of any given content or concept, but on stages of their choosing. Michael Jordan was an amazing basketball player and proved as much against the best the work had to offer. Bowie was also a stellar player, up until he faced the cream of the crop. NBA stardom was just not in his cards. (To be fair, Bowie suffered from foot injuries that were beyond his control and those kept him from reaching his true potential; ultimately, he was never anything more than a serviceable player.)

The point is, each and every college player with aspirations of playing in the NBA is given ample opportunities to show his talents against some of the best prospects in the world. The NBA has a summer league devoted to giving young, unestablished players chances to impress coaches and front office personnel. There is also a developmental league (the NBDL) for not-yet-ready players that serves as the minor league system for major franchises.

Manute Bol was 7-6!

Do we do the same for our kids? If they struggle in one aspect of learning do we write them off as Landcaster Gordons who will never cut it in "real world" environments? Are they cast off from consideration because they do not show the proper "academic" prowess that we'd like to see? Honestly, if Sam Bowie was only 6-7 instead of 7-1, would anyone have paid him any attention? And thus do we intentionally leave kids off "the team" because of what they don't possess?

Give Michael Jordan a basketball and he would absolutely amaze us with his abilities on the court. Put a skateboard under the feet of Tony Hawk and he'd leave us in awe. Place Missy Franklin in a pool and she'd leave us shaking our head in disbelief. Hand a mic to Aretha Franklin and be prepared for an all-out show. Conversely, if we gave them all a standardized test, would we be equally as satisfied?

Aside from the obvious and mandated assessment that permeates our academic landscape, look to find other ways for kids to truly show what they know. Here are just a few tips:

• Student-made videos: These creations can let student personality and ability shine through. Upload to YouTube or share with social media.
• Video game creations: Programs like Minecraft have become viable avenues to let students create and explore ideas. Another example of letting them use the tools they already have.
• Cartoons and animation: From the advanced (Scratch) to the intermediate (PowToon) to the basic (Google Slides), students can tell a story in so many different ways. Let them do it in their own way.
• 3D modeling: Tinkercad is just one way kids can create any 3D image imaginable. It's great for learning math and science especially, but works with any content. Integrates with 3D printers perfectly.
• Interactive whiteboards: Apps like Explain Everything allow kids to talk their way through concepts and knowledge without the nervousness of speaking in front of the class.
• Music, poetry, and other forms of art: These modes of expression are so much of our students' world right now. Let our kids be artistic and creative and fresh. Even the most timid personalities will bloom.
• App creation: There are several free programs that provide app creation services - everything from basic features to advanced functions.
• Ask the students: It might surprise us adults to know that our kids do possess actual talents and abilities that do not fit into the traditional mold of academia. Let that archaic philosophy go. After all, we are preparing them for THEIR world, not OURS. Sure, we know how to excel in today's world, but don't we go about our lives differently than our parents and grandparents did?
• Genius Hour: Set aside a few hours a month for kids to explore and do what they want. The results from GHs are astounding.
• It is no excuse that WE don't know all about these options. What's more, it is unacceptable if our students do not know about them. We are doing our kids a disservice - academic malpractice even - if we do not expose them to these options and let them explore and create.

Think about this:

What will be the basketball...the skateboard...the microphone...the computer program...that turns your kids into Michael, Tony, Aretha, or Mark.

What will they do to complete their story?

Will we let them?

Follow us on Twitter for more EdTech integration tips and ideas. Also follow Maniac Darin Anderson.

ISTE 2015 Notes and Takeaways

Here I am in Philadelphia at the annual ISTE Conference. Yup, just me and 20,000 of my closest friends from across the globe.

Honestly, there is entirely too much to take in especially given that I am flying solo on this trip.

To ensure that my #notatiste friends can take part in a small slice of the conference, I here provide a few of the nuggets of information and inspiration that I have gleaned from Sunday's pre-conference activities.

Take. Use. Enjoy.

Ignite #1 (notes are raw)

Twitter even at young agesLearn along with the world
What if they could show mastery in many ways?
What are the contents of their backpacks? Today compared to years past?iPads as mobile film making devices - use the camera, dang it!!!
Students can and should engage the worldCulture of CreationConsumption should lead to creationCreation requires influence. What is the influence we provide for kids?YouTube as a creation deviceAre all students expected to create using the same technology? Expand their toolboxes."I am making the future"Opportunities and Options
They did it all...because they could. They want a challenge. A challenge to do good.Teachers need more tech training. Their websites suck!Hacker 2.0Your students are hacking with or without you.Start a tech club
Students need to move in school.
Student voice
Be an exemplar of what mass sharing of products looks likeSing like you don't care who's listeningI want to start a YouTube channel!Monitor action on their own youtube channels
How can kids brand their own work? How can they advertise it? Hype it? How can they get their own message "out there" for all to see?How can teachers do the same?Live streaming of events, science projects, parent nights, etc.

Plan for the outcome, but be prepared for the journey :-)
Steer our kids away from the "race to erase" and create digital citizenship.What does our digital footprint say about us?

Stay tuned for more from #ISTE2015

Show Me the CCSS Part V: YouTube as an Assessment Tool

When YouTube first launched in 2005, the idea of "normal people" being able to broadcast their own videos to a mass audience was a completely irrational and unbelievable idea.

In fact the first video posted to YouTube hardly begs the *adoring public to tune in. See for yourself:

*My sincere apologies to elephantophiles everywhere.

Since then, we know that YouTube has literally blown up the Internet landscape. As of this date, the site is arguably the most popular in the world with over 1 billion viewers and an average of 300 hours uploaded every minute. Some even say that it is going to eventually cause the information highway to come to a screeching halt at the dirt road of despair and empty hours at work. (Not that any of us ever wastes time at our desks watching YouTube videos of Jimmy Fallon, right?)

Once YouTube gained LeBron James-type momentum on a worldwide scale, there was no avoiding an obvious conclusion...the site must be blocked at school because kids would spend more time watching Vin Diesel videos than filling out their Venn Diagrams.

However, as is the case with most steamrolling technology, educators and school officials finally caved in and said:

In most schools today, YouTube is not only unblocked but has also become an unfettered resource for teachers at all levels and for all content areas from math to marriage and relations.

Consider the following as proof:

In search of a video on volcanoes to show to your students in Wyoming? (True story, actually) Find all you want on YouTube.

Need a tutorial on how to change a set of spark plugs in an '97 Ford F150? Somebody, somewhere has posted one on YouTube.

Do you want to show your math class the scene in Dumb and Dumber that talks about probabilities?

You get the idea.

The beauty (and the curse, certainly) of YouTube is that anyone can post (nearly) any video and have it immediately available to the entire mass of Wi-Fi'ed humanity.

But how can we rein in that power so it can be used for good and not evil in classroom settings? The answers are really quite simple.

http://thepalettemuse.com/fun-
easy-fridge-magnet-project/

YouTube is widely considered a source for finished products ready to showcase to the public. Use that to your advantage. Educator and speaker Dr. Wesley Fryer stated that students have a desire to have their work published and seen outside of their classroom walls.

Indeed, think about the typical methods of "publishing" in schools: Bulletin Boards, Cork-board Hallway Runners, School Newspaper Articles, and Family Refrigerators all over the globe. Or worse, lining the bottom of backpacks or filling garbage cans at the end of a grading period.

Posting students' work to YouTube opens up the doors for it to be seen not only by Aunt Irma in Rexburg, Idaho but by Yushiko in Fujiyoshida, Japan and Silvio in Madrid, Spain.

Now, now. I hear what you are saying. "Most of what my students produce is not in video format, so this is impossible for me."

The response to that concern is that nearly everything from traditional worksheets (not that you'd ever assign one of those, right?) to PowerPoints can be converted to a video format suitable for uploading to YouTube. Sometimes it is as easy as taking screenshots and adding those to a ppt that is the converted to a mp4. But that method, while a good start, is in reality - So Yesterday.

Most of us in EdTech land are well versed in having students show what they know via tech creations of all kinds. Publishing to YouTube is simply a step further towards greater visibility. Heck, even this guy became a worldwide sensation because of his video posts.

If the Biebs can do it, we all can do it, right?

Wait, I also hear your concern of student privacy. A way around that is to create a closed YouTube Channel that only your students and parents have access to. (Of course content has a way of leaking out to a public audience, but that is a lesson is responsible use of technology and content.)

Private YouTube channels also allow classes to engage in two important aspects of learning. First, students can show what they know using any of the creation tools discussed in this blog and many, many others. YT simply becomes a reasonable, vastly popular, and completely free housing source for all of your student work, flipped lessons, and more.

In addition, students can collaborate, share ideas, and provide feedback via the comments function on every YT page. A teacher I work with uses his private classroom channel to house his student work (which he can grade from anywhere at anytime from his phone) while requiring his students to make comments and feedback on the uploads on his channel.

In this way he can get valuable formative evidence about how well his students are grasping a certain concept or skill. Since he has gone to this format, neither he or his students would return to more traditional means.

Private YT Channels for Assessment is an idea that manifests its usefulness and relevance with products like the following:

A series of videos explaining the steps in solving an equation in Algebra class.

Mock news reports informing viewers that Caesar has just been "accidentally" stabbed 87 times by his best friends and to soon expect some rioting in the streets of Rome. "Friends, Romans, Countrymen. Lend me your bandwidth."

What if an Automotive teacher asked his students to document how to...oh, I don't know...change the spark plugs in a '97 F150?

And instead of only assessing a student's final project in Industrial Arts (a birdhouse, for example), how nice would it be to a have a video taking the teacher (and the rest of the world, ultimately) through the process from beginning to end? The answer:

The same concept applies in all content and at most levels of education.

Give it a whirl. Meet the kids where they are and take away a little bit of the stuffiness of formal public education. They will be impressed, no doubt.


Even More Ideas:

+Visit Ed.Ted.com and turn any YouTube video out there into an online quiz and discussion.
+There are any number of YouTube downloader add-ons available on Firefox, Chrome, etc that allow you to save videos to your hard drive for use in PPTs and such.
+Video editing functions (like "Trim" in Quicktime) make it easy to cut out or shorten material to have it just like you want it.
+Embedding YT videos into PowerPoint, Prezi, etc. make presentations go more smoothly and look more professional. No more broken links or buffering with slow Internet connections.

What are your ideas and successes with using YouTube in your classroom? Please comment below, or better yet, give us a shoutout on Twitter (because comment boxes are sooooo yesterday).

Tweeps, hit us up at @coachdarin22 @blaireinfeldt @edtechmaniacs

Show Me the CCSS Part III: Tellagami for You, Sir!

In 1975, the fine ladies and gentlemen of Monty Python brought us what is perhaps the greatest movie of all time, at least in terms of famous lines repeated at parties and in thousands of classrooms across the country.

At least that is how it was at my high school back in 1990, where classmates and I just happened to watch "The Holy Grail," oh, about 11 times over 4 school days. And when we weren't laughing at its antics, we were busy replaying it scene by scene with the lines we memorized. It was good for raucous laughter and for impressing the girls (well, one out of two weren't bad, as it turned out.)

But I digress...

One of the singularly best lines in the movie was from the scene where Lancelot's concord gets pierced by an arrow and quickly announces, "Message for you, Sir." (Watch it below and tell me you did not laugh.)

What if we could receive similar kinds of messages - only without the fatal...er...mortal...er flesh wounds from flying arrows - from our students?

So much of the CCSS is about giving students more opportunities to explain their thinking and reasoning. Indeed, the "CCSS Shifts" ask students of all ages and abilities to go beyond simple recall and expand their horizons to include deeper DOK-level activities. However, as students are introduced to any given concept, there is always a certain period of time where learning cannot continue until the basics are mastered.

And what of mastery? As goes this series of CCSS articles, there are creative, quick, and unobtrusive, ways to have students show their teachers what they know. Here is another such example that students of all ages will love.

Oh, I could tell you how this works...but let me turn it over to "Peter" so he can give you the lowdown.

Tellagami Features*:
Text-to-Speech
Customizable characters and backgrounds
Text in 450 characters or :30 seconds of voice recording
Saves to device quickly and easily
Upload effortlessly to social media
*Note - some features are free and some require in-app purchases

Tellagami Ideas:
Tickets-out-the door
Short student presentations
Extended explanations with a series of videos strung together
Integrates perfectly with Aurasma and other AR programs
Easily embed Tellagami videos into teacher presentations

For Tellagami download information click here.

Also check out Tellagami EDU.

Follow the Maniacs and Darin Anderson on Twitter.

Show Me the CCSS Part I: Animated Explanations

A few days ago, I wrote about the importance of shifting classroom assessment methods from the traditional - selected response questions, for example - to more advanced options. The "old" way just is not enough, especially when teachers start tying in Common Core State Standards to their various ways of assessing student achievement.

Here is an example of a 7th grade ELA standard:

     ELA.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or      multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,              sound, color, or camera focus and angles in a film).

As a teacher looks at the necessary skills associated with this standard, the first one that jumps out is the ability to "compare and contrast" two versions of a story. Yes, that is right. Time to bring out the ol' VENN Diagrams.

Now I am not condemning the vicissitudes of the VENN Diagram. (See what I did there?) Rather, I am contending that if C/C activities begin and end with John Venn's timeless creation, then we have a bit of problem when it comes to assessing against this standard in particular (and all CCSS in general).

Compare/Contrast essays do have their place in pedagogy, but how many of them can a group of students do before they want to pull their Venns out of their Diagrams? And what teacher wants to waste...er...spend countless hours pouring over boring student papers week after week?

Here is my suggestion, and it comes in the form of an animated infographic courtesy of Pow Toon, a free online program that just happens to be a perfect path to proficiency on any of several CCSS performance assessments. Take a minute to watch the video, will you?

With a program as simple to use as Pow Toon, your students can more quickly and efficiently "show what they know" about any given topic in just about as much time as it would take them to write a traditional compare/contrast essay. What's more, the videos they create on Pow Toon can be uploaded to a public or private YouTube channel that allows for easy viewing for not only you as the teacher, but also for peers (comment section for feedback and questions) and parents too, who just love seeing what their little darlings have created!

Again, there is a time and a place for essay writing. However, on a weekly basis, would it not be time better spent having students produce original videos with a program such as Pow Toon, that allows them each to showcase their own creativity, personality, and knowledge?

The process of making Pow Toon videos (as a final product) has a multitude of benefits:

1. It is engaging for students

2. Covers the same amount of content as would the writing process - but in less time

3. Creativity and information combine to form an enlightening presentation 

4. Saves grading time

5. Offers opportunities for collaboration and feedback via social media, i.e. YouTube comments

6. Video editing allows for quick and easy revision of content and ideas. Formative Assessment!

7. It is...dare I say...fun for the kids

Go on! Give it a try with your students. You will not regret it.

Follow us on Twitter @edtechmaniacs @coachdarin22