Don’t Be Sexy: Just Teach!

Don’t be sexy, just teach!

Education is rather famous for its buzzwords/directives/policies that are here today gone tomorrow (STEM, STEAM, student-centered, sage on the stage, guide on the side, DI, di, montessori, discovery learning, inquiry-based instruction, explicit teaching, project-based learning, jigsaw, stations, lead learner, cloud classroom, Genius Hour, No Child Left Behind, Race To The Top, and many more). Some of these, I think are important approaches, and will prove themselves to be timeless. Others are neither inherently good or bad. Some, are harmful.

As teachers, we must be aware of this. Know that the latest craze is likely just a flash in the pan. If it fits and it helps students learn, do it. If not, don’t. Do not use things just because they are fun/sexy/new, use them because they are useful.

The fundamentals of education do not change, because the fundamentals of how humans learn don’t change. There have obviously been changes, but those changes have been cosmetic. Even the big ones. For example, computers are objectively a revolutionary technology. They have impacted us in a myriad of ways (education included). But even computers, with immense power both for and over us, (Is Google Making Us Stupid?) have not fundamentally changed how we learn.

Before electricity humans learned by observing, being told, and attempting. And now, we learn by observing, being told, and attempting. This is because we essentially have the same brains as our ancestors. Our knowledge is stored in our brains. Our neurons fire in a certain pattern, bringing the memory (information) to mind. The more we do this, the stronger the memory becomes (Learning Rewires the Brain).

Because how we learn has not changed, we can look at what time has tested to see what works.

So, no matter what your school is doing, apply time/research-tested approaches.

  1. Spaced repetition
  2. Retrieval Practice
  3. Elaboration
  4. Interleaving
  5. Concrete Examples
  6. Dual Coding

The best resources I have found are from the Learning Scientists and Retrieval Practice websites. Both have articles explaining the research base and resources for teachers to use.

You can apply any of the 6 strategies in your teaching no matter what your context is.

Ultimately, don’t blindly follow the sexy new thing (the sexy new thing can be BOTH inquiry-based learning and explicit teaching depending on your crowd). If you know how humans learn, know what works, and why it does, then you can apply that to whatever new, sexy education thing comes your way.

Don’t be sexy, just teach.

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Using Flashcards in Class: A Reflection

As I have mentioned before, I am working on integrating flashcards into my classroom. I create physical flashcards by importing an excel file into Quizlet and printing them out (For a how-to, check out How To Make Knowledge Organizers And Flashcards). I make the physical copies for my students because I teach elementary school and want my students to have access. I can only guarantee they have access to the digital format in class.

While flashcards have shown themselves to be very useful for vocabulary development and key concept understanding, I do not know that I would increase there use in my classes. I think that I am at a sweet spot in the amount of use. I am just tinkering with the “how to” as opposed to the “how much”.

Part of this tinkering has led me to lean more towards physical flashcards over digital ones. The reason being that even though digital flashcards offer a spacing algorithm for improved learning they also offer increased distractions. My students seem magnetically drawn to the Gravity game on Quizlet. Even when given explicit instructions, a few students still manage to find their way into the game version instead of a study version. This can easily reduce Quizlet’s effectiveness and negate the advantage of spacing with algorithms.

So, due to my circumstances, I have used physical flashcards more than digital ones. I have trained my students in how to use them and will give students class time (generally during a “warm-up”) to practice about once per week. The flashcard sessions last between 5-10 minutes, which is enough time for students to go through the entire deck (1 chapter) at least once. I have also assigned flashcard homework about once per week (with no real way of checking to see if students completed the homework or not).

Currently, my task is in making the flashcards feel less clunky. Part of the solution is simple. I must get used to using them in class, and my students must get used to the new routine. The other part of the solution is more complex. I have already discovered that digital flashcards increase distractions. But getting students to effectively practice with physical flashcards is more difficult since it is manual.

I have found that I must model and explain the procedure every single time we use the flashcards. For example, I explain that they need to have a correct pile and an incorrect pile. Then, when finished, they must go through the incorrect pile until all cards are in the correct pile. This is tedious, but necessary because I want the flashcards to be truly useful, not simply an activity that takes time.

I am sure that I will refine my approach more with time. In spite of the difficulties that come with change, I have found flashcards to be extremely useful and would recommend that their use would be expanded.