Affecting, not Correcting

     Last week I was talking with an English instructor, and he mentioned one of his least favorite aspects to the job, having a seemingly endless pile of  "too many papers to correct."  We talked for a bit about ideas to help reduce that load he carries, such  having students read drafts and provide feedback to each other as part of the writing process.  I also mentioned that he can encourage  and guide students to use tools such as Grammarly,  https://www.grammarly.com/, Google's Language Tool, both of which go beyond just spell checking, before they turn their papers in, to reduce the amount of correcting that needed to be done. He had done none of these things, and nodded distractedly, and afterwards I felt that my message had not been loud enough. Or perhaps he was unable to hear due to the mental din created by being completely resigned to a lifestyle of correcting papers every weekend. 

    It is no longer necessary for this type of attitude or lifestyle.  Making effective use of tools is one of the digital competencies of 21st-century learning.  These tools empower our multilingual and new-to-writing students to write research papers and post to discussions with confidence, giving them the ability to express themselves clearly.  They give all learners the ability to gain and use new knowledge with much more ease than ever before.  And they shift the teacher's job of "correcting" to something much more connected to the deeper levels of learning and richer conversations than simply putting squiggly lines under sentence fragments, circles around dangling modifiers. and question marks in the margins. 

     Language matters.  Instead of "correcting" - which implies from the outset that something is wrong - we should be thinking of ourselves as affecting.  Imagine how that concept in itself would change the way we approach looking at student writing; we are there to help them clarify with "Tell me more about this" and build on their own experience "What makes you feel this way?" leading to a more satisfying and engaging learning experience for both teacher and student. This kind of approach also allows for individuality of voice for the student, and shifts the role of teacher to facilitator; someone who moderates and encourages the learning process. 

     The bottom line of teaching is affecting student lives. In all aspects of our relationships with students, if we  shift our mental state to affecting, instead of correcting, we will enhance both the enjoyment and depth of the learning process. And who knows how much it would add to our energy and spirit  if that pile of weekend paperwork disappeared? 

Image source: http://competendo.net/en/Facilitation 

The PedaGOgy of Pokémon GO, Part Two

Part Two: Professor Willow and the Four Connections

    In 2010, Odessa College had a student retention problem.  A concerned dean, Dr. Donald Wood began to look at both data and classroom teaching, and discovered that the teachers with higher retention rates consistently did four things that stood out - things that had nothing to do with their teaching methods. He honed it down to four things. What are those four best practices?

1. Interact with students by name
2. Check in regularly
3. Schedule one-on-one meetings
4. Practice Paradox

Professor Willow could have told him that; he has been retaining students since 1996.  He always calls you by name checks in regularly and schedules one-on-one meetings for continued engagement. When you start the game, you have a one-on-one meeting with him.  When you first start to play, his greeting is:

"Hello there, ________! I am Professor Willow. Did you know that this world is inhabited by creatures known as Pokémon? Pokémon can be found in every corner of the earth. Some run across the plains, others fly through the skies, some live in the mountains, or in the forests, or near water... I have spent my whole life studying them and their regional distribution. Will you help me with my research? That's great! I was just looking for someone like you to help! You'll need to find and collect Pokémon from everywhere! Now, choose your style for your adventure."

Then when you get yourself set up, he says,

"There's a Pokémon nearby! Here are some Poké Balls. These will help you catch one!"

     From there on, he appears regularly in your Poke-life, encouraging you and giving you special research tasks to carry out. Professor Willow practices 21st-century teaching in that he is not the old-school  "sage on the stage"  but follows the current teaching practice of being a  "guide on the side," urging us to learn new skills and move forward, even when things get frustrating. 

     Professor Willow leans in to talk to you. He outlines his expectations for your research tasks and clearly explains what your rewards will be.  When you finish them, he personally congratulates you as well. Using your name, and re-iterating what you have just accomplished, and what it means in the bigger picture of Pokémon research. He is always outside, reinforcing the GO aspect of Pokémon GO. 

Practicing Paradox:  Community Events 

     Practicing Paradox in teaching refers to teachers setting up clear expectations, and then allowing for exceptions; in other words, being willing to meet students where they are in order to help them succeed. In the case of Pokémon GO,  Community Days bring double points and "extras" that you don't normally have. They are paradoxical. These are offered about once a month, and often bring with them a focus on a certain Pokémon and lots of chances to interact with other players. What a great way to build an understanding of a subject. I was cajoled into participating in my first one last spring...and now mark my calendar in advance. These "paradox" events give you a chance to get ahead with extra points and opportunities, and skillfully teach you more about the game as they do so. Extra points means extra learning. 

The Delight of Learning 

     Pokémon GO includes what I call the "delight" factor in teaching and learning; my own personal favorite "best practice" for engagement.  Building knowledge, new skills and discoveries should be - as much as possible - a fun experience. I find that the more I can delight and intrigue my students with creative assignments,  multiple ways to achieve goals, and occasional surprise extra credit opportunities as part of their learning, the more they stay engaged. (I would argue that this should be connection #5 on the list, but it can often take a lot of experience and skill to develop.)

     Pokémon GO has this down to a fine art, because at any given moment, the Pokémon you catch could be shiny!!  Or it could be a "perfect," scoring 100 on the IV scale, when most are between 50 and 80.  Shiny Pokémon are few and far between...and catching one makes one feel lucky indeed. You may catch one in a raid, or  you may  just be walking down the street in front of your own house and catch one.  Trading your Pokémon with a friend also gives you an opportunity to maybe  - just maybe  - have them become "special"  or jump in their rating.  

     Shiny Pokémon that are offered up here and there to all players is, in my mind, one of the compelling elements that keep people like me - interested not so much in the points but in the process - participating. The pokemon characters range from adorable to fierce. Who knows...maybe today you'll catch a shiny Magicarp, flopping around on your screen, that can be evolved into a red dragon? 

     

     I love finding inspiration in unexpected places. Professor Willow and Pokémon GO understand the four connections, and practice them with aplomb. My small foray into this world has helped me to better appreciate the importance of connection, celebration, and creativity in my role as an educator.