failure

Put the kids in charge

There’s nothing quite like the intensity, the chaos, the one-crisis-after-another, the sorry-I-can’t-help-you-go-find-someone-who-can, the exhilaration, jubilation and exhaustion of the first day of production in a middle school broadcast media class.

My brand new group of 7th and 8th graders had met six times in the first couple weeks of school (90 minutes, every other day) and our audience was antsy for a show. Our news program delivers the daily announcements to the staff and students, and at the start of the school year there is a lot of information that students need.

KTV Sports/Weather Studio

Adjusting the sports/weather camera and tele-prompter.

So after just six class periods of training 12- and 13-year-olds to write scripts, create graphics, film and edit video shorts, set up cameras and lights, read from (and pace) tele-prompters, load media onto a TriCaster, manage the audio, direct the anchors, and operate a video bus and TriCaster during filming (which includes green screen technology, switching between four cameras and four student anchors, and incorporating graphics and videos during filming), it was time to get our first show on the air.

Anchors and tele-prompter manager.

7th grade student learns to pace the tele-prompter for the KTV news anchors.

Suffice it to say, chaos reigned. The script team struggled with the language of dates (“If I’m writing the script today for a show that airs tomorrow, which day is “today,” which is “tomorrow” and what is “next week”?); the graphics team spent far too much time looking for just the right “labeled for reuse” image for the Icebreaker Dance announcement; the producer couldn’t find camera angles that worked for students under five feet tall and those well over six feet; the floor manager nearly fried her Fitbit chasing down graphics and videos from computers all over the classroom and delivering them to the tech team; the audio team assured us the audio was fine (but, par for the course, it was not fine at all); the bus operator kept switching to the wrong camera at the wrong time; and the TriCaster team fought the never-ending battle of green fuzz around the anchors’ heads.

Graphics team

Students learn to create graphics for the KTV news show.

But when the bell rang for lunch, our first show was finished, uploaded to YouTube and tweeted out on Twitter. And the best part? The kids applauded, slapped high fives, and walked out of the classroom taller, prouder and more confident than they had felt that morning. That show was theirs, warts and all, and they knew that they had a part in its production. (Click below to watch our first show of the 2018-19 school year.)KTV

In my 25+ years as a middle school teacher, I have never seen a class that inspires students to take responsibility, invest in their work, own their efforts and develop confidence like I see in this broadcast media class. And I’m pretty sure this happens in large part because I can’t answer all their questions and I can’t solve all their problems. There are far too many tasks and far too many crises for a teacher to be in charge. No, the smartest move I made in that class was to tell them from day 1, “I will not be able to solve all the problems, so don’t ask. Find someone who can help you.”

KTV job board

It takes all hands on deck to produce a daily news show.

KTV tech team

Students run the entire show, including the bus, TriCaster and audio.

It’s not easy to let students struggle, to watch them fail, but when I don’t step in to help, they collaborate, communicate and problem-solve to get that show produced. As their “teacher,” it is an honor and inspiration to step back and watch them take charge.

(For more information on our award-winning broadcast media program, see this post that I wrote for KQED; this series on EducatorInnovator’s The Current; and this video from our 2016 Jack London Award for Innovation in Education from Sonoma State University.)

 

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They need to learn to yearn

“If you want to build a ship, don’t drum up the men to gather wood, divide the work, and give orders. Instead, teach them to yearn for the vast and endless sea.”
― Antoine de Saint-Exupéry

Programs like the Independent Project at Monument Mountain Regional High School inspire me to keep looking for ways to give my students as much control over their own learning as I can. In my 8th grade English classes, students choose the novels they want to read, the genres of writing they want to tackle, and the topics they want to research. But it wasn’t until I started teaching a digital media elective class that I was able to give my students genuine control over their learning. I built a resource website and loaded it up with project ideas, program suggestions (almost all of them free) and links to video tutorials so that students could choose and learn on their own.

The result has been a learning experience for all of us: my students, as they learn to make use of so much freedom; and me, as my role as teacher transitions to one of resource, coach and guide.

As one would expect, some students thrive in this environment. They find what they’re interested in, search out resources to learn more, and take off. Other students jump from project to project, learning a little about one, a little about another. And then there are those students who struggle with the freedom. They shrug their shoulders, say “I dunno,” and are listless and bored without someone telling them what to do.

I’m pretty sure, though, that I need to gently push them to search out their own interests, take advantage of self-teaching resources, and create products of their own design. How else will they some day make decisions about high school classes, college majors, life hobbies, career options? Making all the decisions for our kids, whether it’s which sport to play or what to do in their free time, robs them of the opportunity to learn how to take charge of their own learning and their own lives.

A typical class for my digital media students starts with me sharing project ideas or tutorials, and then we pull out the laptops and off to work the students go, some continuing a project, some starting a new one, some solo, some in partners or groups. Here are some projects-in-progress this semester…

Lindsey uses an online tutorial to create 3D animations with Blender:

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Ryan plots his computer game, first on graph paper and then with AgentSheets:

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Andrea designs her own info-graphic resume with re.vu:

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Chris crafts a 3D sculpture with Sculptris:

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Jolene uses a Wacom tablet and SketchbookExpress to create drawings of her favorite characters:

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Hands are hard, especially backwards and knuckles:

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Jolene is also building a digital portfolio of her art work:

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T.J. and Isabella use Gimp to edit Minecraft stacks:

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Ernan works on a how-to-draw movie; Ian helps to get the camera angle right:

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Danielle uses SketchUp, a 3D architectural modeling program, to design a Japanese garden :

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Dakota, Sam, Luke and Greg have formed their own company, each taking on a specific role in the development of an app game. They have been teaching themselves how to code so they can build their app from scratch:

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Molly explores cartooning with SketchbookExpress:

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James films Miguel’s sleight-of-hand to make an intro short for our school news show:

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Sara uses WeVideo to make a book review movie for her English class:

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Domenic works on a movie to submit to the first White House Student Film Festival:

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Simon adds a car to his computer game that he is programming with the help of Alice:

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One of the best outcomes of my kids-in-charge classroom is that my students experience failure in a relatively risk-free environment. They have time to learn from their mistakes, revise, start over and abandon projects without the threat of a failing grade intimidating their learning.

In reflecting on his first movie, Jacob said, “I had to fail over and over again before I got it right.  I’m really proud of how it finally turned out.”  And when I told Dakota that he and his team of coders would need to document their journey, he said, “It will be full of our failures!” How often do kids smile when reporting on their own failures?  Dakota has learned that failures have been an important part of the learning process that is getting him closer to selling his own app game.

How do you give your students opportunities to learn to yearn? Are they choosing what to study? Or how to demonstrate their learning?  I would love to hear below how you put students in the driver’s seat of their education.