technology fail

A Technology-Infused Socratic Seminar

I spent most of my time yesterday with a team of 6th grade English teachers. These students were beginning their first Socratic seminar sessions in the library. Two classes come together. In the past, these classes have followed the traditional format for Socratic seminar where groups come together to discuss a text in a round table discussion setting. Some students were also along the sides taking notes as the discussion progressed, and others were observing the current session to provide feedback to classmates. The teachers were observing in the background as well, only stepping in to redirect if necessary.

This semester, the two teachers, Dawn Baber and Melanie Kennedy, wanted to change a few things with their seminars, and they wanted to add in some technology. They wanted to be able to assess student work after the task, and document student thought processes in terms of understanding the text. This would allow them to design further learning experiences for the students, as well as take notes for future instances where the text is used.

The first step was changing how the students took notes on the seminars that they were observing. Instead of taking pencil and paper notes, these teachers wanted to try using Padlet instead. Padlet would allow the students to see each other’s notes, and would also allow them to comment on each other’s replies to add to student notes. After the session, teachers can have students look back to these notes and add additional comments to keep the discussions flowing. It also becomes a way to review for any content quizzes or exams.

The second step was adding a backchannel chat option to the seminar. Originally, students in this section were observing and taking turns switching in to ask questions during seminars. The teachers had found an option for this called Backchannel Chat. They really liked the setup of this site, especially since students logging into a chatroom could have that login tied to their Google accounts. Students would be unable to create goofy names, or be anonymous with comments. Teachers could also remove comments or set the chat to moderated, even with a free account.

Originally, it was decided that Backchannel Chat would be used for students to post questions as they listened to the seminar in the center. However, when we implemented this, it did not work as well as we wanted. Students were so busy asking questions that they weren’t really focusing on the seminar in progress. Instead, this became an online discussion where students could ask questions and answer back and forth. I typically started the discussions with a question, and the students would take over after a few minutes.

We ran sessions every period, implementing these tools, and learned a lot along the way. There was definitely a lot of risk involved, and some failure along the way, but that’s how trying something new works. Things don’t always go as planned, and sometimes it takes seeing the lesson in action to see the failure.

Based on both sessions, we realized that every class period needs a separate Padlet. The students were putting on short notes, which in turn added to the amount that had to load on the page. While Padlet can have unlimited users, it struggles to load massive boards, and our students encountered traffic jam error messages. I would also like to look at having students take notes in just one post on Padlet, versus every time they hear something new. It might make things a little easier. We also may look at removing it from Socratic seminar sessions, as it may not be the best tool for the job, and we don’t want to use it just to be using it.

Backchannel chat went over pretty well. We had issues with one of the groups in the last block of the day not being able to handle it, but otherwise students picked it up very quickly. It was nice to have a chat room that students cannot log into without their G Suite account. I could also mute students who were having trouble responding, and students were also able to “like” comments in chat.

Often, I started the chat with a question, and students began by answering that question. From there, they would discuss and ask more questions about the text. If I felt that things were a little quiet, I would through out another question based on the text, and that would help things pick up. We did have some students who did not respond, but they were engaged and following along with the chat. I think that with a few more sessions, these students will do much better.

The one group I mentioned above did have issues with chat. They were not ready to handle it in a group that size (about 10 students), and would often spam chat with ridiculous hashtags or unneeded information. The good thing was that I could remove comments and warn them first, then switch them to read only if they continued. With this group, I would try again with a smaller amount of students.

The best positive from using Backchannel Chat as the session the groups would attend before doing a Socratic seminar in the center of the room was that they were able to prepare better. They could pull from questions they had asked in chat, and continue discussions from chat. We noticed an improvement in the conversations that took place once we were using Backchannel as an online discussion tool instead.

The other great positive with Backchannel was that we set a Chromebook by the seminar leader at the center table. When they couldn’t think of a question, they could pull one in from chat and use it. Of course, students with me were pleased when they heard their question used in the discussion.

Overall, a lot of positives occurred, but so did a lot of failures. We are using these failures to redesign and rethink the next session so that we see more successes. Who knows what Socratic seminar will look like next time?

Minecraft Fail. Again. Abort?

So yesterday Group 2 met for Fluco Game Designers. Once again, we tackled Minecraft, as it was the first time for this group to log into the world. Since we could only get so many people on the LAN, the others were tasked to create a world and build on their own, especially with redstone. They have access to YouTube, so they were able to find any videos they needed to use. We had some students sharing accounts as well. We had gone over the rules for the LAN world, and I reminded them that they were also posted in the base camp cabin as well.

While I was assisting students with logging in, the first disaster struck. A student went to the computer where the LAN game was hosted, and changed it from peaceful to survival. He then proceeded to go back to his computer and summon a wither. Those of you who play Minecraft know that this is one of the most destructive mobs you can summon in the game. Players quickly alerted me, but not before the thing had destroyed a player’s watch tower and my giant pink arrow. I was able to make the switch back to peaceful and then was ready to kick the offending player in the behind. I took him off the game and had him sit out for a bit. Thankfully, some of the other kids worked to rebuild the things that had been destroyed.

Problem 1 solved.

Later on, I keep discovering the same group of 4 boys not following the instructions to build and explore redstone (wither boy included). They were more concerned with creating their own LAN and interfering with whatever the others were doing. Sure, they had some things with redstone, but they were constantly distracted. They were the only ones in the group not able to follow given directions.

Problem 2 was not solved before the end of the meeting. However, I did tell them we wouldn’t be doing LAN networks outside of the world I had designed. I also told them to begin thinking about their next challege- building a home that incorporates redstone into multiple aspects, minus things that are destructive, like TNT cannons.

I went home last night and thought about what had happened. I knew I could come up with something that would allow me to avoid some of these issues and my boys who wanted to circumvent everything. My first goal was to figure out a way to solve my LAN woes. Research told me that getting a Realm through Minecraft would not solve my problem, as it limited users to 10 at a time. That left only one option – get a server.

So far this morning, I’ve done research on the server websites that I can access here at school. Researching things related to Minecraft at school is tricky since most of the stuff is blocked because it’s marked as gaming by our cyber security. It seems I can find a server to meet my needs for under $10, but I still need to do some research on the server sites that I cannot access here at school, as well as see if I can find any reviews. By next week though, I hope to have a server in place and hopefully avert the LAN issue. I think things will go more smoothly if all of the students can be in the world at the same time.

The next two club meetings (1 per group) will also bring some more structure with the redstone challenge. I am hoping that the boys will stay focused on the challenge, and since being in the world I have created means following the rules for that world, they wouldn’t be able to kill or destroy each other. We will see how it goes though and I’ll adjust as needed.

Oh and that blog title? Yeah, I had no plans of aborting Minecraft. When technology plans don’t go as one wishes, it’s time to reflect and figure out why. I’m not one to give up easily and I know there’s going to be many bumps along the way. This was to be expected, and I can’t blame the students for all of the issues either. I am to blame as well. That’s why I work to figure out what I can do the next time to avoid them. Hopefully, next week will be smoother!