Oy. I’ve been stuck in jail faculty meetings all week, with barely an end in sight. Every teacher knows that simply talking at a class from the front of the room for 90 minutes is unacceptable pedagogy; however, that’s how most faculty meetings are structured. Even though it is often the leaders of these very meetings who are informing teachers not to talk at the class from the front of the room for 90 minutes.
In four of the last five years, our faculty has been asked to learn a new software platform - from google docs to Canvas to a bespoke boarding school check-in system. For each platform, teachers have rightly asked for - demanded - training on how to use that platform. How, pedagogically, should that training be conducted?
I can tell you first how it should NOT be conducted:
“Hi everyone! I have a great joke about how frustrating this software is going to be for you. Now open your computers. Go to the login page and input the credentials we sent you via email.”
“Wait, what page?” “This page written on the top of my browser on the screen.”
“My login doesn’t work.”“Okay, if your login doesn’t work, open this tab and click 'reset password'.”
“Which tab?” “The tab on this page here that I’m manipulating on the screen.”
“What do we do after we log in?” “Great, I’ll tell you in a moment. First let’s get everyone logged in.”
“Can we change the system to account for the differing needs of the history department?” “As a matter of fact, [five minute digression of interest only to the history teacher who asked]”
“Which tab, again?”
Does this sound familiar? I consider this sort of faculty meeting to be educational malpractice. If our classrooms should reflect pedagogical best practice, then our meetings as a faculty should reflect the best of best practices.
But my complaint here demands an understanding of what are best practices of teaching new software. Many of us will need to do this in our classes - how do we avoid being responsible for the scene described above? I mean, its not like the folks running these sorts of meetings or classes have extensive experience in computer pedagogy. Such skills must be learned.
Here’s an approach that works, and wastes no one’s time. It will require a change in mindset... because of the persistent meme throughout every level of our profession that if information is not "covered" orally by a leader in front of the entire group, no one knows or is expected to know said information. But, I’ll bet you thousands of dollars that the approach below will cause better retention of information as well as far, far less resentment.
Here’s an approach that works, and wastes no one’s time. It will require a change in mindset... because of the persistent meme throughout every level of our profession that if information is not "covered" orally by a leader in front of the entire group, no one knows or is expected to know said information. But, I’ll bet you thousands of dollars that the approach below will cause better retention of information as well as far, far less resentment.
"Hi everyone! We have a new software platform that we all need to use this year. Today we need to make sure you can access the platform, and that you are familiar with its basic functioning. In the process, we the people organizing the software platform need to debug, to find out what works, what is clear... and what isn't.
I've listed five tasks on the board. Please open your computer, and access the email that gives screenshots and step-by-step instructions for each task.
Then, please follow the directions and finish each of the five tasks. If something doesn't work, if you're having trouble, ask a friend; help each other. I and my partner will be walking around the room troubleshooting.
When you've done all five tasks, please come see us and let us know. We're particularly interested if you encountered any problems or created suggestions. After you've talked to us, you're done - I know you have things to do in your classrooms. That said, if you'd like to stick around and help a colleague, I know that would be appreciated.
Go for it!"
That's all that needs to be done from the front of the room.
As the leaders circulate, it's quite important to deal appropriately with frustration. Too many people in the audience act personally affronted that they have to learn something new, that it doesn't work perfectly the first time, and so on. (Teachers are usually worse than students, here.)
Yes, these folks need to get over themselves. But the frustration is real, and often unavoidable. Think of these frustrated participants as students who are continually wrong in their first exposure to free body diagrams. The leader must be calm and patient, yet insist on everyone being good teammates working toward a common goal of learning the new software.
As the leaders circulate, it's quite important to deal appropriately with frustration. Too many people in the audience act personally affronted that they have to learn something new, that it doesn't work perfectly the first time, and so on. (Teachers are usually worse than students, here.)
Yes, these folks need to get over themselves. But the frustration is real, and often unavoidable. Think of these frustrated participants as students who are continually wrong in their first exposure to free body diagrams. The leader must be calm and patient, yet insist on everyone being good teammates working toward a common goal of learning the new software.