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How students surroundings can have a positive effect on learning...
Thursday, 10 July 2014
The Principal of Change
Change is uncomfortable for most and can feel daunting. But it is possible to achieve the 'unachievable' by taking one small step at a time.
The Challenge
From Teaching and ELearning
Hack your classroom
However our major challenge will not be continuing to encourage the converted to whom we mostly preach to, or those who encourage and support us with the confines of our conference, meet ups and online echo chambers. It will be the challenge of engaging the others - the unaware, the disinterested, the disheartened and even the 'happy oblivious' who have been lulled into a false sense of security bought on by good or even great National Standard and/or NCEA attainment.
So, what are your suggestions? How can you/we lead the charge and lead change from the ground up? How can we make future-focused innovative change less daunting and more delightfully infectious?
Hack your classroom
However our major challenge will not be continuing to encourage the converted to whom we mostly preach to, or those who encourage and support us with the confines of our conference, meet ups and online echo chambers. It will be the challenge of engaging the others - the unaware, the disinterested, the disheartened and even the 'happy oblivious' who have been lulled into a false sense of security bought on by good or even great National Standard and/or NCEA attainment.
So, what are your suggestions? How can you/we lead the charge and lead change from the ground up? How can we make future-focused innovative change less daunting and more delightfully infectious?
Our Curriuclum
Not sure where this one came from...
'The New Zealand national curriculum was heralded as a leader at its conception. It was to allow teachers to teach students of the 21st century. A focus on thinking skills rather than knowledge content. Recognition that our future population will be needing skills that will allow innovation, flexibility and inquiry, rather than the ability to recall a vast bevy of facts and figures. Encouraging our kiwi learners to become forward thinkers able to problem solve, hypothesise, invent and create. This curriculum is still current…….it is still the curriculum legislated that teachers in New Zealand mainstream schools must follow. So why then do teachers feel they have to be permitted to teach in the way that the curriculum allows for.'.
'....the current NZ curriculum. This curriculum gives permission for teachers to deliver a different programme in their classroom. One that is more relevant to today’s students and our future leaders than ever before. Yet teachers still feel they have to teach as they have always done.School managers are indirectly reinforcing this by keeping on keeping on, rather than examining the needs in their classrooms. Children that are disengaged, children lacking in motivation, children struggling to access level one of the curriculum. If teachers were to be courageous and revolutionise their teaching program, would these children continue to be disengaged? Would there be a lack of motivation in the classroom, if children were suddenly encouraged to explore themes relevant to them? If the teacher and school communicated to their students that their thoughts and ideas were important and worthy of further investigation? By teachers working alongside students, instead of operating a top-down fill-up-the-vessel approach, the skills children would then be exposed to develop would be numerous.'
'The New Zealand national curriculum was heralded as a leader at its conception. It was to allow teachers to teach students of the 21st century. A focus on thinking skills rather than knowledge content. Recognition that our future population will be needing skills that will allow innovation, flexibility and inquiry, rather than the ability to recall a vast bevy of facts and figures. Encouraging our kiwi learners to become forward thinkers able to problem solve, hypothesise, invent and create. This curriculum is still current…….it is still the curriculum legislated that teachers in New Zealand mainstream schools must follow. So why then do teachers feel they have to be permitted to teach in the way that the curriculum allows for.'.
'....the current NZ curriculum. This curriculum gives permission for teachers to deliver a different programme in their classroom. One that is more relevant to today’s students and our future leaders than ever before. Yet teachers still feel they have to teach as they have always done.School managers are indirectly reinforcing this by keeping on keeping on, rather than examining the needs in their classrooms. Children that are disengaged, children lacking in motivation, children struggling to access level one of the curriculum. If teachers were to be courageous and revolutionise their teaching program, would these children continue to be disengaged? Would there be a lack of motivation in the classroom, if children were suddenly encouraged to explore themes relevant to them? If the teacher and school communicated to their students that their thoughts and ideas were important and worthy of further investigation? By teachers working alongside students, instead of operating a top-down fill-up-the-vessel approach, the skills children would then be exposed to develop would be numerous.'
Why Children Fidget
We have had this page sitting in drafts for awhile now. It had one link on it:
The real reason why children fidget
It is a great post that has a really important lesson for all teachers. The last sentence probably summarises this the best for me "In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move."
I was reading an interesting post last night on how the brain learns the best. It was very interesting in its self, but at the end was a link to a quiz (which is where I admit I'm a little bit of a quiz junkie) that asked "How good are you at teaching the art of learning?" The very first question reminded me once again of the why it is so important to allow students to move.
It asked if students were trying to write an assignment and were feeling restless - what would you recommend them do. The answer:
ANSWER: B. Get out of the house, and take the book with you: to the coffee shop, the park, the library. Put on some music
The reason: There’s a large body of research showing that changing “context” while you’re learning — and this includes location, time of day, mood, environment, even background music — deepens learning. It also allows you to put your restlessness to good use.
While this is obviously more geared to older students, I think it has important points for all educators. It made me reflect - what are we doing in 67HQ that allows our students to 'pay attention by letting them move?' That allows them to 'deepen their learning' by changing the context? Is there anything else we need to be doing?
Setting up activities that require students to move.
Sitting on chairs - tennis balls
Stress balls - play dough - reduces distracting behaviour
Go Noodle - breaks
MLE - having a range of furniture and a classroom environment that is flexible enough so that all children can find a comfortable position is a real bonus. Giving options about “where to sit” and “on what to sit” helps those students who need to move more or just like to find their own way of being comfortable.
Daily Choice - less “whole class” gathering times and more emphasis on student led learning, encourages less of the “teacher talk” and “mat times” which can be a real problem area for students who need to be up and moving.
Other furniture that might help
High table
movable stools
http://blogs.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/
http://blogs.kqed.org/mindshift/2014/08/quiz-yourself-how-good-are-you-at-teaching-the-art-of-learning/
The real reason why children fidget
It is a great post that has a really important lesson for all teachers. The last sentence probably summarises this the best for me "In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move."
I was reading an interesting post last night on how the brain learns the best. It was very interesting in its self, but at the end was a link to a quiz (which is where I admit I'm a little bit of a quiz junkie) that asked "How good are you at teaching the art of learning?" The very first question reminded me once again of the why it is so important to allow students to move.
It asked if students were trying to write an assignment and were feeling restless - what would you recommend them do. The answer:
ANSWER: B. Get out of the house, and take the book with you: to the coffee shop, the park, the library. Put on some music
The reason: There’s a large body of research showing that changing “context” while you’re learning — and this includes location, time of day, mood, environment, even background music — deepens learning. It also allows you to put your restlessness to good use.
While this is obviously more geared to older students, I think it has important points for all educators. It made me reflect - what are we doing in 67HQ that allows our students to 'pay attention by letting them move?' That allows them to 'deepen their learning' by changing the context? Is there anything else we need to be doing?
Setting up activities that require students to move.
Sitting on chairs - tennis balls
Stress balls - play dough - reduces distracting behaviour
Go Noodle - breaks
MLE - having a range of furniture and a classroom environment that is flexible enough so that all children can find a comfortable position is a real bonus. Giving options about “where to sit” and “on what to sit” helps those students who need to move more or just like to find their own way of being comfortable.
Daily Choice - less “whole class” gathering times and more emphasis on student led learning, encourages less of the “teacher talk” and “mat times” which can be a real problem area for students who need to be up and moving.
Other furniture that might help
High table
movable stools
http://blogs.kqed.org/mindshift/2014/08/how-does-the-brain-learn-best-smart-studying-strategies/
http://blogs.kqed.org/mindshift/2014/08/quiz-yourself-how-good-are-you-at-teaching-the-art-of-learning/
Student-led Conference
This term we embarked on a new journey...a new way of reporting to parents and caregivers, a new way for children to share their learning. The Student-led conference. How SCARY! How incredibly POWERFUL!
All we now know about children and their learning has led us to redefine our roles as teachers and the students roles as learners. This has meant letting go of the control and handing responsibility back to the students - trusting they are capable of doing so and having high expectations for each and every one of them.
I was in the supermarket recently when I bumped into a fellow primary teacher who had taught my children in previous years. We were discussing student-led conferences and children owning the learning. He believed that children needed a certain amount of maturity in order to do this successfully...I took a slightly different slant...how do we build maturity if children are not challenged or given the opportunity to give it a go? Who decides if children are ready to discuss their learning? If it is a normal part of classroom practice, wouldn't it be second nature to the children anyhow? Then he told me my kids "would always be fine"! Bombshell...what were his expectations for my kids? I don't want my kids to just be fine...I want them to be better than fine. Who pushes the quiet, average kid who isn't a problem? As teachers, we need to stop underestimating the capabilities of our kids and provide them with the tools to step up and be confident, lifelong learners. This starts with knowing their learning.
So roll out Student-led conferences. What an incredibly amazing and powerful event this was. Our preparation was no different to normal effective class practice. We spent time setting goals, providing children with goal tracking cards, discussing next steps, encouraging the children to show us the tools available to them to help them achieve their goals...using the language of learning. We provided the children with a scaffolding booklet, filled with photo's to aid our visual learners. There was no time left to practice...
We were both slightly apprehensive about the conference. Our parents were not well informed on the reasoning behind SLC's and some were concerned they would not be able to see the teacher in confidence, despite invitations to school parent evenings. We had spent Term 1 calling in parents with whom we needed to discuss concerns. We clearly communicated to parents that we were available to discuss their concerns with them at any stage.
The magic unfolded as we walked around the room and saw our children stepping up, knowing exactly what they needed to share, their goals and their next steps...and smiling. The children who we thought would have difficulty surprised us. Some who we thought were confident surprised us and needed more scaffolding. As we watched, surplus to requirements for the most of it, we finally felt the hard work was all worth it. I cannot express how proud we felt. This was where the real power lay...the children teaching their parents about their learning.
We have had some amazing feedback from our community. One mother spoke of how proud her daughter was to take control of the interview. The kids have said how it was so much fun, instead of listening to the teacher drone on, almost as if they weren't there. One parent (a fellow teacher) commented on the power of children knowing how they were going to achieve their goals. A quote "I believe that our job as a teacher is to create a lifelong learner, so that he/she can deal with whatever situations come their way. X clearly showed that he knew where he was on his journey and where he was heading. He also showed me some of the tools that he could use to get where he needs to go - which is great because if you don't know where you are going, how do you know when you have arrived".
I may have forgotten to mention...these kids are 6 and 7 years old. How mature do you need to be?
MLE's and Pedagogy
There has been much debate in recent times regarding the validity of Modern Learning Environments and whether or not these are part of another educational 'fad'.
If we look at Hattie's research (influences and effect size on student achievement), the learning environment features way down the list.
hattie-ranking-influences-effect-sizes-learning-achievement
It is not the furniture, the bright new classroom, the latest resources and equipment that makes an MLE work. It is the pedagogy that sits behind it!
The belief in student agency, personalised learning, collaboration, student driven learning, real authentic contexts, UDL, teachers as facilitators etc that make an MLE successful or not.
Modern Learning Environments - Mark Osbourne
We love the analogy "Caves, Campfires and Waterholes". Our learning spaces are modelled around these analogies. Spaces to collaborate and work together, spaces to retreat and work quietly alone, spaces to get messy, opportunities to share successes.
Caves, Campfires and Watering Holes
The options are endless.
Learning Settings
Mark Osbourne MLE Matrix - a good starting point...
MLE Matrix
If we look at Hattie's research (influences and effect size on student achievement), the learning environment features way down the list.
hattie-ranking-influences-effect-sizes-learning-achievement
It is not the furniture, the bright new classroom, the latest resources and equipment that makes an MLE work. It is the pedagogy that sits behind it!
The belief in student agency, personalised learning, collaboration, student driven learning, real authentic contexts, UDL, teachers as facilitators etc that make an MLE successful or not.
Modern Learning Environments - Mark Osbourne
We love the analogy "Caves, Campfires and Waterholes". Our learning spaces are modelled around these analogies. Spaces to collaborate and work together, spaces to retreat and work quietly alone, spaces to get messy, opportunities to share successes.
Caves, Campfires and Watering Holes
The options are endless.
Learning Settings
Mark Osbourne MLE Matrix - a good starting point...
MLE Matrix
Blue matrix - vision driven, learner focused, powerful learning - all come before the physical environment. The physical environment is the enabler, not the reason why, and this comes out of the school's vision for learning.
Green matrix - process - change leadership, collaborative culture, community engagement (often the hard part, bringing parents and staff along on the journey), professional learning and development (seeing each other teach, support teams, teachers reflecting on each others practice), evaluation and self-review. If you are leading change, these are the processes you need to go through.
A schools vision for learning should be independent of the resources available - MLE provides extra resources
Links to edtalks, ministry etc
Mark Osbourne - with links
Links to edtalks, ministry etc
Mark Osbourne - with links
CP's
Collaborative pairs or 'CP's' for short...a shift away from the traditional school structure of 3 syndicates - junior, middle and senior - to a more collaborative style of teaching/management, where teachers work in pairs of their choosing. This gave us the opportunity to work with a buddy to help implement school wide initiatives and to delve deeply into Teacher Inquiries. Interestingly, those who were 'like-minded' paired up. It was intended that these CP's would meet regularly, breaking the traditional need for syndicate meetings and that CP's would share their learning at staff meetings.
We saw this as a prime opportunity to pursue our interest in Modern Learning Environments and collaborative or team teaching. From this SECRET 67 HQ was born. Two rooms and a cloakbay, converted on a shoe string to become a MLE, with two teachers keen to work together to see what difference they could make 'team teaching'.
Wednesday, 2 July 2014
ULearn 2013 - Developing Future Oriented learners and teachers
ULearn Breakout - Esther Casey and Ian Suckling
Often, new technologies are used within traditional pedagogies; presenting old wine in new bottles. However, they can support and stimulate teachers to change how they think about their practice (Bolstad & Gilbert, 2012). This workshop investigates future-oriented practices and how ICT can support them.
Models of effective teaching and learning compared
Often, new technologies are used within traditional pedagogies; presenting old wine in new bottles. However, they can support and stimulate teachers to change how they think about their practice (Bolstad & Gilbert, 2012). This workshop investigates future-oriented practices and how ICT can support them.
Models of effective teaching and learning compared
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