Friday, 26 December 2014
Sunday, 30 November 2014
PE health curriculum consultation
http://health.tki.org.nz/Teaching-in-HPE/Curriculum-statement/Implementing-the-Curriculum/Consultation
Thursday, 6 November 2014
Learning Spaces _ Linking Pedagogy and Space
This is from Australia - Linking Pedagogy and Space
https://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf
https://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/Linking_Pedagogy_and_Space.pdf
Tuesday, 4 November 2014
Monday, 3 November 2014
WEbinars
I listen to quite a few of these, last night developing a PLN to support Literacy.
Tonight listening to an older Webinar on the Key Competency book , have read this too. Need to go back and do some note taking. This is part of the Global Connectors Month .October 2014
http://connect.vln.school.nz/p4eg56sf3ho/?launcher=false&fcsContent=true&pbMode=normal
Tonight listening to an older Webinar on the Key Competency book , have read this too. Need to go back and do some note taking. This is part of the Global Connectors Month .October 2014
http://connect.vln.school.nz/p4eg56sf3ho/?launcher=false&fcsContent=true&pbMode=normal
Sunday, 2 November 2014
Growth mindset in the classroom
http://news.tes.co.uk/b/tes-professional/2014/10/31/how-to-make-growth-mindset-theory-work-in-the-classroom.aspx
Monday, 27 October 2014
Saturday, 11 October 2014
Education as it should be _ passion based
User Generated Education
Education as it should be – passion-based.
Maker Education Conference Workshop
Jackie Gerstein
Students Leading Learning
http://blogs.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Wednesday, 8 October 2014
The Fragmentation of learning
Lots of thought in this article.
Tuesday, 7 October 2014
Sunday, 5 October 2014
Key competencies
http://keycompetencies.tki.org.nz/Key-competencies-and-effective-pedagogy/Insights-into-the-KCs
Self audit framework key competencies nz curriculum
http://keycompetencies.tki.org.nz/Key-competencies-and-effective-pedagogy/Self-audit-framework
S
https://www.wickedproblems.com/1_wicked_problems.php
Saturday, 4 October 2014
Slackers teachers
http://www.teachthought.com/teaching/dated-image-slacker-teacher/
Wednesday, 1 October 2014
Technology in the Classroom
http://blogs.kqed.org/mindshift/2014/09/8-ways-to-prioritize-learning-when-using-technology-in-the-classroom/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Sunday, 28 September 2014
Teachers ..Coaches
http://usergeneratededucation.wordpress.com/2014/09/28/how-educators-can-assist-learners-in-developing-a-growth-mindset/
Growth Mindset
http://usergeneratededucation.wordpress.com/2014/09/28/how-educators-can-assist-learners-in-developing-a-growth-mindset/
Wednesday, 24 September 2014
SLC
http://blogs.kqed.org/mindshift/2014/09/why-students-should-take-the-lead-in-parent-teacher-conferences/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
why-some-kids-try-harder-and-some-kids-give-up - MIndshift
An article shared with me ..very good reading
http://www.huffingtonpost.com/tracy-cutchlow/why-some-kids-try-harder-and-some-kids-give-up_b_5826816.html
http://www.huffingtonpost.com/tracy-cutchlow/why-some-kids-try-harder-and-some-kids-give-up_b_5826816.html
Saturday, 20 September 2014
Why teach writing in schools
http://teach-learn-lead.blogspot.co.nz/2014/09/why-teach-writing-in-school.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+blogspot/AkIFW+(Teaching+Learning+Leading)&m=1
Monday, 15 September 2014
Learning Maker, Learning Faker
Learner Maker
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/maker-culture?utm_campaign=core-newsletter-gen-sep2014&utm_source=core-newsletter&utm_medium=email&utm_content=feature-img
Mark Osborne - Core Education
Brendon Anderson Room 10 Teacher...this is more about Students' actions and behaviours
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/maker-culture?utm_campaign=core-newsletter-gen-sep2014&utm_source=core-newsletter&utm_medium=email&utm_content=feature-img
Mark Osborne - Core Education
Brendon Anderson Room 10 Teacher...this is more about Students' actions and behaviours
Friday, 12 September 2014
Schools choking out the Creativity in schools...Mindshift
This is worth a think..is this a message to look at where we can personalise the curriculum more for our students??
http://blogs.kqed.org/mindshift/2014/09/a-parents-message-school-is-choking-the-creativity-out-of-kids/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
http://blogs.kqed.org/mindshift/2014/09/a-parents-message-school-is-choking-the-creativity-out-of-kids/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Sunday, 7 September 2014
Scary Learning
http://www.karentuiboyes.com/2014/09/why-is-learning-so-scary/
Have just been reading this article by Karen Boyes and thinking so true. So many of those students who are behind in their learning compared to where we want them to be just don't appear to think the learning is for them ..it's for the others who are clever.
Or they don't have the persistence, the resilience, the WANT.
Thinking about all the articles on UDL and locus of control, personalising learning..... students teaching students ...we NEED more.
Schools need to get down to learning , teach children to embrace the ' Zone of Confusion'
We know so much more , but why do we keep on squashing so much other stuff into our day.
I've been thinking about all the new strategies I want to do with my children but instead for the most of 4 hours we will be practicing for the Fancy Dress Evening.
Why?
UDL - no
Personalising the Learning - no
Fun- not for many
Fun for me - no
Fun for my ADHD boys - no
I'm not so sure we need to all be there for so long.
Why didn't I speak up?
Let's make it a minimal practise, do what needs to be done and home to learn.
Have just been reading this article by Karen Boyes and thinking so true. So many of those students who are behind in their learning compared to where we want them to be just don't appear to think the learning is for them ..it's for the others who are clever.
Or they don't have the persistence, the resilience, the WANT.
Thinking about all the articles on UDL and locus of control, personalising learning..... students teaching students ...we NEED more.
Schools need to get down to learning , teach children to embrace the ' Zone of Confusion'
We know so much more , but why do we keep on squashing so much other stuff into our day.
I've been thinking about all the new strategies I want to do with my children but instead for the most of 4 hours we will be practicing for the Fancy Dress Evening.
Why?
UDL - no
Personalising the Learning - no
Fun- not for many
Fun for me - no
Fun for my ADHD boys - no
I'm not so sure we need to all be there for so long.
Why didn't I speak up?
Let's make it a minimal practise, do what needs to be done and home to learn.
Thursday, 28 August 2014
The educator as a design thinker
This appears to be a site I follow that makes sense, talks about future skills ... really worth a read
http://usergeneratededucation.wordpress.com/2014/08/27/the-educator-as-a-design-thinker/
And this
http://usergeneratededucation.wordpress.com/2013/03/22/schools-are-doing-education-1-0-talking-about-doing-education-2-0-when-they-should-be-planning-education-3-0/
Friday, 22 August 2014
Kids are better off without homework
Four skills to teach students in their first 5 days at school
http://blogs.kqed.org/mindshift/2014/08/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Thursday, 21 August 2014
Wednesday, 20 August 2014
Monday, 11 August 2014
Personal responsibility, Karen Boyes
http://www.karentuiboyes.com/2014/08/learning-personal-responsibility/
Saturday, 9 August 2014
Thursday, 7 August 2014
IPods as tool for creation
http://blogs.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/
Powerful Uses of Technology
http://blogs.kqed.org/mindshift/2014/08/what-are-the-most-powerful-uses-of-tech-for-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Saturday, 2 August 2014
Dyslexia Friendly Classrooms
I received the update from http://www.4d.org.nz/ and have just been looking at this check list to see how dyslexia friendly my class is. Actually I feel quite good. I need to firm up my routines. I keep experimenting with ways to get students planning more of their learning while looking for ways to hold students accountable. This check list appears to link very nicely to that of a MLE too.
Tuesday, 29 July 2014
Education as it should be – passion-based. SAMR as a Framework for Moving Towards Education 3.0
seven-sharp/schools-ditch-pens-and-paper-cutting-edge-technology
http://tvnz.co.nz/seven-sharp/schools-ditch-pens-and-paper-cutting-edge-technology-video-6040727
Meeting with The BOT
I will need to be very relaxed and focused when I write this ...
It's hard to explain something to someone who has very little schematic around the topic.
The so called. Learning to Learn Team ( I think we should just be called the curriculum Development Team now), the L to L team has given people a negative feeling towards us. Well maybe not even negative.
The BOT to me appear to think the L to L is a thing, an approach, a different from everyone else way of teaching.
How will we get them to see, the Learning to Learn Team is only trying to bring about the meaning of our school written curriculum. If we do the same as we always have, what we did for the past curriculum, why oh why did we write another. It calls for different approaches to bring about different skill sets and dispositions in our learners.
And surprise surprise it also calls for teachers to continuously learn , to seek new knowledge , to seek clarification around ideas, if we taught as we have always taught we will not get the different skill sets,mattitudes and dispositions in our learners.
One thing snowballs into another. If we want teachers to learn differently then the organisation and ways schools function might also change . Meetings , school structure, release....traditions ...
We must ask the why.
I think it continues into different relationships and communication with community...
Really it's easy, but not for some.
Neat tidy uniformed change is artificial. Learning is chaotic and messy and perhaps so is change, worthwhile change.
lastly students as life long actively involved confident learners and the same for teachers.
Why can some not see how we want our students to learn and to develop skills to learn is what we must also develop.
Community Consulatation is a must next step.
Secondary - changing ways
o longer are teachers solely responsible for a specific curriculum — the focus has shifted to skill sets like problem solving, critical thinking and collaboration — transferable skills useful no matter where a student ends up.
http://blogs.kqed.org/mindshift/2014/07/hands-on-and-student-centered-subverting-the-typical-college-experience/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
http://blogs.kqed.org/mindshift/2014/07/hands-on-and-student-centered-subverting-the-typical-college-experience/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Future-focused learning report ~ Ministry
http://www.minedu.govt.nz/theMinistry/EducationInitiatives/UFBInSchools/FutureFocusedLearning.aspx
and impliactions for schools from VLN
http://www.vln.school.nz/blog/view/883880/future-focused-learning-in-connected-communities-what-does-this-mean-for-us
Great Image and lots of thinking
Friday, 25 July 2014
Thursday, 24 July 2014
Friday, 18 July 2014
Transformative SChools
http://www.teachthought.com/teaching/5-priorities-transformative-schools/
This fits with the 6 themes for the future oriented teaching and learning, well worth a read.
From TeachThought
This fits with the 6 themes for the future oriented teaching and learning, well worth a read.
From TeachThought
Grit
Talking about students mindsets and the impact of this and also teachers mindsets and the impact of this on student mindsets makes this article even more relevant. We need growth mindset teachers working with growth mindset children. No more teachers saying 'they're just lazy', or 'not another one (from that family)'
Click below to find the page
Tuesday, 15 July 2014
21st Century Education
Technology Transforming Education
Designing Learning Spaces
Learning Spaces ....
http://elearning.tki.org.nz/Technologies/Learning-spacesTechnologies/Learning-spaces
http://elearning.tki.org.nz/Technologies/Learning-spacesTechnologies/Learning-spaces
Monday, 14 July 2014
Using Ipads
Puppet Pals - writing
http://www.elearning.tki.org.nz/Media-gallery/Publishing-student-writing-on-an-iPad-student-example
Critical mistakes schools make with Ipads
Ipads in a room2/3 - Josie Woon's Blog
SAMR and Blogging
Introducing the SAMR model
Developing critical thinking using the SAMR model
http://langwitches.org/blog/2014/06/03/blogging-as-pedagogy-facilitate-learning/
The SAMR Model Explained by Ruben R. Puentedura
Why blog?
How can you make blogging fit into the modification and redefintion stages of the SAMR model?
How do you encourage interaction with your blog?
Click to blogs/SAMR
Click this link
Blogging and SAMR
Click this link
Blogging and SAMR
Saturday, 12 July 2014
MeL Clare Amos
http://www.teachingandelearning.com/2013/02/are-modern-learning-environments-and.html?m=1
Friday, 11 July 2014
Engaging in courageous conversations
http://www.educationalleaders.govt.nz/Problem-solving/Pono-having-self-belief/Leading-through-difficulty/Engaging-in-courageous-conversations
Thursday, 10 July 2014
Unproductive Meetings
http://www.inc.com/laura-montini/infographic/the-ugly-truth-about-meetings.html
Rigor, Mindshift
http://blogs.kqed.org/mindshift/2014/07/a-school-that-ditches-all-the-rules-but-not-the-rigor-game-based-school-playmaker/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Wednesday, 9 July 2014
MLE
New discussion post - Re: MLE's and the evidence
New discussion post - Re: MLE's and the evidence
Grace added a new discussion post to Modern Learning Environments:
Re: MLE's and the evidence
I agree with all you have said but would to raise a point I feel is important. It involves change management for teachers, many of whom are 'old school' having been trained and experienced in the single cell classroom system for years. We have two open learning classrooms, each with two teachers. One is single level (Yr 1) and one is bilevel (Yr 5/6), and both are very successful in their own way. One currently
Thursday, 3 July 2014
Inspirational images/messages
Sunday, 29 June 2014
MLE - follow this discussion - what the research tells us
New discussion post - MLE's and the evidence
New discussion post - MLE's and the evidence
Neill O'Reilly added a new discussion post to Modern Learning Environments:MLE's and the evidence
Many people seem to be looking for the evidence that MLE's are the right way for the future.
To answer this question we need to define what we mean by an MLE. If we mean a space that has the basic MLE components of acoustic control, adequate lighting, digital access, heating and perhaps environmentally sustainable and space for learning then I am not sure we need any other evidence- it's a no brainer.
Now if we are talking about an MLE that has provision for more than one class and more than one teacher one could ask the question where is the evidence for what we currently have? The current provision of one class for 25 (or so) children has nothing at all to do with learning, pedagogy, research or any such thing. It is simply financial. When a school gets 25 children they are entitled to another classroom and a teacher. Welcome to NZ schools.
What is the evidence for an alternative? (say 2-6 classes in one space)
1. Hattie's research makes it clear that teacher collaboration is the key to improvement (2009)
2. Fullans work makes it clear teacher collaboration and de privatizing the classroom is the key to improvement (2009, 2014)
3. Elmore makes it clear that observing and being observed are the keys to improvement (2004)
4. Fielding and Nair, Prakash identify that the environment makes a significant difference to learning (2009)
5, Davila did some research and looked at comparisons between traditional single cell class and co-teaching (http://www.fortbendisd.com/ docs/action-research-reports/ effects-of-co-teaching-in-the- math-8-classroom.pdf) the results were quite evident
6. Start looking into stories from teachers and the vast majority say it makes a difference to their competency and efficacy
There is so much more...
The time lost in transition each year ( I am making an assumption here that quality MLE's will have multi level age groups so that a child can be in the environment for more than one year) as each new teacher spends time getting to know children ( I estimate that in a full primary school we lose 1 year of learning time to transition time)
Then there is the notion of multiple perspectives on the curriculum. This I have to do more research on, but consider the teachers who did not make learning occur for you at school. Now if you had access to more than one teacher (and their perspective on learning) then you have the opportunity for multiple perspectives on the curriculum and improved probability of learning
Then there is teaching to my strength and...
learning from my colleagues and...
having another adult in the room to problem solve with (and stop me going crazy)and...
opportunity to talk about that child who is not 'getting it'
then there is the strength of collective expectations and support for learning (especially the KC's)
Not to mention the understanding that we are no longer teaching children for the industrial age and we know so much more about children's brain development that we would not want them in a 67 sqm room with one teacher.
The evidence to me is that living in 2014 how can we continue to teach children in spaces and ways that reflect 1914, 1964 even 1984. The world has changed so dramatically, schools have not. They need to. The evidence is in the world around us, in our communication, workforce, social networking, past times, travel, life styles....
MLE's are really just TLE's - 'Todays Learning Environments'. If we design them well and in a flexible manner then we might just be designing MLE's.
Wow! Exciting times Christchurch!!
View and reply to the discussion:
http://www.vln.school.nz/
Friday, 27 June 2014
Internet filtering in Schools
http://blogs.kqed.org/mindshift/2014/06/whats-the-impact-of-overzealous-internet-filtering-in-schools/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
This article from the Mindshift got me thinking again. It recognises the need for us to teach children how to be safe respectful citizens on the net. To recognise dangers and threats and to have the tolls to deal in the right way with these. To put up too many safety nets will not allow the children to make the small mistakes and to learn from this.
I always harp back to crossing the road, riding a bike , driving a car. We provide scaffolding for our children, at the right level over time to allow the safe practises to be built. We need to do this with the Internet.
This article from the Mindshift got me thinking again. It recognises the need for us to teach children how to be safe respectful citizens on the net. To recognise dangers and threats and to have the tolls to deal in the right way with these. To put up too many safety nets will not allow the children to make the small mistakes and to learn from this.
I always harp back to crossing the road, riding a bike , driving a car. We provide scaffolding for our children, at the right level over time to allow the safe practises to be built. We need to do this with the Internet.
Thursday, 12 June 2014
Rethinking the Colorful Kindergarten Classroom By JAN HOFFMAN
UDL - Clare Amos
Click here , very good blog post
Friday, 6 June 2014
Bring Education Up to Date
http://timespaceeducation.wordpress.com/2014/05/22/bring-education-up-to-date-by-breaking-moulds/
A brilliant article that sums it al up. Thanks Karen.
Thursday, 5 June 2014
7 habits of highly effective teachers who use educational technology
Tuesday, 3 June 2014
Home-school-partnerships
Home /school Partnerships
This is an interesting post from Core Education today.
a-fresh-approach-to-home-school-partnership-and-engaging-parents
When we consider the
One of the principles discussed is: Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the community, it asks us to consider different relationships and roles.
By emailing parents re their children and learning and inviting parents into our classrooms we are starting to look at different communication and relationships.
When we consider the
Supporting
future-oriented
learning & teaching —
a New Zealand perspective
learning & teaching —
a New Zealand perspective
Report to the Ministry of Education
R Bolstad & J Gilbert
with S McDowall, A Bull, S Boyd & R Hipkins
with S McDowall, A Bull, S Boyd & R Hipkins
New Zealand Council for Educational Research
One of the principles discussed is: Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the community, it asks us to consider different relationships and roles.
By emailing parents re their children and learning and inviting parents into our classrooms we are starting to look at different communication and relationships.
Monday, 12 May 2014
STIN Interviews , knowing your Learner
I just want to have this post to refer to another time , always worries me that I dont know enough about the cultural side of my students.
http://www.teachingandelearning.com/2014/05/hack-your-classroom-week-two-getting-to.htmlhttp://www.teachingandelearning.com/2014/05/hack-your-classroom-week-two-getting-to.html
http://www.teachingandelearning.com/2014/05/hack-your-classroom-week-two-getting-to.htmlhttp://www.teachingandelearning.com/2014/05/hack-your-classroom-week-two-getting-to.html
Wednesday, 7 May 2014
A teaching approach to enable Māori achieving success as Māori
Authentic Learning - ownership - student voice
http://elearning.tki.org.nz/Teaching/Pedagogy/A-teaching-approach-to-enable-Maori-achieving-success-as-Maori
Future-focused education - what does it mean? from enabling elearning...
Click here to read more.
Read this little bit more, Where are we in the journey? Future-focused education - what does it mean? How can education prepare students for living in the 21st century? How can schooling change to meet meet the opportunities and challenges of the 21st century? How can we prepare students to address "future-focused" issues such as sustainability, globalisation, citizenship, and enterprise? Bolstad, R. (2011) 1 Literature suggests we need to be future-oriented and adaptable, adopting a more complex view of knowledge, that incorporates knowing, doing, and being. Alongside this we need to rethink our ideas about how our learning systems are organised, resourced, and supported. Educators need to consider: Personalising learning – how can you use technologies to build the school curriculum around the learner and more flexibly to meet learners’ needs? Building an inclusive learning environment - how you use technologies to: enage learners, family/whānau, and communities in co-shaping education to address students’ needs, strengths, interests and aspirations? provide access to anywhere, anytime learning? support assessment and evaluation processes so that these are dynamic and responsive to information about students? Developing a school curriculum that uses knowledge to develop learning capacity – how can you use technologies to enable students to create and use new knowledge to solve problems and find solutions to challenges as they arise on a “just-in-time” basis? Rethinking learners’ and teachers’ roles – how can you use technologies to create a “knowledge-building” learning environment where learners and teachers work together? Building a culture of continuous learning for teachers and school leaders – what opportunities to participate in and build professional learning are afforded by technologies? New kinds of partnerships and relationships - how can technologies be used to facilitate this? Bolstad, R & Gilbert J, et al. (2012) 2
Monday, 28 April 2014
Making Meetings PRODUCTIVE
http://www.inc.com/geoffrey-james/make-your-meetings-insanely-productive.html
Friday, 25 April 2014
7 Essential Principles of Innovative Learning ~ Mind Shift
From Mind shift and another great article - read the points on LEARNING.
http://blogs.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/
Thursday, 24 April 2014
Possession of facts is not learning, think of those outside agencies? From Mind Shift
http://blogs.kqed.org/mindshift/2014/04/beyond-worksheets-a-true-expression-of-student-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Wednesday, 23 April 2014
Collaboration - UDL - from VLN
Collaborate to Enhance UDL
Co-creating lessons, units of work or designing an assessment - How are you
collaborating with others?
“When great minds come together that share the common goal of enhancing
student learning and achievement, great things happen.”
This UDL inspired video shares some benefits of collaboration.
http://www.udlresource.ca/?p=1659
http://www.udlresource.ca/?p=1659
Friday, 18 April 2014
Leaders with Telescopes or managers with microscopes, Kelvin Squire
http://natlib.govt.nz/records/20844542?search%5Bi%5D%5Bsubject%5D%5B%5D=Social+change&search%5Bi%5D%5Bsubject%5D%5B%5D=Education&search%5Bil%5D%5Bprimary_collection%5D=Index+New+Zealand&search%5Bpath%5D=items
Thursday, 17 April 2014
Incentives don't work
http://osborne.kiwi.nz/2014/04/17/why-incentives-dont-actually-motivate-people-to-do-better-work/
Sunday, 13 April 2014
John Hattie ~ Visible Learning. Pt 2: effective methods.
Teachers need to talk about Teacher Practise , bring the debate of teaching and learning and bring it to the fore.
Growth MIndset Students and Student Agency
http://www.hightechhigh.org/unboxed/issue10/mindsets_and_student_agency_contributors/
Worth a read , looks at Student Agency and Student growth mindset....... I'll think on this ..
Why personalise Learning now?
by Barbara Bray, Educational Consultant at My eCoach on Oct 15, 2013
2,005
views
Presentation for Connected Educators Month that was a prompt for great discussions. Barbara Bray and Kathleen McClaskey provide rationale for personalizing learning. Go to www.personalizelearning.com ...
I Don't Give Homework Anymore - changing thinking to motivate and engage students, teachers and parents.
Justine Hughes / Education Consultant / Virtual Technologies International Ltd on Apr 13,
Student Agency
Thinking about the role of Students in their Learning and reporting to parents.
Ten Trends 2014: Agency from EDtalks on Vimeo.
Saturday, 12 April 2014
Friday, 11 April 2014
Grit or choose your goals wisely and persevere
http://www.alfiekohn.org/miscellaneous/grit.htm
read this article , slightly contradicts Angela Duckworths 'Grit' , tals about grit can be used for good and bad and that we can persevere on the wrong tasks. Point that we need to be able to choose the right goals and persevere. Prrsonally I think we need to blend these two ideas. Also what is needed to enable children to choose the right goals......
read this article , slightly contradicts Angela Duckworths 'Grit' , tals about grit can be used for good and bad and that we can persevere on the wrong tasks. Point that we need to be able to choose the right goals and persevere. Prrsonally I think we need to blend these two ideas. Also what is needed to enable children to choose the right goals......
'The benefits of knowing when not to persist extend not only to the outcomes of a decision but to the effects on the individual who made it. '
'To know when to pull the plug requires the capacity to adopt a long-term perspective. Continuing to do what you've been doing often represents the path of least resistance, so it can take guts to cut your losses. That’s as important a message to teach one’s children as the usefulness of perseverance.'
Saturday, 5 April 2014
Awards
http://bit.ly/1lseYvh
Today we'll yesterday it was brought to my attention I give out more Learning Attitude and Cross Competency awards than others. Actually I think well done.
Two each per , isn 't that thinking a bit like a fixed mindset person, or that decision.
It was explained we all do 2 to ensure it doesn't take too long at assemblies. yet when there are 50 music awards or something we give them all put. Should we just choose 2 for this, now I know that is totally different but....
My point is are we just giving two awards because that is what we do because TITWWADTAH ( That is the way always we do things around here) or should we be really giving awards to those that show outstanding use of the Learning Attitudes and Cross Competency Skills. Should we be only writing them for outstanding or for when students use their personal best.
Is there any challenge or real value in what we do? Are we making a difference .... Would it make more of a difference if there was not a two , but when chn make a new best an award is given?
Are we just complying .......
Should we be asking why we do this , what is the purpose. Are we meeting the intended outcome.
Perhaps something little but again fixed mindset syndrome maybe...
Assemblies and the why is another topic altogether.
Your thoughts ...
Friday, 4 April 2014
Learning For The Future
http://blog.core-ed.org/
This article is written by Marianne Mills.
Interesting , isn't it, how do we choose the activities we will involve our students in. Is it because we have always done it? Is it because we think it is good for them? Or is it because it is really something they will need for the future.
Who makes decisions for what happens in schools and do we really consider the why first? Or do we start with the what and the how and never get to the why? What is the educative purpose of schools.
Is it to grow students intellectual capacity? I really like this article, read it and share your thoughts. It makes me think about school events , new school events , old traditions and fixed mindset people.
New thinking, well not new, continuous
From Tony Gurr - all things learning
Does the traditional reading, writing and mathematics model fit into this future oriented way of teaching. I don't think so. We need to explore new ways of doing things.
I am going to design a grid of activities for the week. This grid will give general choices to my students that involve must dos and choices where they have time to work individually or collaboratively to learn. Some of the choices will allow students to focus on identified needs. I will scaffold students in this area. For example basic facts , students will know and explore different ways to learn these. ( I do need some handy hints for helping visual special learners / dyslexic learn basic facts. I feel strongly students need in class time to do this. Homework is not appropriate in this case.
Each day I will still call groups of students for explicit lessons in maths and reading. Small lessons with an explicit lesson in writing will be shared with the whole class. ( I need to make more vocabulary lists). I really want my students to identify what they need to learn and to be able to book into lessons , not sure how to get there yet.
What I see when 8 do this
Engaged students
Students are in charge, have choice and are responsible
Allowance of different times on tasks for students with different needs and interests
Collaboration
Other students can take the teachers role
Computers are in use
No more compliant kids grabbing all the attention
No great lengths of sitting with Teacher dominated discussion
Flexibility in who works with the teacher
A more natural learning environment where all learners have to act like learners. I do not set them up, using the timer on google helps students monitor time. Tracking on their planning sheet is a scaffold as we move into this. My job is to actually keep my students accountable for their learning. I need to stick to my teaching, it's easy to get caught up in those who are off task, those who come straight to the teacher.
Accountability, I need to start hard!! I've identified those I need to constantly check up and never not do this. ( This is hard, duty, other tasks, days out of the room, how can I set up systems of accountability where students do this and not just me checking up??) Get other students to do this? Check lists for some ( not all).
I will start Monday.
I want to have some flexibility for my students. The must dos cannot be too heavy so all can finish. Those who need more time in a negotiated activity need to have this made available. We need to make time to reflect on our achievements and next steps. Also how did we go as a learner.
There will be some gaps where students can choose the tasks.
I'm looking forward to it.
Does the traditional reading, writing and mathematics model fit into this future oriented way of teaching. I don't think so. We need to explore new ways of doing things.
I am going to design a grid of activities for the week. This grid will give general choices to my students that involve must dos and choices where they have time to work individually or collaboratively to learn. Some of the choices will allow students to focus on identified needs. I will scaffold students in this area. For example basic facts , students will know and explore different ways to learn these. ( I do need some handy hints for helping visual special learners / dyslexic learn basic facts. I feel strongly students need in class time to do this. Homework is not appropriate in this case.
Each day I will still call groups of students for explicit lessons in maths and reading. Small lessons with an explicit lesson in writing will be shared with the whole class. ( I need to make more vocabulary lists). I really want my students to identify what they need to learn and to be able to book into lessons , not sure how to get there yet.
What I see when 8 do this
Engaged students
Students are in charge, have choice and are responsible
Allowance of different times on tasks for students with different needs and interests
Collaboration
Other students can take the teachers role
Computers are in use
No more compliant kids grabbing all the attention
No great lengths of sitting with Teacher dominated discussion
Flexibility in who works with the teacher
A more natural learning environment where all learners have to act like learners. I do not set them up, using the timer on google helps students monitor time. Tracking on their planning sheet is a scaffold as we move into this. My job is to actually keep my students accountable for their learning. I need to stick to my teaching, it's easy to get caught up in those who are off task, those who come straight to the teacher.
Accountability, I need to start hard!! I've identified those I need to constantly check up and never not do this. ( This is hard, duty, other tasks, days out of the room, how can I set up systems of accountability where students do this and not just me checking up??) Get other students to do this? Check lists for some ( not all).
I will start Monday.
I want to have some flexibility for my students. The must dos cannot be too heavy so all can finish. Those who need more time in a negotiated activity need to have this made available. We need to make time to reflect on our achievements and next steps. Also how did we go as a learner.
There will be some gaps where students can choose the tasks.
I'm looking forward to it.
Saturday, 29 March 2014
Images from working with Tony and John
Is our Learning culture around Teacher Practice? How do you get Teacher practise data to share with your staff?
Inquiry is asking questions , delving deep into teacher practice , discussing with others, getting inside each others heads. Really chewing over the points, even debating.
Goals have a plan, a finish date and an action plan. Inquiry is where we ask questions and go and go and go ... Goals might naturally happen from the Inquiry.
Friday, 28 March 2014
Working with Interlead and a group of principals today
27.03.14
Today was all about Mind Sets, fixed or growth. Fixed mindset people are not open to discussing how they can improve. They believe they do it all correct, that they can not be seen to not know.
A growth mindset needs to be modeled by the leaders of the school.
We talked about teacher inquiry, learning appraisals, and the most important message over all to me was the professional practice we must have in our school to get open mind sets.
We talked about sharing data and talking about kids , this does not impact on student achievement, talking about teacher practice does. Why is it our staff (well some) appear to be happy to debate rubbish or wheels day monitors for a great length of time but when it comes to teacher practice --- zip.
We talked about staff meetings being for learning for deep discussion where you get into others ' heads around teacher practice.
How do we collect data on teacher practice? At Frankley I believe we need open discussion on teacher practice! Teacher inquiry with links to RTC, sharing, mountains of walk throughs, a lot more robust conversations ....
How do we collect data on teacher practice? At Frankley I believe we need open discussion on teacher practice! Teacher inquiry with links to RTC, sharing, mountains of walk throughs, a lot more robust conversations ....
Three guiding questions to help those with fixed mind sets and those who are growth mindset people.
The Fence Posts Questions
What's working?
What's not working
What am I going to change
If you do this you've established a community of practice.
No good talking if you don't move to action
If you are doing this you have established a community of practice not a community of interest.
Need for Appraisals to be learning appraisals not performance. We want teachers delving into their practice, trying new things , looking for different ways , some successes, some room for development , and reflective behaviour, making changes, identifying what works best for their children. To do this they must be an open mind set person. Tracking their inquiry against the RTC as it happens was a good example shared. I think this could be a wonderful idea. The 12 questions under the RTC fit nicely for discussion. The more people who are in on inquiry discussion allow a better understanding to grow.
What happening?
What ' s not happening?
How can I influence what is not happening??
Set inquiry on priority students , use above questions then journal
Set inquiries not goals
Goals are smart, see the doc, goals might come from within the inquiry.
Inquiry bring about goals, fixed mindset people will not like to start with an inquiry.
Decisions are often made with the what, and then the how. We need to start with the WHY!!!
Decisions are often made with the what, and then the how. We need to start with the WHY!!!
We talked about collaboration and team ..... Fantastic day.
Angela Lee Duckworth: The key to success? Grit
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