1. Strong support from the start
After presenting to our school council the plans we have to improve the quality of instruction for our students I truly did not expect the school council and staff to broadly support them. They did so with few questions. I was pleased to see that the preparation I put into the presentation was effective.
2. Change in staff behaviour
Even resistant staff are now making modifications to the way they use devices and technologies in their classroom. The narrative we are providing through regular PLT meetings and discussion is having some impact.
3. Change in staff behaviour at the last minute, just when I was about to give up.
This has happened twice now, and both times I have been amazed.
4. The difference between knowing and feeling.
I knew about the implementation dip, and was expecting some push back. What I didn't expect was the way I felt when the push back descended into personal attacks and "kitchen sinking". At least two individuals opted for character assassination over face to face discussion with me. Having always prided myself on my ability to develop positive relationships within the school community, this behaviour was unexpected and extremely upsetting. I expected pushback, questions and argument about curriculum issues. I did not expect personal attacks on my integrity and professional conduct.
5. I have changed.
Since the beginning of the year I have introduced a number of changes, and suggested a number of programs. In the past I would have beaten myself up if they did not work out, or if they needed to be tweaked as time passed. Now I recognise that change is a process and that there is room for mistakes along the way. I also understand that everything I try does not HAVE to be perfect.
Monday 12 October 2015
Thursday 13 August 2015
Busting some of the myths about using technology in the Early Years Classroom
This is another in a series of blogs from my Early Years classroom. For the USA this is Elementary school (ages 5 - 8), for Victoria, Australia it is called Primary School - Foundation, Grade 1 and Grade 2 and in England Reception, Year 1 and Year 2.
When I began teaching in this classroom I had come from teaching upper primary for many years. I was told that Early Years students could not use technology for a variety of reasons.
I did not agree with this and I wanted to find out how to make it work. I also wanted to find the balance between traditional "Early Years" teaching methods and beliefs and 21st Century pedagogies.
So lets see if I can bust some of the myths!
1. Young students can't read, so they can't log in.
My students have iPads to use for reading storybooks and practising sight words, alphabet, phonics and spelling (just to name a few areas of early literacy curriculum). They are not required to log in. This is an example of substitution and the students are able to find the correct app in the same way that they can find a box labelled 1 if they are reading at Level 1. Another example is Skoolbo - a site where students can log in by clicking on their name, then a colour and an animal.
2. It takes forever to train them how to use a computer.
It takes the same amount of time to train them in school routines. I can't see the difference between using an iPad and sharpening a pencil or finding a book box.
3. You don't know if they're actually doing the work set.
You don't know if they are doing any of the work you set unless you sit next to each student every second of the day. This comment tells me that some teachers do not trust that students can learn or are motivated to learn. This is a problem of educational philosophy not of student ability to complete computer work.
4. Technology is a distraction that disrupts learning.
Life today is full of high stimulation environments where there is music, television, computer, tablet and phone screen activity occurring each day. Our students are born into this environment. They cope with it better than adults do and can be taught how to manage distractions, in the same way that students in the 1970s were taught to concentrate on the work in class, rather than look out the window. Students also respond to the model their teacher provides when responding to distractions. A teacher who "loses their cool" when something doesn't work will have students who do the same thing.
5. Early years students can never find their log ins
Students can find their log in cards (laminated with pictures and logins) in the same way that they can find their bag or lunchbox with their name on it. An organised teacher can resolve this perceived problem pretty quickly.
6. Students these days have too much "screen time"
Digitally rich early years classrooms like mine have students working on a variety of activities - tech based, paper based, group based, using hands on materials and providing regular movement breaks. An effective 21st century teacher will provide this so excessive screen time is not an issue.
When I began teaching in this classroom I had come from teaching upper primary for many years. I was told that Early Years students could not use technology for a variety of reasons.
I did not agree with this and I wanted to find out how to make it work. I also wanted to find the balance between traditional "Early Years" teaching methods and beliefs and 21st Century pedagogies.
So lets see if I can bust some of the myths!
1. Young students can't read, so they can't log in.
My students have iPads to use for reading storybooks and practising sight words, alphabet, phonics and spelling (just to name a few areas of early literacy curriculum). They are not required to log in. This is an example of substitution and the students are able to find the correct app in the same way that they can find a box labelled 1 if they are reading at Level 1. Another example is Skoolbo - a site where students can log in by clicking on their name, then a colour and an animal.
2. It takes forever to train them how to use a computer.
It takes the same amount of time to train them in school routines. I can't see the difference between using an iPad and sharpening a pencil or finding a book box.
3. You don't know if they're actually doing the work set.
You don't know if they are doing any of the work you set unless you sit next to each student every second of the day. This comment tells me that some teachers do not trust that students can learn or are motivated to learn. This is a problem of educational philosophy not of student ability to complete computer work.
4. Technology is a distraction that disrupts learning.
Life today is full of high stimulation environments where there is music, television, computer, tablet and phone screen activity occurring each day. Our students are born into this environment. They cope with it better than adults do and can be taught how to manage distractions, in the same way that students in the 1970s were taught to concentrate on the work in class, rather than look out the window. Students also respond to the model their teacher provides when responding to distractions. A teacher who "loses their cool" when something doesn't work will have students who do the same thing.
5. Early years students can never find their log ins
Students can find their log in cards (laminated with pictures and logins) in the same way that they can find their bag or lunchbox with their name on it. An organised teacher can resolve this perceived problem pretty quickly.
6. Students these days have too much "screen time"
Digitally rich early years classrooms like mine have students working on a variety of activities - tech based, paper based, group based, using hands on materials and providing regular movement breaks. An effective 21st century teacher will provide this so excessive screen time is not an issue.
Do you have any other myths about digital learning to share?
Tuesday 11 August 2015
Digital tools for physical education with GoNoodle
Go Noodle was recommended by another colleague and I was hooked from the first moment.
Go to www.gonoodle.com to sign up...it is FREE!
Check out the ways we use Go Noodle:
- Movement or brain breaks between learning tasks where students have been sitting.
- Wet weather physical education classes focussing on fitness.
- Relaxation breaks.
- Warm ups for PE before lessons (thank you Koo Koo Kangaroo for Pop See Koo)
- Pop See Koo will be an act in our school concert this year.
- Students have signed up their families at home and do it at home!!!!
I invite everyone to comment and add to the list of ways to use GoNoodle in our school!
Whooos Reading on Learn2Earn.org
This is the second in a series of blog posts about how and why digital tools can support learning in a small school environment.
This post features www.learn2earn.org
By chance I came upon it in a Twitter chat. When I read a testimonial which said "Our students have improved more quickly using Whoos Reading than Accelerated Reader" my interest was piqued. I have a core of high performing students (up to 2 years ahead of expected level) and was seeking a way to keep them engaged and keep them reading.
Check out the timeline of implementation:
Mid-May 2015 -
Signed up 8 students in Grade 2 and taught them how to complete a reading log, answer responses to their texts and explore how to create their avatar. Engagement was almost instant, but we negotiated to trial it until the end of the term in June.Key observations 1
- As students read their books and logged the minutes they earned coins to spend on their owl avatar.
- Students were given their login and password to take home and use in class.
- Each day the Grade 2 student group scrambled to Read to Self (Daily Five)
- Some boys who had stopped reading at home, read for 2 hours the first weekend, logging each minute and earning more coins. (information from parent comment)
- I was able to see what they had read and assess their reading comprehension based on their answers to reading response.
- Students were able to "like" and comment on their classmates books.
End of May 2015
Eight Grade 1 students demanded to use Learn2Earn and Prep students also wanted to log in.Key observations 2
- Those who could log in independently did so
- Those who were learning how to were more motivated to log in.
- Grade 2 students mentored Grade 1 and Prep students to complete reading logs.
June 2015
Students in the upper primary classroom (Grades 3 to 6) asked for log ins to be created.Their biggest question was "Does it let us talk to each other and share our reading?"
Key observations 3
Upper primary students spend 5 minutes daily completing reading logs.The potential for using Learn2Earn to support the teaching of reading comprehension is enormous.
July 2015
School purchased a premium subscription, which allows access to content like Lexiles and detailed reading data.August 2015 and beyond
Teachers invited to Learn2Earn so they are able to provide students with feedback.I plan to explain the reading data available on Learn2Earn.
Reflection and review scheduled at end of 2015.
If you knew of a way to motivate your readers and excite them about reading would you try it?
A journey into collaboration with parents using Class Dojo
This is the first in a series of blogs about how and why we use particular technology and devices in our school. This blog is a way of sharing and reflecting on the steps we are trying out with our school community. It is my hope that it demonstrates the value of and provides evidence for using digital tools in small schools.
A bit about us
We are a small rural school of 37 students. We are seeking ways to communicate and share school life and student learning with our parents.
Check out this week's
Class Dojo is still in the implementation
phase where we are working out the best ways to use it to share your
children’s learning and school life with you.
First and foremost it is a way for you to see how your child
is going at school!
BUT here are some examples of how some of our parents are
using Dojo at our school.
·
Messaging reminders about Sporting Schools
·
Looking at pictures of work done in class.
·
Getting broadcast messages from teachers about
upcoming events (eg Friday is PieDay) (PS these are also broadcast on Facebook
and in the newsletter)
·
Messaging teachers about things that have come
up at home.
·
Making times for Parent Teacher Chats.
·
Giving feedback to teachers and children about
work done at school.
·
Asking teachers questions about what’s coming up
in class.
At the moment one teacher is testing Class Dojo messaging to parents
by:
·
Broadcasting messages about upcoming events
·
Sharing pictures of children working.
·
Sending messages about learning done in class –
for example “Ask your child about counting by 5s”
In a few weeks we will do a brief survey to see if Class Dojo is a useful way to communicate and then roll it out across the school.
Thursday 16 July 2015
Collaboration..the journey begins...again.
You know that feeling you get when your wonderings and gut feelings are vindicated, but not really in a good way? Well, the first step in the journey to know more about teacher collaboration has begun....again
Teacher collaboration can take different forms and I have also discovered that it means different things to different people. This has led me to mapping out the steps I am taking to learn more.
Step 1:
Introduce concept of teacher collaboration to colleagues.
I started with a staff meeting discussion which brought out these points:
In light of initial responses it is clear that we need to clarify and consolidate our understandings about teacher collaboration. Step 2 also involves gathering evidence:
What do other teachers do?
http://www.edutopia.org/blog/teacher-collaboration-strategies-ben-Johnson
Pathways to collaboration - across grade levels
https://www.teachingchannel.org/blog/2012/10/18/pathway-to-collaboration/
Looking at student work collaboratively
http://www.essentialschools.org/resources/60
The Seven Principles of Highly Effective Professional Learning - DET Victoria
This highlights the value and the expectation that teachers will participate in professional learning together and collaborate.
3. Talk to my PLN - Twitter will be ablaze this weekend
Teacher collaboration can take different forms and I have also discovered that it means different things to different people. This has led me to mapping out the steps I am taking to learn more.
Step 1:
Introduce concept of teacher collaboration to colleagues.
I started with a staff meeting discussion which brought out these points:
- Using Google Docs was considered to have positive potential for planning whole school initiatives, but planning across grade levels was not viewed as useful. Indeed, there appears to be a belief that planning for literacy and numeracy across grade levels and sharing same was not acceptable.
- Accessible anytime anywhere.
- Can edit simultaneously.
- For sharing across grades, we can use teaching activities from each other's plan.
- Builds a culture of understanding different teaching approaches and an appreciation of colleagues' strengths and weaknesses.
In light of initial responses it is clear that we need to clarify and consolidate our understandings about teacher collaboration. Step 2 also involves gathering evidence:
What do other teachers do?
- To cast a wider net we have contacted all of the small schools in our network to gather some ideas about how they collaborate.
- Access resources and evidence online, for example
http://www.edutopia.org/blog/teacher-collaboration-strategies-ben-Johnson
Pathways to collaboration - across grade levels
https://www.teachingchannel.org/blog/2012/10/18/pathway-to-collaboration/
Looking at student work collaboratively
http://www.essentialschools.org/resources/60
The Seven Principles of Highly Effective Professional Learning - DET Victoria
This highlights the value and the expectation that teachers will participate in professional learning together and collaborate.
3. Talk to my PLN - Twitter will be ablaze this weekend
Sunday 12 July 2015
What I read on the holidays
Kept reading about teacher collaboration
Supporting hesitant/resistant colleagues.
Leading others to unlearn
Specific tech tools to use in class and working on developing a way to bring the traditional approach of paper recognition and acknowledgement alongside the digital format of CD. This is in the name of honouring the opinions/beliefs and perception of others.
Collected a range of thoughts from Twitter to help my own thinking
Did a chat with #BastowLSDA ppl
You're quoted in: How can schls use social media to help their schl community feel better connected? http://sfy.co/h0on4
Josh Stumpenhorst
We need to be asking less "how do I get tech" and more "why do I need tech". Intentional use and purposeful integration. #ISTE2015
Meta-collaboration = thinking with one another: http://edut.to/1NS4UGf .
Read about coaching as well.
Whaddaya stand for?
To lead you need to know what you stand for. To lead you need to be able to tell people what you stand for. To lead others, they need to know what you stand for.
I stand for empowering others through teaching and learning. I stand for giving others the power to create their own story. People have the right to find and work towards what they want in life. They have the right to follow their own passion.
As a teacher I guide students to develop the knowledge, skills and abilities which lead them to uncover the thing that are really good at and really want to do. When they do this, students build confidence and then they fly...take risks, try anything, because they know I believe in them.
I want to make sure that all of the students I teach get something out of my lessons. This will vary for each student, despite there being a clear learning intention and an expectation of what I am looking for.
Some students will understand the learning intention, link the concepts together and instantly be able to teach another student. Others will barrel past the instructions and hurl themselves at the task, then link the concepts together and be able to teach another student. Other students will be oblivious entirely and be unable to explain. These students may need reteaching
Some will appear to be oblivious but at the end of the lesson be able to explain part or all of the learning intention. Another group of students will link the learning intention to something else that they already know, or synthesise two areas of learning (like patterns in fractions and multiplication times tables) with little prompting from me.
For each student the outcome may be slightly different...and I can draw professional satisfaction from each child's experience of my teaching.
In the moment of teaching, when I am with the students, if I focus on the learning of the students and not on what I need to "cover" in the curriculum it is a much more fulfilling role. It is also in these moments that ego or self consciousness departs and I no longer wonder if my colleagues think I am doing my job "right".
As a leader I support colleagues to become the best they can be. In this I hope to enable teachers empower their students. So my leadership focus reinforces what I stand for. However one difference springs to my mind - adults already know stuff. They bring a field of experience, training and knowledge, as well as fixed opinions and beliefs to all aspects of their lives. Children as learners are forgiving, adults tend to be less so. This makes the task of leading others a slightly different challenge but nonetheless worthwhile.
So while trying to lead colleagues through collaboration a range of questions streak into my thoughts. These are questions you need to have responses for in order to show that you are able to lead. These responses also need to be firm, positive and with as little hesitation as you can muster.
I stand for empowering others through teaching and learning. I stand for giving others the power to create their own story. People have the right to find and work towards what they want in life. They have the right to follow their own passion.
As a teacher I guide students to develop the knowledge, skills and abilities which lead them to uncover the thing that are really good at and really want to do. When they do this, students build confidence and then they fly...take risks, try anything, because they know I believe in them.
I want to make sure that all of the students I teach get something out of my lessons. This will vary for each student, despite there being a clear learning intention and an expectation of what I am looking for.
Some students will understand the learning intention, link the concepts together and instantly be able to teach another student. Others will barrel past the instructions and hurl themselves at the task, then link the concepts together and be able to teach another student. Other students will be oblivious entirely and be unable to explain. These students may need reteaching
Some will appear to be oblivious but at the end of the lesson be able to explain part or all of the learning intention. Another group of students will link the learning intention to something else that they already know, or synthesise two areas of learning (like patterns in fractions and multiplication times tables) with little prompting from me.
For each student the outcome may be slightly different...and I can draw professional satisfaction from each child's experience of my teaching.
In the moment of teaching, when I am with the students, if I focus on the learning of the students and not on what I need to "cover" in the curriculum it is a much more fulfilling role. It is also in these moments that ego or self consciousness departs and I no longer wonder if my colleagues think I am doing my job "right".
As a leader I support colleagues to become the best they can be. In this I hope to enable teachers empower their students. So my leadership focus reinforces what I stand for. However one difference springs to my mind - adults already know stuff. They bring a field of experience, training and knowledge, as well as fixed opinions and beliefs to all aspects of their lives. Children as learners are forgiving, adults tend to be less so. This makes the task of leading others a slightly different challenge but nonetheless worthwhile.
So while trying to lead colleagues through collaboration a range of questions streak into my thoughts. These are questions you need to have responses for in order to show that you are able to lead. These responses also need to be firm, positive and with as little hesitation as you can muster.
- If my best effort cannot support struggling students to engage or learn, why shouldn't I ask others for help?
- And what reason would others have to respond with "We all teach differently" rather than "Have you tried ....?"
- Are you an effective colleague if you don't have the time or willingness to support the endeavours of your fellow teachers?
- Does it matter if I don't get my job right all of the time?
- Does it matter if my colleagues know that? Is it ok to make mistakes?
- Is it ok to be a bystander as these mistakes occur?
- Do we give up on a trial approach just because it's in the implementation dip?
- Do we need to disrupt the teaching and learning?
Tuesday 7 July 2015
Next steps
A few days away from the beginning of Term 3 and I am planning, scheming and preparing.
I plan to:
Write a submission to same about involving some middle secondary students studying history to engage with us for the school centenary in 2016.
- Re-read our ICT change plan and check when and where I am going to deliver PL for Ts and Ps
- Share the results of LIP and my recommendations regarding teaching of growth mindset - perhaps even explore Hattie's teacher mindsets as well.
- Prepare HPE plan for Term 3 - Football skills, Dettol Healthy Schools, Growth Mindset - learning to learn.
- Put these ideas into some coherent format:
Write a submission to same about involving some middle secondary students studying history to engage with us for the school centenary in 2016.
- Develop a digital learning work program for a neighbouring school's grade 3 to 6 class - Monday afternoons.
Thursday 25 June 2015
The Power of Student Voice
One of our students presented a slideshow at the final session of Auskick last night at the local football club. The student asked if she could prepare the slideshow and she did a fabulous job. Many adults in the audience were astonished and truly impressed by the presentation and the work she had put in.
This student learned how to create presentations at our school. It put me in mind of the power of student involvement in learning and in community events. I wondered to myself if the adults had any idea of what happens in the modern 21st Century classroom. For me it is a great example of how student voice and involvement can promote the teaching and learning that is occurring in all of our schools right here, right now.
I wonder also, how do other schools harness the power of student voice?
This student learned how to create presentations at our school. It put me in mind of the power of student involvement in learning and in community events. I wondered to myself if the adults had any idea of what happens in the modern 21st Century classroom. For me it is a great example of how student voice and involvement can promote the teaching and learning that is occurring in all of our schools right here, right now.
I wonder also, how do other schools harness the power of student voice?
Thursday 18 June 2015
Why do Educators take up Professional Learning?
- To learn.
- To satisfy their moral purpose for being an educator.
- To maintain engagement with their work
- To improve practice.
- Improved practice improves student learning outcomes.
- To make connections with other educators
- To collaborate
In no particular order, I want to improve student learning outcomes because:
- I believe it is VITAL for today's children to be prepared for their lives in the future - I approach my work from a social justice perspective but also....
- It is my job.
- I get paid and my salary allows me to live the life that I choose.
- I gain a sense of personal and professional fulfilment from leading the learning of young people.
- I gain a sense of personal and professional satisfaction from knowing that I am doing the best job I can.
- Students and parents give instant feedback about how effective I am as an educator.
Teaching is full of people who are altruistic and say they are doing it "for the kids". I think this is curious, and that they leave out a key piece of information. Most people in teaching are in it because they gain satisfaction and fulfilment from learning and facilitating learning. The kids get something out of it because the teacher has this intrinsic motivation to build learners, not just happy kids.
My questions for you are: Why do you take up professional learning?
What motivates you to improve your practice?
Wednesday 10 June 2015
The first day of the rest of our lives...after LSDA and LIP
So I've completed Leading Instructional Practice through Bastow and Chris and I have completed Leading Schools in the Digital Age...a great launching pad for our next move. My thoughts now turn to how I will share the professional learning with my colleagues and link it to the learning of our students at our school.
Why did we do LSDA?
To improve our skills as educators to teach in the 21st century.
To develop the skills and understandings needed to provide our students with better teaching and learning.
Where is the evidence that this was necessary?
Example 1: www.learn2earn.org was discovered via my PLN on Twitter. Since signing up all students in the school have recorded the time they read for and provided responses to texts. For some students this is the first time I have seen them reflect on their reading.
Example 2: From the research project I completed about explicit teaching of effort and Growth Mindset and Reading, where I gathered data about growth mindset, we noted an improvement in students' understanding of growth mindset, and how that could help them with reading. This research will be revisited again later in the year to determine if any further understandings have been gained.
Example 3: The PL we have completed so far (4 sessions) about Growth Mindset has given all teachers another tool to use when working with those students who appear to have potential, but lack the confidence, motivation or drive to apply themselves.
Why did we do LSDA?
To improve our skills as educators to teach in the 21st century.
To develop the skills and understandings needed to provide our students with better teaching and learning.
Where is the evidence that this was necessary?
- Despite having experienced teachers, quality programs and targeted interventions, our literacy and numeracy results in NAPLAN and from teacher judgements do not show that all students have reached benchmark in all areas.
- The nature of learning and learners is changing, and teachers must change with it. This does not mean discarding effective teaching and learning approaches, but it does mean we need to do something different to ensure all students achieve.
- Current prep students will graduate from secondary school in 2028 - technological change in all areas of life has had a massive impact in the last 5 years ...we can only guess at what their working lives will entail. We will be doing our students a disservice if we do not embrace change in our schools.
Example 1: www.learn2earn.org was discovered via my PLN on Twitter. Since signing up all students in the school have recorded the time they read for and provided responses to texts. For some students this is the first time I have seen them reflect on their reading.
Example 2: From the research project I completed about explicit teaching of effort and Growth Mindset and Reading, where I gathered data about growth mindset, we noted an improvement in students' understanding of growth mindset, and how that could help them with reading. This research will be revisited again later in the year to determine if any further understandings have been gained.
Example 3: The PL we have completed so far (4 sessions) about Growth Mindset has given all teachers another tool to use when working with those students who appear to have potential, but lack the confidence, motivation or drive to apply themselves.
Saturday 6 June 2015
Ch ch ch changes
Don't you wonder about yourself when you get to 3 days out from a presentation and you think to yourself: I reckon Goal 1 needs to be different?
Our goal is currently about developing teacher understanding and knowledge of the new pedagogies of collaboration, connection, curiosity and communication.
Given the nature of our community, we may be better served focusing on creating the foundation for change.....educating about growth mindset and opening teacher minds to possibilities before we even start to talk about pedagogy or innovative use of technology in our classrooms. This stuff is currently embedded in our first goal, but it could be separated out into a goal of its own.
Until we create a safe environment for our teachers to innovate and take risks, where they can manage the perceived assaults to their self esteem and professional identity, we may not generate the momentum we seek.
Our goal is currently about developing teacher understanding and knowledge of the new pedagogies of collaboration, connection, curiosity and communication.
Given the nature of our community, we may be better served focusing on creating the foundation for change.....educating about growth mindset and opening teacher minds to possibilities before we even start to talk about pedagogy or innovative use of technology in our classrooms. This stuff is currently embedded in our first goal, but it could be separated out into a goal of its own.
Until we create a safe environment for our teachers to innovate and take risks, where they can manage the perceived assaults to their self esteem and professional identity, we may not generate the momentum we seek.
Saturday 30 May 2015
In the Pink
For our ICT Change Plan to be a living firebreathing success, we will need to consider closely the motivations of our colleagues. We'll probably show this RSA animate to them during our PL sessions. The PL sessions are interesting so far because we run them on a Tuesday morning before school and the focus is purely on teacher learning.
Yong Zhao referred to Reiss' 16 Basic Desires Theory last week, which links well with Daniel Pink's commentary. To make our ICT Change Plan (which by the way, we are considering referring to as our Learning Growth Plan :-) ) effective, we will need to be aware of and acknowledge the different motivators held by our colleagues.
Understanding the key motivators of our colleagues will help us to speed up or slow down our responses and be flexible (but still high) in our expectations. One key message Chris and I have taken on board has been to take small bites of the elephant...small steps, and testing, evaluating and reviewing along the way. High expectations, YES, but penalties for missing the mark NO!
We will need to make sure that our purpose is clear, our expectations are clear and consistent and that colleagues have support, within the ICT Change Plan.
Yong Zhao referred to Reiss' 16 Basic Desires Theory last week, which links well with Daniel Pink's commentary. To make our ICT Change Plan (which by the way, we are considering referring to as our Learning Growth Plan :-) ) effective, we will need to be aware of and acknowledge the different motivators held by our colleagues.
Understanding the key motivators of our colleagues will help us to speed up or slow down our responses and be flexible (but still high) in our expectations. One key message Chris and I have taken on board has been to take small bites of the elephant...small steps, and testing, evaluating and reviewing along the way. High expectations, YES, but penalties for missing the mark NO!
We will need to make sure that our purpose is clear, our expectations are clear and consistent and that colleagues have support, within the ICT Change Plan.
Parallel Lines, not blurred lines
Once you get out of your own sphere of influence (be it large or small) sometimes you discover that the same things are happening in different forums. Everywhere I look I see the power of collaboration.
Last month I attended a seminar for business and professional women in the Goulburn Valley, where Janine Garner's collaboration message is encapsulated in the title of her book From Me to We.
I watch Hawthorn FC with interest as the coaching panel is dominated by professional coaches who are also school teachers....powerful collaborators who are committed to a shared vision and purpose. I observe the lack of this in the Carlton FC executive, which is why the most experienced AFL coach is now at liberty to be a full time grandad. I support Melbourne - I am nothing if not loyal and steadfast. :-)
I watched SBS Insight on Tuesday evening because it was about Shepparton, and how the community is facing challenges going forward. The most wealthy people in the town claim to be unaware of the rates of teen pregnancy, drug use and poverty. SERIOUSLY! COLLABORATION is desperately needed in this major regional centre where I live and work.
Yesterday at the CEP Conference I listened to Maggie Farrar share with us the power of schools collaborating in clusters in the UK. I also sat next to her to hear about the brilliant work being done at Bright P-12 and Apollo Bay P-12 colleges in collaborating with the Wadeye community. The day before Yong Zhao spoke about the role collaboration plays in developing entrepreneurial skills in our students. The key takeaways from the conference for me were how relationship building plus passion for change and progress in education plays an essential role in improving opportunities and outcomes for students in rural communities.
If I haven't said already, the CEP is the Country Education Partnership and they ran a Twitter feed live for the 2 days of the conference. The Twitter conversation brief included the following questions:
Q1. Rural learning: How can we seize the potential to focus on education on what really matters?
Q2. How can we create powerful, relevant learning opportunities that inspire young people within and beyond the "school gate"?
Q3 How can we inspire our communities to seize and embrace opportunities to cultivate holistic education approaches?
Q4 How can we generate and grow collaborative approaches so we can be at the forefront of connecting and boosting learning, outcomes and pathways?
As you can imagine I answered Q2 and Q4 numerous times - check out #RLSeize, but a crystal clear answer for me is for teachers to do PL in courses like LSDA (assuming there is one that can match it). For me all of these questions can be answered by employing innovative teaching and learning via new pedagogies and digital technologies.
So I put this idea forward to you, my patient blog readers. Schools in rural areas recognise the need to provide powerful learning opportunities that inspire young people. Young people, like the Rural Youth Ambassadors present at the CEP conference told us that is what they and their peers want and need. Not once in the last 2 days did someone stand up and say the data tells us we need to change. The most important evidence of need for change is in the uncertainty of life/work/society/community as we move further into the 21st century.
Maggie Farrar shared a line from David Whyte - "start with the first thing close in, the step you don't want to take.
School leaders and teacher leaders are morally bound to do this.
Last month I attended a seminar for business and professional women in the Goulburn Valley, where Janine Garner's collaboration message is encapsulated in the title of her book From Me to We.
I watch Hawthorn FC with interest as the coaching panel is dominated by professional coaches who are also school teachers....powerful collaborators who are committed to a shared vision and purpose. I observe the lack of this in the Carlton FC executive, which is why the most experienced AFL coach is now at liberty to be a full time grandad. I support Melbourne - I am nothing if not loyal and steadfast. :-)
I watched SBS Insight on Tuesday evening because it was about Shepparton, and how the community is facing challenges going forward. The most wealthy people in the town claim to be unaware of the rates of teen pregnancy, drug use and poverty. SERIOUSLY! COLLABORATION is desperately needed in this major regional centre where I live and work.
Yesterday at the CEP Conference I listened to Maggie Farrar share with us the power of schools collaborating in clusters in the UK. I also sat next to her to hear about the brilliant work being done at Bright P-12 and Apollo Bay P-12 colleges in collaborating with the Wadeye community. The day before Yong Zhao spoke about the role collaboration plays in developing entrepreneurial skills in our students. The key takeaways from the conference for me were how relationship building plus passion for change and progress in education plays an essential role in improving opportunities and outcomes for students in rural communities.
If I haven't said already, the CEP is the Country Education Partnership and they ran a Twitter feed live for the 2 days of the conference. The Twitter conversation brief included the following questions:
Q1. Rural learning: How can we seize the potential to focus on education on what really matters?
Q2. How can we create powerful, relevant learning opportunities that inspire young people within and beyond the "school gate"?
Q3 How can we inspire our communities to seize and embrace opportunities to cultivate holistic education approaches?
Q4 How can we generate and grow collaborative approaches so we can be at the forefront of connecting and boosting learning, outcomes and pathways?
As you can imagine I answered Q2 and Q4 numerous times - check out #RLSeize, but a crystal clear answer for me is for teachers to do PL in courses like LSDA (assuming there is one that can match it). For me all of these questions can be answered by employing innovative teaching and learning via new pedagogies and digital technologies.
So I put this idea forward to you, my patient blog readers. Schools in rural areas recognise the need to provide powerful learning opportunities that inspire young people. Young people, like the Rural Youth Ambassadors present at the CEP conference told us that is what they and their peers want and need. Not once in the last 2 days did someone stand up and say the data tells us we need to change. The most important evidence of need for change is in the uncertainty of life/work/society/community as we move further into the 21st century.
Maggie Farrar shared a line from David Whyte - "start with the first thing close in, the step you don't want to take.
School leaders and teacher leaders are morally bound to do this.
Thursday 28 May 2015
Connected Collaboration and Country Education Project Conference
Today has been inspiring. We heard from eight ( I think) Rural Youth Ambassadors at the CEP Conference in Melbourne today. Follow @countryedproj There are teachers here from across the state, from rural and regional centres.
Did you know that 38% of CEOs in top Australian companies were raised in the country? That means that a rural education prepares almost half of our business leaders.
We have had a MASSIVE reminder of the power student voice has in the achievement and engagement of students in rural and regional areas.
For me new pedagogies coupled with current and future technologies are a MAJOR part of ongoing achievement for students in rural and regional areas. Also, because they are unique communities shaped by their environments, rurality, remoteness and history, they have the capacity to produce unique individuals who will light the way through the fog with their red noses. (Thank you to Yong Zhao for the existential explanation as to why my nose is always red)
Great day - dinner to come with Harold Mitchell speaking - and another day tomorrow.
I hear the day with Eric Sheninger was equally AWESOME. More power to the LSDA futureniks.
:-)
Did you know that 38% of CEOs in top Australian companies were raised in the country? That means that a rural education prepares almost half of our business leaders.
We have had a MASSIVE reminder of the power student voice has in the achievement and engagement of students in rural and regional areas.
For me new pedagogies coupled with current and future technologies are a MAJOR part of ongoing achievement for students in rural and regional areas. Also, because they are unique communities shaped by their environments, rurality, remoteness and history, they have the capacity to produce unique individuals who will light the way through the fog with their red noses. (Thank you to Yong Zhao for the existential explanation as to why my nose is always red)
Great day - dinner to come with Harold Mitchell speaking - and another day tomorrow.
I hear the day with Eric Sheninger was equally AWESOME. More power to the LSDA futureniks.
:-)
Tuesday 26 May 2015
Nimble Agile Innovators Leading Into Tomorrow
After watching the 21st Century Schools video and as I head off to the CEP (Country Education Partnership) Conference tomorrow night, I am wondering how they will define the approach to take in rural settings for the future and nail it.
As a measure of comparison with our LSDA Odyssey I will be interested to know how many times the words agile, nimble, innovation and new pedagogies are used at the conference this Thursday and Friday!
And bah - the news right now says kids can't write because of iPad overuse.
What rubbish. - where's the evidence beyond a 10 second sound grab from ONE early childhood teacher and a parent.
Sunday 24 May 2015
Project Withdrawals
Literacy Co-ordinator
Project Proposal
Mini Action Research Project
– May to December 2015
Logging Reading
Responses
Question: Can
students’ enjoyment, confidence and reading comprehension skills be improved by
using reading logs via www.learn2earn.org
?
Summative Assessment –
How will we know if it is
successful?
Reading Climate Survey Feb and May
Total minutes reading – track each
week
Improved student achievement in
on demand and PM benchmark.
Saturday 23 May 2015
How can you not be excited?
PV 10 Week 13
More and more over the last few weeks I have been feeling as though I have been living under a rock and stuck. Technology allows me to have a network miles beyond my home, my school and my everyday life....it is exciting. The future for teachers is more exciting than it is scary. <3
More and more over the last few weeks I have been feeling as though I have been living under a rock and stuck. Technology allows me to have a network miles beyond my home, my school and my everyday life....it is exciting. The future for teachers is more exciting than it is scary. <3
Tuesday 19 May 2015
PL small school style
As we move towards the end of the course, I am wondering how to keep using my blog after we take flight from the LSDA Launchpad.
So I thought I would reflect on our professional learning; small school style.
Today we explored aspects of traditional vs new pedagogies - sorting different elements into two columns. The discussion was in depth and positive. We identified that there was clearly room for direct teaching (which is a major feature of traditional pedagogy) and we were also able to visualise the changes that have taken place since each of us were at school. Given that we are all over 40, we had similar experiences to start with.
To follow up we watched a video about learning and the brain http://trainugly.com/portfolio/learning/ on www.trainugly.com
Positive discussion from that too - especially about the clarity of the video and its message, and how it could be used with students.
We then linked our work at school in mindsets to the mindfulness work being done in our local early childhood centre....should all fit together nicely.
Clear moral purpose, thorough preparation, time allocated for teacher PL and focus on student learning led to quality discussion....FANTASTIC!!
Have also finished my report for leading instructional practice and the ARP for LSDA. Life is good!
Sunday 17 May 2015
Letter to Queensland...letter from my past.
Exactly - he makes you want to read on because he congratulates you for your hard work and achievement so far. Then he gently tells of the possibilities and wonderful opportunities literally at our fingertips.
The key message from Stephen Heppell for me is to be gentle, not combative.
I also LOVE the line "inoculated against poverty with learning".......if I haven't said it before........my great grandfather was a miner in the Bradford Pit in Manchester. He died at 64 from heart and lung disease. He had ten children. His eldest son (my grandfather) emigrated to Australia and sadly, never looked back, BUT my sister is a doctor, I am a teacher, one of my uncles is a world leader in his field of laying asphalt, another is a media CEO. Courage and risk-taking plus learning inoculated me against a small life of limitations and the much smaller spaces of MCR, which I love.
One of the ways I choose to relate to my school community is to tailor the language to meet their needs (ie level of understanding, aspirations and life experience). Simon's letter to Cardross was motivational and conveyed high expectations...our community needs to be supported and prepared before they are ready to understand.
The key message from Stephen Heppell for me is to be gentle, not combative.
I also LOVE the line "inoculated against poverty with learning".......if I haven't said it before........my great grandfather was a miner in the Bradford Pit in Manchester. He died at 64 from heart and lung disease. He had ten children. His eldest son (my grandfather) emigrated to Australia and sadly, never looked back, BUT my sister is a doctor, I am a teacher, one of my uncles is a world leader in his field of laying asphalt, another is a media CEO. Courage and risk-taking plus learning inoculated me against a small life of limitations and the much smaller spaces of MCR, which I love.
One of the ways I choose to relate to my school community is to tailor the language to meet their needs (ie level of understanding, aspirations and life experience). Simon's letter to Cardross was motivational and conveyed high expectations...our community needs to be supported and prepared before they are ready to understand.
Thursday 14 May 2015
ICT Change plan......from caterpillar to..........
Well, we've done some work on our change plan for school. I am really keen to do as Fullan suggests and have our leadership do the professional learning with the staff. I am also really keen to have achievable goals so we can experience success and build confidence.
I'm also spending some time each day having brief informal chats with colleagues about the work we are doing in LSDA, and how we can make it work in our context, with our small staff and how setting SMART goals will help us.
Also keeping a record of the questions people raise about using technology and how these questions flag perceived obstacles:
ie -
I'm also spending some time each day having brief informal chats with colleagues about the work we are doing in LSDA, and how we can make it work in our context, with our small staff and how setting SMART goals will help us.
- disrupting learning
- interfering with classroom work
- not enough time to learn how to use it
- devices don't work
- where is the evidence that this works?
- when shown examples of more tech based schools - questions about $$$ and resources
- should we continue to "push" technology at primary school when at secondary schools the students "stop using it"
So my next thought is to develop scripted responses to these comments which are measured and allay fears and concerns while simultaneously reinforcing the expectations that a change in practices will occur
Monday 11 May 2015
Your ARP Progress
I reset the publishing date on this post just to push it to the top of your blog feed Angela.
It is great to see the enthusiasm with which you are engaging with your ARP Angela. Below is a summary of your progress with this task. This is just intended as a handy guide for you, me and the course facilitators. Your ARP is located in Google Docs HERE
Your Big Question Iterations:
1st: What do I need to do to establish the value of digital learning in my early years classroom?
2nd: What do I need to do to promote the learning in my classroom using digital tools?
3rd: What understandings and skills do I need that will enable me to role model how digital technologies can be used for gathering evidence?
4th: What do I need to do to promote the learning in my classroom using digital tools?
5th: What skills and understandings do I need to enable me to promote the digital learning that is occurring in my classroom?
As at April 17 my feedback was that the word "promote" is somewhat vague and suggested: What understandings and skills do I need that will enable me to role model the effective use and application of digital technologies within my teaching in the Early Years?
Your final Big Question
* Mentor feedback required before progressing
It is great to see the enthusiasm with which you are engaging with your ARP Angela. Below is a summary of your progress with this task. This is just intended as a handy guide for you, me and the course facilitators. Your ARP is located in Google Docs HERE
Your Big Question Iterations:
1st: What do I need to do to establish the value of digital learning in my early years classroom?
2nd: What do I need to do to promote the learning in my classroom using digital tools?
3rd: What understandings and skills do I need that will enable me to role model how digital technologies can be used for gathering evidence?
4th: What do I need to do to promote the learning in my classroom using digital tools?
5th: What skills and understandings do I need to enable me to promote the digital learning that is occurring in my classroom?
As at April 17 my feedback was that the word "promote" is somewhat vague and suggested: What understandings and skills do I need that will enable me to role model the effective use and application of digital technologies within my teaching in the Early Years?
Your final Big Question
What understandings and skills do I need that will enable me to role model the effective use and application of digital technologies within my teaching in the Early Years?
. | STAGE | Stage Due Date | Current Progress | Comments |
| 1* | 27 March | Complete (19/4) | |
| 2 | 27 March | Complete (19/4) | Make sure your timeline completes Stage 3 by May 1. |
| 3* | 1 May | Complete (17/4) | Be sure that the data you are collecting addresses the Big question. Identify the skills and knowledge effective school leaders exhibit. You need to look outside your practice and at what others are doing. This was one reason why I thought Kory might help. What does she do? |
| 4 | 8 May | Complete (9/5) | Don't forget to include what you learned from the small PLN we formed with Kory. |
| 5* | 15 May | Complete (16/5) | ARP due to be submitted to course facilitators |
* Mentor feedback required before progressing
Sunday 10 May 2015
Lifelong Learning
Why do we have to be
lifelong learners?
When we get a new phone, car, TV, game, toy, any appliance
Driving a car
Riding a motorbike
Driving a forklift
Becoming a tradesperson
Moving house
Going on holidays
Buying a house – borrowing money
Starting a new job
Taking up a new hobby – craft, sport, etc etc
Tracing family history
Understanding the news
Meeting new people and making friends.
When we get sick
When someone dies
Moving out of home
Travelling
Visiting a new place
Doing something new – anything!
Going to hospital
Going on a train, plane or hot air balloon
Going on a ride at the show.
When we are in conflict with someone and we want to sort it
out.
It could be argued that our attitude towards new and different
things is based on our attitude towards learning.
Saturday 9 May 2015
Stratosphere
Whole system reform
Technology growing in leaps and bounds
unused in a focused way in schools
Beyond what we're able to do now without technology
Pedagogy
Technology
Change knowledge
How to make them work together naturally under the umbrella of whole systems reform
In the beginning, disruptive innovations are not always improvements
We are seeing the natural affinity between technology and pedagogy - you can only go so far in pedagogy without technology - reach more kids, reach more information, do team stuff around the world
Beginning of a really radical improvement cycle
Criteria for integrating technology into pedagogy
Technology growing in leaps and bounds
unused in a focused way in schools
Beyond what we're able to do now without technology
Technology
Change knowledge
We are seeing the natural affinity between technology and pedagogy - you can only go so far in pedagogy without technology - reach more kids, reach more information, do team stuff around the world
- irresistibly engaging
- easy to use
- draw on technology 24/7
- steeped in real life problem solving - PBL - captures 21st C skills
Students major beneficiaries
makes school more interesting and exciting for students
Flipped roles of students and teachers
Teachers as active designers of learning, as change agents
Researchers are working globally and have found that the evidence for change is there and cannot be denied.
Attractive and clear
To be excited and energised CRYSTAL CLEAR.
Dissatisfaction with the status quo + phenomenal excitement of new technologies.
Great need and a great solution + whole system reform = powerful transformation.
Ask yourself, how is technology in your school being used for student learning?
Tuesday 5 May 2015
MetacogNation
So on our drive home at the speed of light, we came up with this. Be warned it may not related to LSDA but we thought if we pretended that the points in the ATSS/POS/SOS (school climate surveys) were worth $1000000 each, we could pretend our improvements were like profits...and how would we feel if we were losing profits??? Anyhow, we killed half an hour and 60km with names for our school currency....Brain Bucks, Brain Bonuses, EdCoins, ooh just adding Cogbits...
Just really want you to know that we enjoyed the two days and the pressure and support you provided to keep us thinking, questioning and on track.
Just really want you to know that we enjoyed the two days and the pressure and support you provided to keep us thinking, questioning and on track.
Sunday 3 May 2015
Silverton PS and Auburn HS
Great day visiting two schools - very different schools, but both have leaders who clearly communicate their moral purpose.
https://twitter.com/AngeHoller/status/595028745053818880/photo/1
https://twitter.com/AngeHoller/status/595028745053818880/photo/1
Saturday 2 May 2015
Leading into the ICT Change Plan
So, my thoughts leading into developing the ICT Change Plan centre on:
Identifying the areas for improvement within our 2015 AIP and Strategic Plan. This year is our Peer Review year, so I would like to use the ICT Change Plan to contribute to the goals for the review.
An example of a top 3 areas for improvement in my school are:
Q1 How can we improve our literacy and numeracy results?
A1 Use explicit teaching approaches in areas identified from assessment such as on demand testing
Explicitly teach students about developing a growth mindset (we are using Class Dojo,
A2 Learning experiences where students work at their own pace can have a significant impact on student achievement. Explore the use of learning management systems
Q2 How can we improve the perceptions in the community about teaching and learning in our school?
A1 Audit the range of ways in which we currently communicate,
A2 survey parents about additional ways we could use social media to share their children’s achievements - website, FB page, Twitter, YouTube, SchoolTube, Instagram, Class Dojo, Remind101
A3 Evaluate after at least 12 weeks
A4 Blog as a class - check out successful bloggers like Kathleen Morris, Kathy Cassidy
Q3 How can we improve trust and collaboration between teachers? How can we collaborate? How can I best demonstrate the power of connecting with others?
A3 share the blogging and twitterings from the LSDA courseHungry for Ken Robinson
I really wish the politicians and media hacks who seem to be driving the public debate about OUR world in education would watch AND listen to Ken Robinson. Never mind the Keynesian focus on the market and the economy or Smith's invisible hand or Bentham and Mill's utilitarianism, where it seems to me that everything we do in education must be of use....for generating more money.................
We take for granted that these beliefs from 100, 200 and 300 years ago will continue to be the prevailing attitude...
I cast my mind back to my schooling and can only imagine what my life would have been like if the linear model of learning had not been in place. Unfortunately my school parents are my age and below but they want the same model from 1976 for their children.
So our job is to motivate and teach the kids, the parents, the media and the politicians..........we definitely need higher salaries!!!!
We take for granted that these beliefs from 100, 200 and 300 years ago will continue to be the prevailing attitude...
I cast my mind back to my schooling and can only imagine what my life would have been like if the linear model of learning had not been in place. Unfortunately my school parents are my age and below but they want the same model from 1976 for their children.
So our job is to motivate and teach the kids, the parents, the media and the politicians..........we definitely need higher salaries!!!!
Thursday 30 April 2015
Readings and viewings sinking in
I used to think that I was leading people by helping them to learn how to use new tech tools, giving them information about where to find great teaching resources or by providing a schedule or action plan. I thought that if I said I would help them, things would work, but I now see that people need to understand and believe in a change or new approach before they are open to learning how to do it.
I was also relying on my personal qualities (being honest and empathetic, compassionate, hardworking, positive, authentic, enthusiastic) to build strong relationships and therefore credibility to carry through my plans for change. I am starting to see that these things are important, but I need to combine my personal influence and skills with my knowledge and understanding that people need to see what is in it for student learning....
People won't make changes for me because they like me, or because they trust me, but because I can show them how their students will achieve more if they follow me.
Of course, if they don't want to improve student learning that is something for another conversation.........
I was also relying on my personal qualities (being honest and empathetic, compassionate, hardworking, positive, authentic, enthusiastic) to build strong relationships and therefore credibility to carry through my plans for change. I am starting to see that these things are important, but I need to combine my personal influence and skills with my knowledge and understanding that people need to see what is in it for student learning....
People won't make changes for me because they like me, or because they trust me, but because I can show them how their students will achieve more if they follow me.
Of course, if they don't want to improve student learning that is something for another conversation.........
Monday 27 April 2015
Week 8 Reading finished
Fullan's article 8 Forces for Leaders of Change has me feeling better about the pace of change in my school. A clear vision coupled with pressure and support will be more effective than charismatically strutting in with a big vision alone. Persistence is essential and it is important to create coherence as you go along...recognising that change is a process, not just a new policy or protocol that everyone follows because the leader thinks it is a good idea (even when there is evidence to fully support the leader's belief) Bang! A new epiphany! Even if you KNOW a change is the best way forward, you still have to lead people through it............
Sunday 26 April 2015
Excitement
After reading the NMC Horizon report, I am glad I chose to change my career direction 14 years ago and become a teacher..........so much change is happening and still coming that has the capacity to make our students' learning experiences rich and stimulating. How cool is that!!
Can you be in love with the future???????
Can you be in love with the future???????
My last post from a different pov
To do list:
What can I do to support Grade 2 students in using the IWB
Teach two students how to set up the laptop
Provide them with a range of online and software activities linked to the learning intention of the lesson.
Develop norms of behaviour with the group around using the IWB for exploring a text.
Invite students and teachers from the upper primary class to see how the IWB is being used.
How do I get students excited about sharing their learning
Create a video using student reflections then teach two more students how to use iMovie or Movie Maker to create their own.
How can my students develop reading and viewing skills using the IWB?
How can an IWB help students to evaluate and judge information in the news - an example of authentic learning.
How can students collaborate outside the school using the IWB/MS Lync?
What can I do to support Grade 2 students in using the IWB
Teach two students how to set up the laptop
Provide them with a range of online and software activities linked to the learning intention of the lesson.
Develop norms of behaviour with the group around using the IWB for exploring a text.
Invite students and teachers from the upper primary class to see how the IWB is being used.
How do I get students excited about sharing their learning
Create a video using student reflections then teach two more students how to use iMovie or Movie Maker to create their own.
How can my students develop reading and viewing skills using the IWB?
How can an IWB help students to evaluate and judge information in the news - an example of authentic learning.
How can students collaborate outside the school using the IWB/MS Lync?
Lone nuts
It could be that others perceive my motivation as for myself rather than for improving student learning, because I do not clearly state this. Perhaps I assume that it is implicit in my words and actions. Work is more satisfying for me if my students are achieving their best and reaching their potential....perhaps I need to leave out my desire for professional satisfaction when I talk about the things we are doing or want to do and just focus on student learning.... Some people don't believe in altruism, which quite honestly hurts my feelings.
However, my other belief about good leadership is that people should know who you are and what you stand for.....
or maybe I just talk too fast....
However, my other belief about good leadership is that people should know who you are and what you stand for.....
or maybe I just talk too fast....
Saturday 25 April 2015
Facilitating use of digital content and devices at my school
To do list for role modelling how to use IWB in class
Connect a laptop permanently to IWB in rear of my classroom
Install Teamboard and calibrate
Allocate groups of students within literacy and maths sessions to use the IWB independently
? consider connecting at school the unused Wii that is sitting in cupboard here.
Teach students how to use Freshgrade or Seesaw
Work out how to get photos and videos off the iPads in an efficient way - Dropbox or camera connector?
Connect a laptop permanently to IWB in rear of my classroom
Install Teamboard and calibrate
Allocate groups of students within literacy and maths sessions to use the IWB independently
? consider connecting at school the unused Wii that is sitting in cupboard here.
Teach students how to use Freshgrade or Seesaw
Work out how to get photos and videos off the iPads in an efficient way - Dropbox or camera connector?
School climate and respect
This may seem random but there is a point.....
What questions can we ask teachers to help them to understand why consistent language and rules are important?
How do feel when the principal changes the "rules" and doesn't tell you what is going on?
How do you feel when you don't know about things that are going on at school?
What do teachers do that is disrespectful to other teachers? And can we agree on it?
ie Make unilateral decisions about playground behaviour and safety
turn up late for agreed meetings/duties/PD, fail to take action on decisions made in meetings.
fail to keep up with communications - how do you communicate with people who won't read emails or noticeboards and then can't remember or agree on the content of verbal exchanges.
How do you create change with people who won't play the game?
How do we make people feel comfortable airing their grievances?
Then how do we lead staff into the unknown of 21st Century skills?
AND what impact does this sort of discord have on student learning?
Children get inconsistent messages about what is the correct behaviour in class and in the playground. They learn that there is one rule for one teacher, and they learn that the teacher making their own rules thinks that they know better than the principal....it serves to undermine the leader and perpetuates the problem.
Am thinking that this week's PD with me about fixed vs growth mindsets might be very timely!
What questions can we ask teachers to help them to understand why consistent language and rules are important?
How do feel when the principal changes the "rules" and doesn't tell you what is going on?
How do you feel when you don't know about things that are going on at school?
What do teachers do that is disrespectful to other teachers? And can we agree on it?
ie Make unilateral decisions about playground behaviour and safety
turn up late for agreed meetings/duties/PD, fail to take action on decisions made in meetings.
fail to keep up with communications - how do you communicate with people who won't read emails or noticeboards and then can't remember or agree on the content of verbal exchanges.
How do you create change with people who won't play the game?
How do we make people feel comfortable airing their grievances?
Then how do we lead staff into the unknown of 21st Century skills?
AND what impact does this sort of discord have on student learning?
Children get inconsistent messages about what is the correct behaviour in class and in the playground. They learn that there is one rule for one teacher, and they learn that the teacher making their own rules thinks that they know better than the principal....it serves to undermine the leader and perpetuates the problem.
Am thinking that this week's PD with me about fixed vs growth mindsets might be very timely!
Tuesday 21 April 2015
Saturday 18 April 2015
From my ARP plan
’m doing more with digital tools and content than I thought I was.
To lead others (colleagues and parents ), to show how they are being used effectively I could make these changes
- document in work program and show other teachers how to do the same
- Teach the upper classroom teacher how to use the Managed INdividual Data plan for recording On Demand data
- Teach students how to use iPads for recording what they have learned using this format
- Choose one piece of work
- Explain WHY we were doing the task
- Explain WHAT you did
- Explain HOW you did it
- include a digital tool/item of the week in the newsletter explaining how digital tools and content help kids to learn.
I think I have to tell people more clearly what I am doing in class and why I am doing it. The change in leadership practice is that I need to persist and/or change my language to keep the message strong and accessible. AND I’ve realised that I can get through to other teachers by focussing my language on the benefits for student learning - I believe that it is implicit in everything I do, but others seem to need me to SAY it.
Does this make sense Alan?
Thursday 16 April 2015
Thought Bubbles of the Random Kind
Thought I would do a mental stocktake of things going on. I have now learned how to use Blogger, which is pretty good. I've had a Twitter account for 6 years, and was occasionally using it , but am finding that it is now much more useful, because there are more people using it for professional purposes. I have used Google Docs before, and don't mind it. It will be easier to use when I get the TSS to upgrade my L420 to Windows 8. Am seriously considering getting a Mac in next year's notebook rollover. I've learned how to use Vimeo, and am also keen to use iPads for video and movie making, as the Edustar video tools are not as quick to use.
As I write I am cognisant of the need for all of us to try out different things and be flexible and decisive in how we continue to use them (or not). Digital technology tools allow us to do this.....ie we don't have to be married to an idea to try it out.
I have found the Bastow 307 site useful too, although it would be really good if the information in the LSDA guide online matched what was in the printed version. This is the hazard of providing participants both - one digital version would allow us to check it. For example, I was looking up the Personal e-journal and learning plan guide and template, just to tune my brain back in and it mentions using the Scootle community......not blogger. I feel like I'm being a bit picky, but just when you think you are on the right track you read something different. I also empathise about the time pressures we all face in all of our roles.
For my ARP I am investigating Freshgrade to create online portfolios of the work of my Grade 2 students. I am pretty sure my timeline is completely out of whack - it will be updated!
As I write I am cognisant of the need for all of us to try out different things and be flexible and decisive in how we continue to use them (or not). Digital technology tools allow us to do this.....ie we don't have to be married to an idea to try it out.
I have found the Bastow 307 site useful too, although it would be really good if the information in the LSDA guide online matched what was in the printed version. This is the hazard of providing participants both - one digital version would allow us to check it. For example, I was looking up the Personal e-journal and learning plan guide and template, just to tune my brain back in and it mentions using the Scootle community......not blogger. I feel like I'm being a bit picky, but just when you think you are on the right track you read something different. I also empathise about the time pressures we all face in all of our roles.
For my ARP I am investigating Freshgrade to create online portfolios of the work of my Grade 2 students. I am pretty sure my timeline is completely out of whack - it will be updated!
Evidence of learnng
Have found that:
iPads are better than laptops for young students to use to record oral reflections.
Kids who know the alphabet can use a Magnetic Letter app to build words they know, and even for publishing their writing.
We have been photographing learning products (bookwork, craft items, work displays and constructions from lego etc).
Also taught grade 1s today how to print screen and paste online products (ie pictures created on sites like abcya) which were then pasted into a PPT file which the kids can build up over the term to show parents..... probably should try explain everything or something else on the ipAD or prezi....will see if my new twitterati can help with that...have joined the one alan set up.
I;ve seen one teacher use Showbie -
and today, completely off the topic got a site called Go Noodle - it has brain break videos for kids to watch...........................rockin!
iPads are better than laptops for young students to use to record oral reflections.
Kids who know the alphabet can use a Magnetic Letter app to build words they know, and even for publishing their writing.
We have been photographing learning products (bookwork, craft items, work displays and constructions from lego etc).
Also taught grade 1s today how to print screen and paste online products (ie pictures created on sites like abcya) which were then pasted into a PPT file which the kids can build up over the term to show parents..... probably should try explain everything or something else on the ipAD or prezi....will see if my new twitterati can help with that...have joined the one alan set up.
I;ve seen one teacher use Showbie -
and today, completely off the topic got a site called Go Noodle - it has brain break videos for kids to watch...........................rockin!
Monday 13 April 2015
Collecting data - this is what I have done so far
26th March
Sun 12 April
26th March
- Set up school twitter account to share SNFL Footy Clinic
Sun 12 April
- Have spent quite a bit of time connecting via twitter with a number of people and organisations
- Made lists in Twitter to direct my tweet traffic
- Registered for Seesaw and Freshgrade and will trial a portfolio with my 8 Grade 2 kids - probably one writing and one maths task.
- - will try tweeting some stuff from PE lessons to see if we get any response
Friday 10 April 2015
???????
Question to myself: why am I doing this course?
I know that I can effectively use digital learning tools and activities with students who can read and are above age 7. My ARP is about using digital learning effectively with early primary students, to show that it can be done. However, I don't believe that even good work in this area will catapult resistant colleagues out of their refusal to change. Effective leaders must be positive and open to change.... so my focus is now turned to raising the level of understanding within the rest of the school community. This in turn will make others appear even more out of touch perhaps. Now back to my list of things I haven't done for work yet.
I know that I can effectively use digital learning tools and activities with students who can read and are above age 7. My ARP is about using digital learning effectively with early primary students, to show that it can be done. However, I don't believe that even good work in this area will catapult resistant colleagues out of their refusal to change. Effective leaders must be positive and open to change.... so my focus is now turned to raising the level of understanding within the rest of the school community. This in turn will make others appear even more out of touch perhaps. Now back to my list of things I haven't done for work yet.
Saturday 21 March 2015
Making the video
I learned that my prin and I have similar ideas about the ideal future school. I also found myself not wanting to use any images of current schools, as I think they will look vastly different, and adapt to the learning to be done in them.
I also learned that the laptop is not the most fantastic tool for creating video. - inadequate graphics card.
Storyboarding was a challenge, because we had so many ideas about the future school, but wanted to also give the feel that it's ok to give it a go, see where new thinking takes you, imagine a place you would really like to be (ie in a plane, going to a tropical island, diving in) and that is the ideal school. Not sure if we are subconsciously wanting to go on holiday, but we wanted to show that you can be serious about education and less serious about how you get there.
The mistakes we made - well it will depend on the reception the video gets. We have made a slightly tongue in cheek video, because teaching can be heaps of fun - even more so if we are trying something new and then finding out the answers at the exact same moment as the children. It's like reading Roald Dahl for the first time with your kids! They see REAL EXCITEMENT AND REAL, UNPREPARED REACTIONS.
I also learned that the laptop is not the most fantastic tool for creating video. - inadequate graphics card.
Storyboarding was a challenge, because we had so many ideas about the future school, but wanted to also give the feel that it's ok to give it a go, see where new thinking takes you, imagine a place you would really like to be (ie in a plane, going to a tropical island, diving in) and that is the ideal school. Not sure if we are subconsciously wanting to go on holiday, but we wanted to show that you can be serious about education and less serious about how you get there.
The mistakes we made - well it will depend on the reception the video gets. We have made a slightly tongue in cheek video, because teaching can be heaps of fun - even more so if we are trying something new and then finding out the answers at the exact same moment as the children. It's like reading Roald Dahl for the first time with your kids! They see REAL EXCITEMENT AND REAL, UNPREPARED REACTIONS.
I like Greg Couros' article. Am on Twitter and subscribe to a number of email newsletters - Edutopia, MiddleWeb, Modern Learners, We Are Teachers, ThinkUKnow, Understood.org, AALF, P21, Flipcon and probably more.
I don't use feeds much, but that's because I haven't learned how to use them properly - something for my list of jobs.
Blogging online is not generally something I do - I keep a journal and I have regular conversations with like minded people.
I don't use feeds much, but that's because I haven't learned how to use them properly - something for my list of jobs.
Blogging online is not generally something I do - I keep a journal and I have regular conversations with like minded people.
Watched Greg Whitby
DNA of teachers - I came to teaching from a background in health administration and office work, following the 1990s recession that we "had to have". I learned that it was necessary to change so I was able to gain employment. I am not sure if this means that I have a hybrid DNA, as I have long felt that I teach differently to other teachers. Children have the right to learn how to do things themselves, and sometimes part of teaching is letting them do that, rather than getting caught up in what they must do within the curriculum or what they must do to show that the teacher has done their job.
I would say that the most confronting thing for leaders is that all the professional reading doesn't give them a road map, scaffold or framework to follow. I sat at a PD for application writing last week and was curious to hear people ask for copies of a good CV and key selection criteria, because they wanted something to follow. Even down to the application for leadership positions, leaders must trust themselves and be visionaries, taking steps forward without a framework to follow.
Thursday 19 March 2015
So how's this for new learning - my washing machine wouldn't fill, so I looked up the model in Google and found a Youtube video demonstrating how to test the cold water valve, then how to replace it. I ordered the valve from BigWarehouse Spares and it came during the week - $36! It's now Friday night and I put the new valve in! Bingo! But deeper learning was to occur..........the new valve had no washer/seal thingy! So water abundant in laundry....then I accessed my prior knowledge about electricity and water, and blew dry the mechanism before putting the old washer/seal thingy on the new valve. Bingo again! Washing machine threshing around, and me thanking the digital repository of knowledge.
Making the use of technology real - you bet
Doing normal everyday things - yes
Saving myself money - absolutely
Upscaling to become my own washing machine mechanic - we'll see if the handiwork lasts, not prepared to make a career switch until 4 loads are done.
Making the use of technology real - you bet
Doing normal everyday things - yes
Saving myself money - absolutely
Upscaling to become my own washing machine mechanic - we'll see if the handiwork lasts, not prepared to make a career switch until 4 loads are done.
Wednesday 18 March 2015
Tuesday 17 March 2015
week 2 reflection
- Application of new knowledge in real
contexts
- Key future skills
- 6 Cs
- Demonstrate your learning
- collaborate
- Effective teaching still requires clear learning goals
- Leaders must be skilled at dynamic change processes
- Changes to fundamental teaching models are essential
- Pedagogy of the application of technology in the teaching and learning process
- FIG 7 on page 31 is a good example of something to show teachers - those who are cautious about taking risks need to be given some concrete real examples of classroom work that they can relate to before they can start to create and innovate.
First, teachers no longer have to deliver broad swathes of content knowledge personally.p33 A Rich Seam - this is played out by the success students experience using LMS like Mathletics, Literacy Planet and Studyladder, and paced apps on iPads. Students can work at their own pace, catch up or extend themselves and identify their own learning needs. BIG TICK - this one is coming out at this week's parent teacher interviews!!!!
- e-portfolios to track student work
- don't just measure content knowledge
- don't just focus on mastery, focus on the learning that occurs in the process
- make work public to receive feedback
Leaders of change ....directional vision, letting go and reining in ..........
Student driven model to drive change............
Role of leaders is changing as well as that of teachers, and I am pleased to have an explanation as to why I seem to be enjoying aspects of teaching less than when I started (the world is changing!!)
Teachers work together to redesign lessons to create deep learning
Co-learning
Leaders who want to make a difference now have the opportunity to have a huge impact. p 62
- Key future skills
- 6 Cs
- Demonstrate your learning
- collaborate
- Effective teaching still requires clear learning goals
- Leaders must be skilled at dynamic change processes
- Changes to fundamental teaching models are essential
- Pedagogy of the application of technology in the teaching and learning process
- FIG 7 on page 31 is a good example of something to show teachers - those who are cautious about taking risks need to be given some concrete real examples of classroom work that they can relate to before they can start to create and innovate.
First, teachers no longer have to deliver broad swathes of content knowledge personally.p33 A Rich Seam - this is played out by the success students experience using LMS like Mathletics, Literacy Planet and Studyladder, and paced apps on iPads. Students can work at their own pace, catch up or extend themselves and identify their own learning needs. BIG TICK - this one is coming out at this week's parent teacher interviews!!!!
- e-portfolios to track student work
- don't just measure content knowledge
- don't just focus on mastery, focus on the learning that occurs in the process
- make work public to receive feedback
Leaders of change ....directional vision, letting go and reining in ..........
Student driven model to drive change............
Role of leaders is changing as well as that of teachers, and I am pleased to have an explanation as to why I seem to be enjoying aspects of teaching less than when I started (the world is changing!!)
Teachers work together to redesign lessons to create deep learning
Co-learning
Leaders who want to make a difference now have the opportunity to have a huge impact. p 62
Sunday 8 March 2015
Week 1 reading reflection
I'm writing this as I read the article - slightly behind.
Not all teachers that I work with are "ready" - some do not have smart phones and some will NOT use quasi social networking sites like Edmodo for teaching.
Teachers also become bogged down with beliefs like: "What if the internet crashes?" I can never remember/find my passwords, I have lost my passwords, the computers keep crashing, my computer has gone nuts, .I can't get the internet to work, I can't find that email you sent me, I never got that email you sent me, my IWB won't work so I stick posters on it with blu tack.......all obstacles put up because they don't believe it is their job to know how to troubleshoot. It leads me to wonder if teachers of the past used to stand there with a blunt pencil and say.....this sharpening is taking time away from learning.
However! I am thinking that I can use this report to showcase that more and more teachers are valuing the use of digital tools in learning and teaching
The change in parent interaction with schools via technology is rapid.
Some parents are yet to grasp the value of technology within learning, despite a 10 year campaign in our community to change mindsets. It is clear to me that as teachers and leaders we need to communicate more effectively with students and parents about the value of technology and gaming in learning.
Another point that came up was the low effect size (0.37 within John Hattie's work) of computer aided instruction - my only thought is that teachers need to change how they teach to improve the impact of technology within learning. To achieve this teachers also need support and professional development in the identification of high quality digital content and instructional approaches.
Urban parent's support for mobile learning is greater than rural, but teacher concerns about use are the same.
The need for teacher accountability on the use of technology within instruction naturally increases - p15
Effectiveness of the technology being used is too dependent on individual teacher skills. p 16
All tiers of the education community must value innovation
I think I want to be a Librarian Media Specialist...........
Not all teachers that I work with are "ready" - some do not have smart phones and some will NOT use quasi social networking sites like Edmodo for teaching.
Teachers also become bogged down with beliefs like: "What if the internet crashes?" I can never remember/find my passwords, I have lost my passwords, the computers keep crashing, my computer has gone nuts, .I can't get the internet to work, I can't find that email you sent me, I never got that email you sent me, my IWB won't work so I stick posters on it with blu tack.......all obstacles put up because they don't believe it is their job to know how to troubleshoot. It leads me to wonder if teachers of the past used to stand there with a blunt pencil and say.....this sharpening is taking time away from learning.
However! I am thinking that I can use this report to showcase that more and more teachers are valuing the use of digital tools in learning and teaching
The change in parent interaction with schools via technology is rapid.
Some parents are yet to grasp the value of technology within learning, despite a 10 year campaign in our community to change mindsets. It is clear to me that as teachers and leaders we need to communicate more effectively with students and parents about the value of technology and gaming in learning.
Another point that came up was the low effect size (0.37 within John Hattie's work) of computer aided instruction - my only thought is that teachers need to change how they teach to improve the impact of technology within learning. To achieve this teachers also need support and professional development in the identification of high quality digital content and instructional approaches.
Urban parent's support for mobile learning is greater than rural, but teacher concerns about use are the same.
The need for teacher accountability on the use of technology within instruction naturally increases - p15
Effectiveness of the technology being used is too dependent on individual teacher skills. p 16
All tiers of the education community must value innovation
I think I want to be a Librarian Media Specialist...........
Am on Twitter @AngeHoller
You'll also find me on Linked In as I try to expand my professional network
I've got a few other things on the go:
http://missholleransgrade.global2.vic.edu.au/2014/01/26/miss-h-in-2014/
http://learningprofession.global2.vic.edu.au/
Older ones include
http://clickonwellbeing.ning.com/video/using-circles-angela-holleran
And there will be old stuff on Wikispaces since 2008 when we started using them at Stanhope PS.
Yet to do the reading for Week 1 - thank goodness for public holidays!
You'll also find me on Linked In as I try to expand my professional network
I've got a few other things on the go:
http://missholleransgrade.global2.vic.edu.au/2014/01/26/miss-h-in-2014/
http://learningprofession.global2.vic.edu.au/
Older ones include
http://clickonwellbeing.ning.com/video/using-circles-angela-holleran
And there will be old stuff on Wikispaces since 2008 when we started using them at Stanhope PS.
Yet to do the reading for Week 1 - thank goodness for public holidays!
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