Personal Thoughts about Learning

2011-04-21T08:40:00.001+10:00

The Five "Corners" of Educational Leadership

Functional use of technology/Web2.0

2010-11-14T09:41:00.005+11:00

I have not posted on either blog for a while & again recently, I was asked about why..? What was happening with my use of Web 2.0 & 'technology' per say?

I do agree that we all have a responsibility to promote and use the technology we believe is important for our students to use...& we have an important role in raising awareness & sharing the learnings that we develop/ stumble upon/ explore with others- this is some of the best PD we can provide! But sometimes our focus needs to be on the specific needs of the people we are working with...& what is relevant to them and their circumstances and requirements. Sometimes we need to focus on 'functional' use of technology- what we need that will enhance what is important in our school now.

Over the last year or so, my focus has been on the collaborative tools that have become integral to the communication structures of our staff & how they are effectively using technology to support what they are doing in class and with their colleagues. Web 2.0 tools are being used as fundamental building blocks to the collaborative team structures we are adopting in the school.

I am really pleased- but I must admit, the next step is to move out of the 'insular' school based structures we have at the moment. But...sometimes we need to take incremental steps in our learning journey. In this sense I believe we have been very successful in our implementation plan...

So far one of the main focuses is a staff wiki that provides all day to day & organisational information staff need to know in order to complete many aspects of their roles. A Google calendar is linked within this wiki so that everyone knows dates for the year & what is coming up...including staff birthdays!!! On the wiki is a weekly briefing, all the minutes from meetings, staff hand book, info for relevant events/activities coming up (e.g report writing tips, links to relevant info about current events -i.e Rembrance Day resources etc), links to other wikis used by staff (including wikis they have made in their stages)etc

What I am most pleased about is that it has taken about two years (!!!!) BUT everyone know now to 'go to the wiki', nearly everyone contributes (especially good because now the responsibility for communicating information does not fall on one or two people..-if something is organised by /about you- then you need to put it on the wiki) and it is the main way information is shared by and with staff. ...all staff. Everyone is informed & everyone has taken on the responsibility to check the wiki- we rarely use paper or email to inform the whole staff about things.

The staff wiki was seen as something so useful, that this year each stage made a wiki for themselves where they share information just for their team- info about groups, timetables, lesson resources, programming notes, report writing comments etc. The sense that everyone in the team is working collaboratively with Learning Support Teachers, our Principal & myself is reinforced as we all can add to these wikis. I'm really pleased.

We have kept the wikis on a private setting as obviously they contain information particular to our school....but for Staff PD and communication; for promoting the use of technology as a tool for collaboration; for increasing that sense of transparency in our school- I feel all the time and effort have been more than worth while.

So although maybe not as 'visible' as the blogs, the success of this Web2.0 application far exceeds what the blogs were doing for the staff of my school. We need to focus on what is relevant, what is functional and what is needed at each point in time for our staff....and grow from there!

Next steps..? I'm looking into using Google Docs & Evernote as the tools for our programming.... any suggestions gratefully welcomed!!

...and thinking of ways to network our learning journeys with other schools in the Diocese & beyond.....any collabrators gratefully welcomed!
We'll get there....(I know it).....although at our pace...!
We've got a great team & are on a great learning path!

The future of books- really exciting!

2010-09-26T09:48:00.000+10:00

The Future of the Book. from IDEO on Vimeo.

Want to be a great teacher? Don’t go to PD.

2010-08-07T15:12:00.006+10:00

This is an excellent post by Peter Kent & the video is so insightful! I have sent it off with a link to the post to all our Leadership Team.

The analogy is very accurate- we need to continue to shift the viewpoints about PD and staff responsibility to their own learning journeys and professional development.
I know how much I rely now my network for PD....we've just got to keep giving the message!

Priceless

2010-07-10T20:32:00.004+10:00

If I was to explain what I feel was important in education today...then I think this movie sums it up! I follow Silvia Tolisano through Twitter & have been interested in the 'Round the World in 80 Schools' Project since it began. Silvia encapsulates why it is important to look beyond the technology & focus on what it can bring to our students.....literally the rest of the world! These connections are what makes it all important...all real to our students, giving purpose to the learning. It is a great movie....but more importantly an essential message for educators.

Reading in a Whole New way!

2010-07-06T09:25:00.003+10:00

This is an insightful article and one that challenges the thinking, I feel, of many educators in regards to reading. There has been a sense of angst that students don't read as much any more...that because they are not seen to be sitting reflectively somewhere quietly, reading a novel or other book...that they are not reading....

The article by By Kevin Kelly in Smithsonian magazine, August 2010, dispels that idea and reveals that

"The amount of time people spend reading has almost tripled since 1980."

It is a timely article. There is a grounding of the place of text in our history in the early parts of the article which later delves into the place and skill sets required to 'read' in today's world and into the future. Throughout, the role of reading to help make meaning of our lives, is emphasised. I would recommend reading this article to any educator...

2010-04-15T08:41:00.001+10:00

Reading and Writing the World: School Libraries as Sponsors of Transliteracy

View more presentations from Buffy Hamilton.

Bounty Boulevard State School

2010-04-08T23:20:00.005+10:00

I searched for ages to find the links to this school...I had stumbled upon the website late last year...while searching for sites with agile learning/ innovative learning spaces. I remembered being impressed with the name of their Library- the 'Learning Innovation Centre' and I liked the idea that it was a community area amongst other things for the school. I had passed on a few links to my boss about this school....

.....After searching through all my sent emails, I finally found this school again!
What a great find!

From the Principal's welcome speech which states:
"Learning is our essential business! We evidence this by acting to enable our young people to become life long learners who are accountable, and capable to achieve high standards at all junctures. We act to provide students every opportunity to develop the skills, knowledge and understanding that they require to be effective 21st Century learners. We value learners who are ethical, contributing and active citizens within a global community."

To the 'Bounty Broadcast' where the students regularly report on events in the school
To the initial blog post on the home page of the school, that gives current news about school events & shows the Twitter feeds about the same.....

I was intrigued by EPearl- their Electronic Portfolios that encouraged feedback from peers, family & teachers and liked aspects of their assessment & reporting philosophy.

I loved the pictures of the learning spaces & the philosophies behind learning that are stated on the site. It states:

"Our Vision for Learning at Bounty Boulevard State School is built around innovation and best-practice in five key areas:

Learning Spaces - where and when students learn;
Curriculum - what students learn and how learning is assessed and reported;
Pedagogy - the professional practice of teachers;
Relationships - the ways in which members of the school community work together;
Values - the ideals underpinning our working and learning.

These key areas are delivered through “Learning, Love and Laughter”, our school motto, signifying an effort to bring us together to do our best for our young people and link learning, values, care and a desire to lead happy fulfilling lives.

At the centre of our vision are the Students, signifying our efforts to create a personalised, supportive learning environment which values individual needs, interests and learning styles, cultural diversity, prior knowledge and understanding and supports students to identify and achieve high standards of success.

School Objectives

Across these five areas exist particular school objectives, including:

a unique teaching pedagogy based on individual pathways for each learner, where the teacher is the learning guide, supporting students to demonstrate accountability for their learning through discussions of their learning goals and achievements to a timeline;
new ways of working and learning across all subject areas, with unique offerings in Science, Technology, Engineering and Mathematics (STEM);
rigorous, on-going student assessment based on demonstrated consistent learning achievements in a variety of settings and over time;
high standards in literacy and numeracy;
flexible learning spaces, allowing students to negotiate when, where and how they learn depending on their needs, interests, learning styles and goals,
students who value lifelong learning and are engaged in a global community; and,
strong links between home, school and the greater community."

At the risk of copying the whole site here, there was so much I liked about the school as stated on their site. The site/school has grown since last year when I first found the site...it is one to keep an eye on ....& to learn from!

Assessment for learning???

2010-04-07T12:03:00.012+10:00

"Good, strong, progressive leadership requires that we keep our eye ahead, with our mind filled with the lessons of the past. To pause, revel or rest on our successes will send a clear message to our communities that there is an end to this educational journey, and once arrived, the work will be done. Those of you with a full ounce of common sense will know at a gut level that there is no end, only another step to further challenge ourselves and our students to learn, grow and engage in an ever changing landscape for learning."

Andrew Torris

I read a post by Andrew Torris while I have been keeping up with the twitter streams from the #acec2010 (Digital Diversity Conference this weekend. There have been some interesting things said about assessment which reflect questions I am pondering myself . The above quote from Andrew Torris's blog would fit nicely into an assessment task I have just submitted for Uni. I created a wiki on Leadership....instead of a traditional paper...

Now... the reasons I have used a wiki is that it allows the work to constantly evolve.I want it it be a continuing journey.... I am expecting the lecturer's comments to become part of the entire product...to continue my learning in this area... I am hoping that dialogue- through the discussion features on the wiki, will assist in my learning journey.

A Tweet from Amanda R(ackygirl) who is quoting from Alan November's keynote address states:

"If learning ends after the assessment is submitted then students will not continue to grow in their thinking and ideas..."

Now...my dilemma....if I continue to add content- like the quote above- after the due date....will this fit in with the traditional structures for assignments/marking adopted by most universities? I'm happy to mark what is 'new' on the wiki (posted after the due date) & expect this would not be part of the actual assignment...sounds simple enough?? But....will this be accepted??

This dilemma also raises questions about our school structures, namely the A-E marking criteria, final assessments and learning. What is it that we want our students to learn?? What will enable them to become 'life long learners'.....is this still what we are about?

I know where my convictions lie....but what happens when schools are faced with static, end point marking structures that promote the idea that learning concludes once the assessment is completed? I'm enjoying reading the Tweets from the acec2010 conference. I'm thinking now how I'll use the questions they pose to revitalise learning in my school....

Image Attribution: "in_times_of_profound_change_"
http://www.flickr.com/photos/30514313@N00/1363200837

Working Spaces

2010-04-02T08:44:00.008+11:00

Presently, it is just days away before our new learning spaces- refurbished classrooms will be ready. The space is incredible & full of potential. Now the challenge will be to ensure the opportunities possible...actually become a reality. Although the space is great...will the teaching & learning inside reflect best practice within such a space?

There needs to be some thought into how the rooms will be set up...& the types of activities students will be involved in that will skill them for the world we live in....while all the time bringing out the best they can be- by giving them opportunities to learn in a variety of ways...etc.

I read with interest a blog post by Jeffrey Gangemi who had just interviewed Kursty Groves, author of the new book, "I Wish I Worked There: A Look Inside the Most Creative Spaces in Business". In the in interview, Kursty names four main types of creative space that support different types of creativity.

“Stimulating Spaces” that tell stories or enable people to access different information.

“Reflective Spaces,” where people can go to focus or relax, as an individual or as a team.

“Collaborative Spaces” – not just your plain old meeting room. These could be spaces where people casually connect with one another. Lots of companies use free food to lure people into a space where they can casually connect with their colleagues.

“Playful Spaces,” which aren’t just about game rooms or having foosball in the middle of the office, though those are devices that lots of companies use. Play can be a way to get people to connect on a deeper level, and it allows them to relax. But there’s another element to play – experimentation. That could be in the form of a room where people can be messy and not have to worry about tidying up at the end of the day.

I found the whole post very interesting to read and very relevant to educators. I am very tempted to go now & get the book. If we can try to create best practice learning environments that potentially reflect the practices that research has found to bring out the best in work environments...then we are on the right track!
Here is a short promo from the book:

Digital Footprints...

2010-03-30T16:44:00.003+11:00

This is a brilliant movie that clearly shows the importance of thinking about what we post...& why. Although our students are Primary age, I think some of the messages in this movie are still relevant to them....& we should be instilling the importance of THINKING before they post anything they might regret at a later date. None the less, the messages are also very relevant as a reminder to all of us as to the importance of thinking before we post!!

What makes a great teacher?

2010-02-08T08:52:00.004+11:00

I have been doing some reading lately about really effective teachers & what makes them different to the average. It is well recognised now that it is good teachers- more than any other external factor that is the greatest source of variance that can make the difference on student outcomes. (Hattie 2003). Hattie goes on to list five major dimensions of excellent teachers.
Expert teachers

can identify essential representations of their subject,
can guide learning through classroom interactions,
can monitor learning and provide feedback,
can attend to affective attributes, and
can influence student outcomes.

Amanda Ripley writing for the Atlantic Online Newspaper wrote an article about 'What Makes a Good Teacher? She states "The great teacher serves as a hero but never, ironically, as a lesson."

Ripley uses the research of Steven Farr to describe the attributes of 'Great teachers': He found that Great or superstar teachers...

tended to set big goals for their students
were perpetually looking for ways to improve their effectiveness
constantly reevaluate what they are doing
avidly recruited students and their families into the process
maintained focus, ensuring that everything they did contributed to student learning
planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome
worked relentlessly, refusing to surrender to the combined menaces of poverty bureaucracy, and budgetary shortfalls.

Over all else it’s the mind-set that teachers need to make a difference and move from good to great......

I wonder as a leader...how can I help to identify, support and maintain that mindset in the teachers that I work with........?

Thinking & rethinking directions for improved student outcomes....

2010-01-25T22:54:00.004+11:00

It has been a long time...but I am finally able to write another post for this blog! A friend asked the other day...haven't you been thinking...I've been looking at your blog & there has been nothing for a while!!

Wow...That's a misconception!!

Taking on a different role in the school in which I work, has allowed me to step back and look at where things are going ...review what I feel is important, discard what seems irrelevant or without real purpose in my teaching, and consolidate the directions that will lead to what I feel, are improved student outcomes. It has also helped me to define what I feel are the outcomes worth working & fighting for...!

At the center of everything is the need to prepare & skill our students for the world in which they live in now & will have to adapt to in the future......

On reflection now....I am beginning to see a connection in the directions we are starting to take as a staff & the skills we will be developing in the students.

I am very excited that our staff this year, have initiated steps in using Web 2.0 tools to enable them to communicate effectively & be far more transparent in their teaching/programming. It is an exciting step.

In the year's break from teaching technology, I have had to revisit all curriculum areas, particularly Literacy & Numeracy, in our efforts to enhance the learning outcomes of our students in all areas. I have continued to read the battles (on Twitter & on listservs & blogs) of colleagues trying to convince staff of the necessity of effective technology use for themselves & their students. So..what is the connection I am getting at??

I suppose I am even more than ever convinced of the importance of teaching our students 21st Century Skills...

Awareness of the global community
Effective communication
Proficient problem solving
Knowledge of worldwide issues
Cooperation and collaboration
Efficiency in using technology
Responsible citizens
Life long learners

and the activities and structures that we teach the general curriculum & the ways we engage & communicate & work as part of the school community....they are the vehicle through which our students learn these skills.

The break from blogging has been good actually...I've kept reading blogs of others & lurking on Twitter...the content I had to absorb the last year has been enhanced by the questions and thoughts of a global network. I am convinced of the value of a Personal Learning Network.

Now it is time to again practice what I'm preaching...the value is in the contributing & collaboration as well as the insights. This will be a focus for both my personal & professional learning/teaching for 2010.

Media Literacy

2009-10-11T15:59:00.000+11:00

What is it all about???...It is the music along the way ...that's the point!!

2009-08-31T19:16:00.002+10:00

I'm going to use this at the next Staff Meeting...thanks to Pete Hall.I'll write about it when I get some time...!

Learning Stories & Assessment

2009-08-21T21:37:00.004+10:00

"Even with all we now know about assessment our innate desire for neatly tabled data can compromise how deeply we understand our children.”

I read a great post by Pete Hall about assessment and the inadequacies of relying on an individual assessment tool to give a full picture of a student’s abilities.

We have been focusing on ‘Learning Stories’ lately, at our System Leadership Meetings. I think having to sit down and write a learning story for an individual child made me realise how important the ‘added extras’, (the bits of information we could add by talking about and including observations, conclusions and incidental data), were in allowing us to get a ‘full picture’ of a student’s progress and where they are ‘at’. We also used multiple assessment results (especially as we knew we had to share our Learning Story at a meeting). Until I had to really sit & do it properly, I didn’t realise how important that extra data was. I was lucky that our Leadership Team worked together to develop our ‘Story’ and in doing so made the ‘data’ richer, as discussion and questioning of the assessment data took place naturally. I know that teachers do this implicitly every time we set tasks and assess…..but the information we add is often limited by time restraints and the lack of opportunities to discuss the data with others.

I’ve begun reflecting on ways now to try and make opportunities for these experiences to occur for every class teacher, about their students in our school. I’ve been thinking about our “Learning Conversations” we began in previous years. As Pete Hall states in his post:

“Every conversation we have to compare different sources of data informs the way we look at our children and empowers us to challenge or contribute to the conclusions made.”

Our Learning Conversations could be used, from now on, to focus on individual students and ‘where they are at’. I think setting aside that time & focusing on students individually, discussing the data available & adding information from different sources so that a single layer of data is not relied on…that would be a significant step in the right direction. We could look at different students in each class each term.

Pete Hall sums up the issues in this statement:

“Assessment systems are a great chance to up-skill teachers to gather and use data but when we discourage real dialogue about the validity of a single layer of data, we cripple the best learning we could do.”

School’s need to start finding ways to enable teachers to get the opportunities to discuss and draw together multiple pieces of data/information about students in order to develop a comprehensive picture of their learning journey. We need to make this a priority by allocating adequate time & opportunity to make it a reality.

Image: 'Poynting's Theorem'
www.flickr.com/photos/52437038@N00/290760989

Boring Powerpoints???

2009-08-02T21:37:00.003+10:00

"Now that an entire infrastructure for instant online delivery is widely in place, all that's left is the hard part of changing what happens in the classroom"

This statement is in the concluding paragraph of an article that is in fact endorsing a 'low tech' solution to classroom boredom. It is an interesting article, in that it draws on research that states:

"The least boring teaching methods were found to be seminars, practical sessions, and group discussions"

I was intrigued as it does seem to strike a chord with me. I liked the idea presented by José A. Bowen, dean of the Meadows School of the Arts....

"His philosophy is that the information delivery common in today's classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions. To make sure students tune in, he gives them short online multiple-choice tests.
So what's left to do during class once you've delivered your lecture? Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts...... Class time should be reserved for discussion, he contends, especially now that students can download lectures online and find libraries of information on the Web."

Some ideas to think about!

The library of the Future

2009-07-21T23:17:00.004+10:00

"The established role of the library as a physical space housing racks of books is looking increasingly out of step with the needs of students and researchers."

"The physical look of the Library of the Future would be like a beehive...it's all about creating a sense of community and excitement about the discovery of ideas.... you have a lot of transparency so people can see and be seen, you have spaces where people can actually have a conversation together..."

These statements are from the following video /documentary that showcases interviews with leaders from JISC, Oxford University and LSE as well as students and academics. Judy O 'Connell in her blog 'Hey Jude' initially showcased information about JISC and their Libraries of the Future campaign. In her post there are also links to a brochure and podcasts.

I was interested in the video & what information it could bring in relation to our refurbishments. There are some interesting viewpoints that give insights from an 'information' perspective. I'm still trying to make sure the 'literature' & love of story perspective is not neglected.

2009-07-13T09:25:00.003+10:00

I just read a Tweet that alerted me to this post on the School Library Association blog. The summary of Rhonda Powling's wiki & her rationale for her 'book trailer' activity are both comprehensive & so very much in tune with the ideas I have described in earlier posts. There is nothing more I need to say except 'a must read'!!

Service Based Learning

2009-07-11T01:01:00.004+10:00

Anthony Salcito is the General Manager of the US Education division of Microsoft Corporation. I was alerted to his blog from a video interview by Ken Royal . Anthony coins a title to an approach to learning that I think quite a few of us been promoting for a while but without conceptualising into a formulated approach. Anthony describes 'Service Based Learning' in a blog post:

"Service-learning is an approach to teaching and learning that combines classroom academic instruction with civic duty in the community and reflection. I think service-learning is a key vehicle for students to gain 21st century skills, to better prepare them for the workforce and to keep them excited about learning."

As access to information and people has increased, awareness & empathy towards the plight of others is increasing. Those developing school curriculums are in a position to harness this natural progression towards activities that can really make a difference in people's lives. As Anthony states:

'the benefits are positive -- young people are more likely to be committed to volunteerism in adulthood that will last a lifetime, and it has positive impact on their social behavior, habits and attitudes.'

Education encompasses more than just teaching core curriculum subjects. Service Learning provides an opportunity for students to learn skills and attitudes that will form the fabric of the societies in which they will live.

Digital Stories thanks to NECC

2009-07-01T20:18:00.005+10:00

It is facinating the impact a digital story can have. The depth of understanding in those brief minutes is amazing- I can hear the emotion and nuances in the pauses, in the hesitation or deliberate confidence in the voices. I can see what is most important in the pictures and what is focused on. I have greater understanding because more of my senses & skills play a part in the interpretation of the message. I draw on new literacies, I am fully engaged.

I truly believe that this IS the next step in Literacy. This is how we will tell our stories, pass on our culture and impart the 'life lessons' that are important for us to remember.

We have moved from oral traditions around the campfire or family group. We have exhausted the print reliant methods that saw us dependent on passing on our stories through books. Now we begin a new age... with new skills required to both create & interpret. I can only imagine what these stories will be like in 10 years time. We have only just begun to explore this medium.

I found a link to an interesting site through the NECC 2009 site and a post by Nancy Pratt. She gives 10 top tips for Digital Storytelling but the site I found facinating was full of great digital story examples by adults and children.Stories for Change has a collection of wonderful stories from real people who have embraced this medium to tell their story. I watched 'The Secret' highlighted on the home page. I was drawn in to the 'Things that Matter' story that generated lots of thought and reflection. These 'stories' only take a couple of minutes to watch.....but the wealth of information that is shared- through sound, images and words...is incredible. Take a look...they are wonderful!

The future is now...

2009-06-23T21:06:00.004+10:00

I watched these two videos after reading an interesting post by Karl Fisch about the future of the written text. They address where I feel we need to look if we wish to make decisions about Literacy & our school library for the future.
Karl has an interesting post that challenges us to look differently & think about the future in terms of information & communication. He states:

That's writing in the 21st century. It's multiply authored, it's multiply produced, and that's where English is going.

and then asks:

Is that where English is going in your school?

I am compelled to question...what will be our answer at HFS?
This is an area I wish to explore more....

Will 'future school' /'future library' be an experience or a place?

2009-06-21T20:48:00.011+10:00

We have our next design meeting this week & one of the possibilities might be that we'll split our library collection to put in at least two places.
I don't have a problem with this...in fact I was happy to suggest it!....But I know I'd be facing the wrath of the TL circles if I admitted to this openly!!!!

What is the leverage that allows this kind of thought? No......I'm not some cowboy /(cowgirl?) who doesn't care or knows no better.... Yes! I have my TL qualifications & experience(!!!).....Yes! I helped 'grow' the collection from a small selection of books to a large & well selected collection that served the needs of our community (& I took great pride in this) ...Yes! I know the importance of information literacy in all it's forms & how the love of reading is crucial for our students to grow & develop in both imagination & knowledge.

But...! I also know that we are on the cusp of change & that by splitting our collection & allowing resources to be 'there' at the point of learning....then we could be saving our 'library' and allowing it to be far more relevant & useful for our learners as they grapple with 21st Century Learning & New Learning Environments.

More and more I am becoming comfortable with the idea that “school” can be seen as an experience rather than an iconic place. I loved the latest post by 'Artichoke'(Pam Hook). It resonated with thoughts I had been tossing around.....not only about 'school' but our Library which needs a new direction as we begin the journey into 21st Century Learning experiences.

My library was never 'the State library' it held no artifacts, carried no history. The value was not in the layout or setting but in the way it supported the curriculum of the school & promoted & supported the the act of reading....

(and when it all comes down to it...isn't the importance of being able to read simply to be able to participate in the transmission of all the knowledge & stories held by our culture at this point in time? At the moment the easiest/most accepted way to do this is through text, how long will this be so? What of the move towards multi sensory digital experiences that are becoming more prevalent?)

Pam Hook asks the questions:

"What happens if we imagine “school” as an experience – a learning experience where learning and the learners themselves are both flexible and ephemeral like the conversations we might hold when walking across a mall. "

What then will become of the library?

Pam continues:

"Can “school” be imagined as a process – as a “tool for creating temporary consensus zones based on unexpected alliances”.

Pam finally determines

" So perhaps “future school” can be an experience rather than a place – and we can understand “school” as we do art – as something transitory, precarious, and uncertain that helps us learn how to inhabit the world in a better way."

If this is the case, then the 'spaces' that we use for school no longer fall under the traditional iconic, institutional definitions that we are use to. The 'place' no longer holds the same importance and the 'library' could very well be a transitory concept.

I am excited by these ideas & can't wait to explore them more....I am fascinated though, as to what my TL colleagues will think!

Image: 'Book Sculpture - SQC'
www.flickr.com/photos/76479985@N00/102849108

Working Spaces

2009-06-14T19:16:00.007+10:00

It has been interesting-I have had a long break from posting;- partly because I have been very busy at work & home with big changes in both areas but mainly I've realised that I lost a 'space' in which to work...& I've only just now regained a comfortable working space at home where I can sit & claim as my own.......it's made me think a lot about learning/work areas and the importance they have on the desire & ability to work effectively.

Our school, like many in the Diocese, is looking at major refurbishment with the intent to move towards exciting, innovative learning areas that foster collaborative activities and have flexible learning spaces. We want to be able to change the 'layout' as the need arises and also provide various learning 'environments' to meet the needs of the learners & activities- with provision for different groupings and activities. The furniture will need to allow for multiple configurations etc.

But I think we will also need to provide 'comfy' spaces....spots that will stay constant for those times when students need to sit at a task for a while, without the distraction of being slightly uncomfortable or 'crowded in'. In a corner of the room or in an 'out of the way' area, these spots will allow for reflection & quiet & sustained work.

I didn't realise that the 'space' for work can have such an impact on the 'desire' to work. I have previously focused on the work areas being practical & functional. I have a new respect for comfort now & look forward to being able to use 'my space' at home.

Image: 'arbeidsplass II'
www.flickr.com/photos/53571489@N00/157272726

Ways of knowing are not mutually exclusive

2009-04-04T08:39:00.015+11:00

I recently read a very interesting and scathing review of Daniel Pink's book "A whole new mind" by Gary Stager. Stager categorises Daniel Pink as a 'pop business guru' and cautions individuals from accepting Pink's theories that "old-school knowledge workers" i.e.programmers, lawyers or MBAs, either have a different kind of mind or lack any of the more desirable traits that are actually possessed by "scary smart people (who) are also creative and compassionate". Stager further states "Ways of knowing are not mutually exclusive."

It is interesting that I came across this post at this time, as recently I have been questioning the validity of programs /theories that seem to be the 'flavour of the month' and adopted by individuals in schools unquestioningly- with a seemingly 'all or nothing' mentality. In some cases they seem to be rushed into without a systematic and thorough plan or strategy that builds on the good practices, good teaching & pedagogy gone before. Is this really happening? ...Am I wrong in my assumptions?

From my experience & observations it all seems like a great rush to seem to be 'progressive' or 'future thinking'. Are we throwing out the baby with the bath water at times? What credentials have the 'gurus' that we suddenly adopt as our 'visionaries'? How many robust discussions take place about the validity of their perspectives? What is the background of the 'learning journey' that arrives at the point where someone's viewpoints (like Pink) are adopted as foundations for educational theory?

My concerns are not simply about adopting Web2.0 tools/21st Century Learning initiatives. It is the recent large scale changing of learning environments, learning/teaching styles etc that are being suddenly 'overhauled' with such haste. I question the thoroughness of the planning & strategy behind such early adoption. It is the haste I am cautious about...is it all being thought through adequately?

I certainly agree that we need to include new skills and experiences into our learning environments, acknowledging the tools and experiences relevant to today's learners. There is no question about that, nor the urgency in acknowledging that change needs to happen. Indeed, the tools today could revolutionise education & the world in which we live. I KNOW that around the world there are successful learning systems & schools that have adopted new ways of learning, innovative learning environments and relevant pedagogical changes. I read this morning a fantastic post by Steve Hargadon "Web2.0 is the future of education" and I agree with the thoughtful insights he puts forward. But I feel again, his post does seem to promote a 'learning journey' for educators using, not an 'all in exclusiveness /hasty overhaul'.

Stager's post has had me thinking, I know there is a sense of urgency about making learning relevant to our students today...but this statement keeps bringing me back to my earlier assumption....

"However, too many of the Web 2.0/School 2.0 community have given up on the promise of school. Media mashups and video games are discussed as substitutes for the discipline and powerful ideas required to play an instrument, write a novel, build a mathematical model, design a computer application, construct a robot or make sense of a rapidly changing world."

....are we at risk of throwing out the baby with the bath water (to an extent) when we keep focusing on revolutionising education....should be take a step back and work on the evolutionary tack?

Image 'Don't throw the baby out with the bathwater" Flickrcc

Clarifying ideas through the thoughts of others

2009-03-14T15:05:00.010+11:00

Over the last two days I have read some interesting posts & articles which have been timely. Up to this time (it is the end of Week 7 of the new year) I have been very caught up in learning & completing the day to day organisational tasks that go with the position of Assistant Principal in a Primary School. But gradually these are coming together & my thoughts again are focusing on broader educational issues -particularly 21st Century Learning.

Three 'reads' in particular are standing out as significant at this moment in helping me shape my thoughts. Yesterday, Will Richardson posted a link on twitter to this article “Learning: Peering Backward and Looking Forward in the Digital Era” . (Weigel, James & Gardner March 9, 2009). This article summed up some important implications for the future of education.

"Remarkably few significant changes in teaching and learning have occurred since the onset of the modern era, despite broad and deep changes that arguably amount to the rise of a postmodern, globally interconnected, and digital world."

This perspective linked to a post that I read by Tania Sheko who was concerned about the future of education in this context. She talks about 'empty children' - a term used by John Taylor Gatto in his book "The underground history of American education ".
Tania summarises Gatto's recipe for creating these 'empty children'

"for example, you should remove children from the business of work, grade according to age, keep them under surveillance all the time with no private space or time, fill time with collective experiences, grade children and make sure they know their rank, forbid useful knowledge, eg. how to repair a car , build a house, etc."

Both readings highlight the fact that it is constantly recognised that at this point in time, learning should take place in radically different ways—in terms of content, pedagogy, and assessment and at the moment this shift is not moving at an appropriate pace. Tania and a colleague who commented on the post, questioned the future of students in our schools. What is being done for them now...?

The Weigel, James & Gardner article offered some thoughts into directions for educators although also identifying that very few schools have risen to the challenge of remaining relevant at present. Their solutions focus on the recognition that students' lives are vastly different to those in the past due to their use of digital media and the influence that has on their learning- in all contexts. They identify the urgency of schools recognising and acting on this change stating;

"Schools cannot afford to ignore, nor simply attempt to curtail, students' uses of digital media..."

The authors argue that

"Ultimately, we believe that digital media could be leveraged in ways that bring about a tipping point when learning becomes more decidedly individualized, constructivist, situated, and social."

and they recognise

"that only disruptive innovation—adopting digital learning wholesale—will change education."

I can see the importance of this type of approach...and also the difficulties. In reality I think a more systematic and gradual change is a better approach- a process rather than wholesale adoption. But is not a time for negativity or frustration. A post by a colleague, Gary Borg, Analysing SIGNIFICANT Change seems to have come at just the right time. As a leader in schools, managing change can be a real struggle. Knowledge of the processes and challenges is part of the process and helps to provide a positive direction and determination to continue to move forward at a pace that will prove to be effective for our students..today. Weigel, James & Gardner ask:

"What might it take for slow-to-change schools to embrace the potentials, and deftly manage the risks, associated with digital media and cultivate broader competences for the future?"

The challenge for us is to move significantly on these issues NOW. It will take a leap of faith, knowledge of change processes and a sense of urgency to make an impact...but aren't our students & their learning needs worth it.....! We need to start the process now!

Connections are the focus

2009-03-07T22:43:00.008+11:00

What a great and 'telling' statement as to the subtle difference in where we are at in using ICT. I remember hearing comments about how much time I must spend on 'the computer'. Yet, if I had 'been on the phone' there would be a different connotation.

This is one of greatest shifts in regards to the changes in using ICT due to Web 2. Connections are the focus and our students should be reaping the rewards.

Yesterday, we had classes skyping with a class in San Francisco. The activity was an exciting and rewarding one, with the students learning all sorts of things about each other. We were part of the 'aroundtheworldin80schools' project
My only regret is that this was a 'special' activity... connecting outside our school is not the norm as yet. We've got to start sorting our ideas out! We have willing teachers & adequate facilities.....I think what we need to start developing is a strong plan. Dean Groom talks about 'Professional Learning Plans', I think we are at the time now, where we have to take on this task seriously. How, why, when and where need to be thought out so that these experiences become integral to our learning activities. They can't continue to simply be random opportunities.

PBL- REAL tasks for REAL kids

2009-03-04T23:09:00.006+11:00

I just saw a quick post about this project through Twitter thanks to @thecleversheep. On reading the article, I was immediately drawn to the authentic Project Based Learning opportunities present. This is an opportunity for students to work on REAL tasks, for REAL people (i.e REAL engineers judged the entries).
I know they were university students...but there are many opportunities I think we could explore with our students. I think we've got to explore who is available in our communities too. Building relationships with local businesses/ professional people -where we can promote a real community message and foster a combined responsibility for our student's education...that's got to be a good thing! REAL tasks though, have got to be the way forward.Think of the REAL world opportunities....
" It's challenging, competitive and real-world stuff!!"

Learning Spaces

2009-02-26T21:26:00.004+11:00

I have had a bit of a dilemma in terms of finding suitable spaces to have my Literacy Groups & the challenges have given me thought as to learning spaces per say. It is a bit of a 'hot topic' in our Diocese with 'open plan' spaces touted as being 'the way forward'.
My challenge is to just find a space!...a space where my groups can function in a way that provides optimum opportunities for learning.

I keep thinking about what I want to be able to do in the groups...the practical activities....

I want to have a space that allows us to play games as a whole group & in smaller groupings...on the floor where those games are best-using concrete materials/physical props & cards etc.
I want movement to be a component of the lessons- we NEED to get up & point to things; manipulate images/text, communicate with hands, voice & expressions , sharing learning in a holistic way-it HAS to be active!
We need access to technology- (because I realised that I couldn't even plan activities without typing them up in a wiki & inserting hyperlinks to suitable activities etc within each lesson!)
I've really turned off students doing whole group activities, particularly when assessments allow us to really know where individuals are at. So the space has to allow room for a variety of activities to be happening at once...with access to resources....seamless.
The space needs to cater for the size of my different groups- I have a group of 16 students & other groups of only 6.
I don't really want desks...mmmm how am I going to get around that one! What are we going to do when students need to write? .....OK desks available but not directly in 'our' space.
I want it to be 'OUR' space- with things around that identify it as ours.

My 'problems' drew me to start thinking about the planning & changes in the Diocese & in classrooms today. I wonder if this is the way the spaces are being thought through? Is there thinking of the space first & what we can then do in it...or is planning starting with the types of activities/pedagogy and then finding or designing the space around them? I know which way I'm going.......I just need to find that space!!

5 Weeks.... too long!!

2009-02-15T22:39:00.005+11:00

I looked at my blog roll on HFS Conversations recently & noticed that this blog hadn't been updated for 5 Weeks! .......5 Weeks- what have I been doing!!!
I suppose it highlights the challenges in schools & in school leadership positions. Sometimes the business of the day to day, takes over the visions and 'big picture' perspectives. I read with interest the AP's Space where Toni reflected on the same issues.

It has been an amazingly busy 5 weeks! I've spent the weeks trying to blend the positions of Teacher Librarian & Learning Technologies Teacher with the role of Assistant Principal. The experience & background in Information & Knowledge Management, I think, will be invaluable...but it is a new position & a new direction....& a new way to look at this role.

It all takes time, ... & a bit of adjustment! I'm thankful that I am working in such a great place, with an incredible group of people. It's still pretty exciting!

Learning Communities

2009-01-06T23:46:00.007+11:00

I've just watched a talk by Dave Eggers (also discussed by two colleagues here & here),which has given some insights into how a group drew together people from the community, with students & parents, to develop, what I think are true Learning Communities.

In this talk, Dave talks about some innovative 'places', (some ideas for the library here!), but it is the activity inside, that is the true innovation. These are some of the key points:

Developing an environment where 'experts' worked together with students in a 'real' work environment, enabling authentic work and publishing experiences, was part of the mixture.
The experience also satisfied a need identified by the community;- (the students had great difficulty in finishing homework at home- these opportunities enabled them to complete it by 5.30 and the have real 'home time').
The 'place' was not really important (later groups ended using classrooms etc)...but the environment allowed individual learning experiences alongside mentors who were actually in their work environment...it also had some creative & fun areas where students and the mentors could create artifacts 'just for fun' - contributing to the identity of the group.
All the stakeholders had the opportunity to be part of the community- it was invitational rather than forced ...gradually the group grew because of the successes.
There was an opportunity to celebrate the successes- the students had their stories published-and were proud.

This talk has given some answers...I'd like to keep exploring and working on these ideas.

Learning Communities...some initial thoughts & resources...

2009-01-06T21:02:00.014+11:00

more about "A parent speaks: What I Want for My C...", posted with vodpod
Mmmm I liked this video. It hints of the importance of a 'community' responsibility and commitment to learning. That is what I've been thinking about lately.

I have been looking for ideas around this area and have been looking for any leads on the topic. I have had the post, 'I Just Want to Say One Word: Collaboration' by Karl Fisch in the back of my mind. This post really espouses the need for collaboration in schools;

"What used to be “me” is now “we.”

He asks both administrators & teachers:

"..what are you doing to foster collaboration?..."

In his post, Karl uses the example of the Cisco company which has moved to emphasizing

"working toward a common goal and developing the collaboration marketplace"

in their style of management & work structures. Collaborative structures are being developed throughout the company,

"the executives are working like never before"

and

" the leaders of business units formerly competing for power and resources now share responsibility for one another’s success"

I think to be able to authentically develop a learning community that is able to really 'share responsibility' for learning that is the key. How do we draw all these groups together?

In this reflective mix, I also have been drawing ideas from the EdTechTalk webcasts in the 'Parents as Partners' series, including the thoughts in this voicethread initiated Lorna Costantini and Matt Montague.

My aim is to look for ways to help promote a real Learning Community. It can't be just from the 'admin', it can't be just the teachers & students....it must include parents and the community.
OK so where is all this leading? I suppose we need to try and find REALLY effective ways to help develop collaborative partnerships....It sounds like a cliche'!

Library spaces? How do we re-establish their priority in schools?

2009-01-05T13:49:00.012+11:00

I have a new role this year & so will not be located within the walls of our Library building. It is interesting that this was the most asked question from parents & students on hearing of the change. "What will happen to the Library...aren't you going to be our Librarian anymore?" (....The role of TL will in some how be blended into my new role).

It's funny...I feel I've been moving 'out' of the Library building for a while. I think libraries in schools need to move beyond the four physical walls-where resources are 'housed', and become very much information centers within the school- in the classrooms and permeating all aspects of the learning community. How.... well I'm still working on that one!!! (But I think that the idea of 'learning community' has a big stake in the equation...WE & the networks we draw on, become very much information sources for our community....as a TL I feel challenged to organise & help make accessible these sources within the whole concept of 'library' in our school).

Yes, of course we still have a book collection, ..yes, it is integral to the whole concept of 'library' in our school...but now there is another dynamic and 'fluid' component- that of the 'online' world. As a Teacher Librarian, I see my role to constantly explore and help to make accessible at our school, the myriad of information sources present and relevant in the world today. In the online world, information, and our previous ideas about knowledge are changing. Not only has the 'read/write' web altered out visions of what information is...but the whole idea of social networks and their capacity to produce & refine knowledge and/or information puts a new dimension on what a 'collection' should be...and what the role of the library & TL should be in a school. It is a real juggling act trying to maintain the integrity of the physical + the 'virtual /or digital' or 'online' components of our collections.....I know that all components have an important and essential role in our school's learning environments.

I have continually asked the questions about our collections:

...What of the idea that resources need to be at the 'point of learning'?
...What about the evolving nature of information?
...How do we maintain relevance in today's world?
...How is Literacy changing...it doesn't only mean 'reading print' anymore...?
...How do we maintain that role of helping to ignite imaginations & creativity?

I struggle with the idea that Libraries simply house and archive past knowledge...what is their role in the creation of present & new knowledge???....Aren't Libraries meant to be dynamic, imaginative 'creative' spaces, their purpose to inspire and guide?

I wonder about the wonderful space we have. Our Library building is a wonderful structure...with a great space & view! The internal space has been changed & adapted many times- to fit with the teaching & learning that went on inside. Now I will no longer have classes there...in the traditional way....in a way I'm very excited- it means opportunity & change...(hopefully for the better!)!!

I watched this podcast recently about 'The Library of Imagination'. The idea is inspiring! There are some incredible opportunities for our library from this perspective...It has got me thinking!!

Words to start the year with....

2009-01-01T09:06:00.010+11:00

I love reading the blog of Dean Groom- I find his ability to clarify issues & talk both from an educator's & a parent view, very revealing. He seems to be able to blend his perspectives to give holistic ideas of what education should be for our students.

I have stripped a few quotes from his last two posts, that spoke to me and I felt were important to remember this year as I begin work in a new role. I'm hoping that I will go back to them over the year...a litmus test to measure my focus. The quotes themselves need no other explanation - they say it all in plain English!!

".....I find it really hard to see a teacher’s decision to give up their worksheets, rote learning and word searches is that hard in comparison with what parents and kids will give up - learning relevant to the times we live in...."

"...In the case of children with special needs, 21st Century skills - collaboration, communication and construction of knowledge towards goal-orientated learning to me are far more important than ‘rote’ learning........'rote’ learning, based on authoritarian power - is not going to work into the next decade, as effectively as learning how to engage today's kids in today's cultural and social contexts...."

"...of the school was really open to the idea of negotiating Mr 7s curriculum and finding ways of developing that with us, him and the teacher.
..... supporting the idea that the ‘extra’ time that he gets is used to do something authentic within the context of what is happening in the classroom - seemed obvious. Previously it was seen as totally disruptive to the ‘teaching of the class’..."

"....who have gone to tremendous efforts to understand him, engage him and support his interests...."

"...Open minded, authentic, individual and student centered - based on inquiry, but underpinned by ‘core’ explicit learning activities. Not all ‘computer’ based and not one ’style’ or another - blended learning - because we live blended lives...."

And from an earlier post....

".....These teachers are different. They have skills and understanding that makes them critical in the classroom, and the global ‘edu’ community. They lead, mediate, inspire and collaborate. More importantly they understand how to read, use, integrate, technology, and ‘meta-language’. They understand how ‘things’ get connected to other things...."

Dean Groom

7 things- a bit of fun!

2008-12-29T22:14:00.007+11:00

I’ve been tagged by Jenny Luca to contribute to this meme. The idea is that you share 7 things about yourself that would be unknown to your readers. I’ll follow Jenny’s lead…so here goes….

I married my husband when I was 20.
I have a passion for art & art history, fostered by my mum!…My mum still teaches art- she is 78yrs old and teaches classes at home.
I learnt ballet from the time I was 4 ½ . I was not allowed to do sports as I was told that my muscles would develop in the wrong way!!! I continued with ballet until I was 17 years old- I loved & lived it!
I studied Speech & Drama through Trinity College London, right up to the last Teaching exam. I did the practical & got a distinction….then met my husband to be & gave it all away before doing the final theory exam!
My childhood evenings were spent rehearsing & performing in musicals for Ryde Musical Society…I think my family were truly show biz junkies!!!!
I worked in liquor & as a wine taster at various stores & bottle shops when I was at college- my nickname was ‘Charisma’!
For all the ballet...I was the only one in our family who broke bones- on one occasion I fell out a window & ruined a great holiday! I was a repeat offender with broken arms!!

Now, my turn to tag some people! I tag;

Judy O'Connell
Sue Tapp
Julie Squires
Gary Borg
Jo McLeay
Helen Otway
Anne Mirtschin

The Future of Education

2008-12-28T23:04:00.005+11:00

* From consuming to producing
* From authority to transparency
* From the expert to the facilitator
* From the lecture to the hallway
* From "access to information" to "access to people"
* From "learning about" to "learning to be"
* From passive to passionate learning
* From presentation to participation
* From publication to conversation
* From formal schooling to lifelong learning
* From supply-push to demand-pull

I found this 'list' of ten trends that have particular importance for education and learning, on Steve Haradon's blog in a post titled "Web2.0 Is the Future of Education". It is a post that is truly reflective & revealing, & as usual, I'll take a couple of re-reads before I fully digest and am able to respond accordingly! (It is always so exciting that there is so much quality thinking so accessible via this shared medium!!)

Briefly though, Steve outlines seven steps that he believes educators can take to make a difference. He concludes with some bold, but very relevant predictions for the near future:

"As of recent I've never heard of a digital life management and online ethics course taught at any school. I predict that within a few years, maybe 5, no more than 10, it will become a prerequisite class in many schools, most likely high school. And of course schools will have their own social networks that interconnect with schools all over the world allowing for dynamic blended learning environments that will make schools today look like antiquated relics of the old world."

The whole of this post should be read by educators wishing to be relevant & part of the future of education!

Foundational statements

2008-12-06T22:47:00.022+11:00

I read an interesting article in Leadertalk , with the title

"C reativity cannot be taught - but it can be killed."

The post refers to an article by Dr. Yong Zhao who looks at the current trend in US schools towards 'centralized curriculum, standardized testing, accountability and required courses of study'. Zhao argues that the 'Real Problems to Tackle' are that:

Creativity cannot be taught, but it can be killed. What fosters creativity in the United States is the whole multifaceted experience of growing up; the soccer games, the orchestra performances, the opportunities to pick and choose courses, even the much criticized mile-wide—inch-deep curriculum standards, which give students the flexibility to pursue topics that interest them and to progress differently than other students in the same school, district, or state.


I found the arguments interesting, I particularly agree with the idea that we need to
have a real 'holistic' view of the education of our students, providing many opportunities
for them to explore their creativity and develop individually. They should be allowed to
explore and develop their unique strengths, by exploring topics they find interesting.

At the same time though, they need to develop skills that will enable them to be part
of the world of today; one where we have the opportunity to communicate &
collaborate globally. Zhao presents two 'problems' with education systems of today- 
they just don't address the idea of globlisation.  Zhao states:

The reform initiatives also neglect two pressing problems in U.S. education:
(1) the lack of a curriculum that focuses on international issues and prepares students to actively engage in global affairs, and
2) the lack of opportunities for impoverished children to participate in the globalization discourse. We urgently need to learn how to work with our neighbors in the global village and help schools and children in poverty.

Zhao in this article, recognises the need to include a greater range of outcomes for our students; outcomes that will equip them for a world where empathy and creativity are essential requisites. It is one of the few articles/posts that actually state, in plain terms, what needs to be included in our education programs and why. I find it interesting that the date of this article is 2006!

More recently, in 2008, the Centre for Strategic Education, Cisco Systems, Inc., and McKinsey & Company hav published a White Paper: 'Equipping Every Learner for the 21st Century' .(can be downloaded from )

This paper again states that students will need a range of skills that enable the global interactions- both social and business based. This paper states:

"In both developed and developing nations, young people have become increasingly reliant on social networking technologies to connect, collaborate, learn, and create, and employers have begun to seek out new skills to increase their competitiveness in a global marketplace."

This paper recognises that

"With few exceptions, schools have yet to revise their pedagogy to reflect current trends and technologies. "

The paper goes on to propose a

"new paradigm of 21st century learning; one that will require a holistic transformation of education systems. It will be guided by a comprehensive roadmap of curricular and assessment reform, new teacher recruitment and training strategies, leadership development, and the integration of collaborative technologies. It will be facilitated by exceptional teachers and supported by technologies that allow individuals to create, adapt, and share content. Students will complete project-based, cross-disciplinary tasks that encourage innovation and cross-cultural collaboration, and apply their knowledge and creativity to solving real-world problems."

Both papers are worth reading. I like the 'future thinking' and 'plain talk' of Zhao. The white paper is a very comprehensive and well researched paper- one that I will go back to, I think, many times. (I haven't done the white paper justice here- I have only briefly touched on it's content.)

From reading both papers though, I think the core issues are that schools need to focus on are developing, and engaging students in:

"project-based, cross-disciplinary tasks that encourage innovation and cross-cultural collaboration, and apply their knowledge and creativity to solving real-world problems"

(I think this is an important enough statement to keep as a foundational statement about education...
I think I'll print it out!)

Re-focus!

2008-11-28T23:01:00.004+11:00

I haven't had much to say for a couple of weeks- simply due to the business of school and the variety of 'excitements' that occur in each school day.
The 'business' can tend to divert us from what is important....but it's funny- every so often we are jogged back to the 'real stuff' and we are 'reminded'!
I watched this video tonight & it helped trigger a 're focus' !!

Discernment & blogging...what should we be teaching students?

2008-11-08T22:26:00.011+11:00

I have just posted on HFS Conversations about 'Google bombing' -a term I have only just learnt. I was amazed...but surprisingly not shocked...(teaching website evaluation makes you a bit cynical!!!!)

During the day though, I also read a fantastic blog, where the author seems to have similar ideals to what I have; -about students' having the chance to develop their skills in having a 'voice' & expressing an opinion or engaging in reflective thought..... and the importance of teaching these skills explicitly.

Somehow the two activities seem to link, as when I was reading the fabulous blog posts by the Year 5 class in Reflective Voices, I kept thinking that although great in terms of reflective thought about learning, we need to also develop further skills....

This I suppose, is where the link is...!

I believe the students need to link to, & support, what they are saying with relevant, quality references, indicating a degree of research & informed practice in their blogging activities.

This 'linking',also develops the links that help to make the blogging activity 'beyond the classroom', & possibly global.

To me that is what intelligent blogging is all about. The problem is that finding relevant, quality information can take some skill..in fact quite sophisticated skills if we consider the potential there is to manipulate even google search results! (see article)

Discernment and informed viewpoints are so important...I don't think the skills are beyond Primary School students. In fact, I think we need to start teaching students basic discernment etc in the infants grades! (of course at their level & scaffolded...I DO teach kindergarten-I know where they're at!!!)

It should be a focus throughout the learning journey...

Yeah.....
.....I suppose the link between the two activities today was not simply random!
.....everything has a purpose!
...in the big scheme of things!!!!

A Whole New Mind....brilliant thoughts & message

2008-11-04T20:56:00.003+11:00

I am so pleased that the first video on this blog is this one. Dan Pink's message seems to say it all! It has been put together so well in this clip. I'll go back to it often!

Best Practice Example-Flat Classroom Project

2008-11-01T17:48:00.005+11:00

I was struck by the brilliant concept & way this project has been set up. I have been a member of the "Flat Classroom" group for a while now, (although a rather inactive member-as it is aimed for older students), but recently I received an email asking for classrooms to be sounding boards (for assessment of projects). I went to the link & was again impressed by the concepts & structures around this project.

The Ning has the goal of the whole project stated on the main page

"Fostering new ways of learning using Web 2.0 and global collaborative 'flat classroom' ideals and practices"

That grabs me straight away!
I noted the statement on the wiki that says

"One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This will be done through the Internet using Web 2.0 tools such as Wikispaces and Ning."

(I was amused to find another quote I can use to support my ideals in relation to the 'open classroom' debate!!!)

But seriously, I LOVE the ideals & setup of this project...it is so good! I think our PLP group would enjoy reading & discussing the Keynote & project! I'll have to send the links!!

Pedagogy-???

2008-10-25T16:09:00.007+11:00

There are a few 'discussion topics' floating around my head at the moment. One that I have been 'watching' is the debate about the 'open learning spaces' on our Executive Director's blog.

.....I find the topic distracting! It seems to take away from the core issues, (to me), which should be 'what are the fundamental pedagogical and learning structures/beliefs that are at the core of this endeavour?' No matter what, the amount of students in a group will always be a topic of contention! I actually would like 'one on one' teaching/learning environments for children...but I can't see that happening!!! I would though, support any structures that authentically provide what they say they can deliver in this context!!

I think there is no easy solution. What I have found from reading & searching out great examples...is that there are very few 'great' examples...world wide...that seem to be delivering on this target....yet I don't think it is impossible...whatever the number of students in a room. It really depends on the support & sound learning structures developed within the school & a great deal of rewarding/but hard work, by great teachers.... The successful examples I have read about describe teachers who are constantly engaging and challenging students, both face to face & through technology enabled means...all day & all through the day!

What of the other topics I've been ruminating about?? Well the issue of why focus energies on Web2.0 & collaborative learning structures ...that's always at the forefront of my mind. I read the work of great practitioners & I know they are on to something. The learning they describe is not passive, it's not simply content memorization, it is not simply 'engaging' and nothing else.

The teachers & students in these contexts are truly part of a learning community...where the act of learning is dignified by thorough, formative and purposeful assessment. The simplicity of the Web 2.0 tools gives a basic structure that allows the products that the community develop, to grow according to the direction and purpose the group decides. Web2.0 tools/products do not lend themselves to becoming simple content repositories...they promote active participation & interaction. This I think is their core function....but they have to be used well in educational settings. The global functionality /social networking capabilities need to be exploited to produce dynamic, broad, challenging and safe learning environments.

No matter what, I believe students should have the chance to learn in a real world context. We do our students an injustice if we only allow them to function in a shielded, closed context that limits their exposure to other great learners....world wide. Along this vein, I feel that we also neglect basic learning needs if we don't foster active, lifelong learning skills that will equip the learning community to always continue learning...and to see learning as transient & 'always continuing'. Everyone becomes involved in this context...everyone has the responsibility to be both teacher & learner. It is a win/win situation in my eyes and justifies my directions in taking on web2.0 ideals and collaborative learning structures as the core of my pedagogical approach.

"Too many “technology-enabled” assignments involve using the computer as a $1,000 pencil."

2008-10-22T20:49:00.010+11:00

This was one of my favourite quotes from a post by Dr Scott McLeod from Iowa State University as he described the keynote at the ITEC 2008 Conference. We've got to keep asking the questions & ensure that we are using the right tools for the right reasons. It all becomes very 'superficial' otherwise!
I found a lot in the post to agree with. Some other quotes I liked were

"We should evaluate teachers on their ability to directly engage children with people all around the world"

and

"Google Docs is ideal for collaborative writing. We should be teaching kids collaborative tools. The content should add up to something greater than the sum of the individual parts."

I've been 'throwing around' a few ideas in my head lately, and I think the three quotes above can almost be a summary of some of the things I've been grappling with.

The biggest issue I've been debating with myself is 'Why blog with only the students who sit next to each other in class? What is the point of that???' It's sort of like our system blog...why is it closed so that we only have the opportunity to blog with those from our diocese? Hell if we wanted to talk to staff in the school next to us...we'd just ring...or visit... f2f is much more effective between neighbours!

If the technology is there though...shouldn't we be using it for what it can deliver? WE NEED to broaden our horizons..there are people around the world who can give so many new perspectives and deepen our knowledge. I have often thought, when we limit the scope of our connections, we risk the fact that we are simply wallowing in our own ignorance, churning around limited ideas & perspectives. I'm not saying that we, in our smaller groups, don't have great ideas....but there ends up being an end point...we have only so many perspectives...why limit ourselves to those when the technology is designed for & allows us to be global...??

What is the reality?? I know that because I am in a primary school, we've spent the first year or so developing the skills in the students of simply making a comment & articulating an opinion and engaging in online discussions . It is interesting that our students (& probably many others + staff) didn't have these skills... But we started blogging quite a while ago (before the shifts in pedagogy)! Now, our older students are more skilled & are beginning to accept the concepts around collaborative learning environments. We need to step up & take on the REAL purpose for using these tools! We need to start engaging with people who can enrich our learning journeys due to greater knowledge & specificity in their subject areas! ....I know we are moving towards this...but are we taking too long? If we, as teachers aren't doing this...then are we doing our students a disservice? Are we doing our jobs properly in today's world??

Finally I love the quote about Google Docs etc. What is the point of working collaboratively if not to develop something greater & better & ongoing? The evolving, collaborative product SHOULD be better than the individual parts...it needs to continue to grow..have the capacity to develop further ..beyond the first simple contributions of the individuals. Again, the technology allows this to happen...why aren't we exploiting all the possibilities?

Scott Mcleod's post is great!! (and easy to read-in simple point format)
It all seems so logical...why has it taken so long to 'catch on'?

If You want to know how you're REALLY going-teach your own kids!

2008-10-21T05:58:00.003+11:00

A bit of a personal story! I have been very fortunate to have had my son's attend the school where I teach. As a result, I have learnt a lot...from often stunningly brutal critiques...but yeah... have I learnt!

I teach each class for an hour a week, so have had my sons in my classes. As they grew older I'd ask them about my classes with them....'how they think it went?'...'what did they think of this idea...' I tell you what! Your own kids have no fear of holding back! They are the best gauge as to your progress!

As a result I think I have learnt the greatest lesson possible...listen to the kids. Often I have thought something was a good idea, I've tried out the idea in 'consultation' with my sons, (often to the tune of 'that's lame') and realised that my ideas are not always the best! From these experiences, I have learnt to consult the class often & work together on things. ...Yeah I make sure that we cover relevant skills & knowledge...but the 'approach' and activities can often be negotiable...I ask the kids...see what they are thinking & feeling about how we'll all learn together....& often get some great ideas as to the next steps...

My youngest son leaves our school at the end of this year...but he has left a legacy with his brother....I have learnt to listen, & consult, & negotiate....not to always 'state', 'control' & solely decide.

I like my classes better now.....

PBL /What is a recipe for success?

2008-10-20T15:51:00.008+11:00

I often wonder about what makes Project Based Learning activities REALLY successful. I have studied and reflected on the work of practitioners such as Dean Groom & the team at Parramatta Marist, and I know staff at our school are experimenting and exploring.

What is it that can take it from something OK to something meaningful & great...just what learning should be?

I stumbled upon Dean Shareski and his blog 'Ideas and Thoughts' . He states about his teaching/learning environments:

The reason it’s easy is because not only do I outsource like crazy but also I am totally passionate about the work I do with these students and want to provide them with the best possible experience and often that means finding others who know more than I do. That’s not very hard.
Students will learn that:

Learning is social and connected
Learning is personal and self-directed
Learning is shared and transparent
Learning is rich in content and diversity
[We end up with students who are...]

Thoughtful, Wise, Passionate and Kind

Dean talks about setting up rubrics etc and the issues of authentic assessment /reporting. He also highlights the fact that we should be focussing on ('immediate and descriptive feedback'). All the 'standard' issues that we as educators stress about...but his ability to simplify the whole process appeals to me. It is about connecting with the most effective practitioners or experts who can share their knowledge when and where our students need it.

Yes! I can see how his ideas can fit into today's 'more relevant' learning environments. I know how, as a learner myself, I have mirrored a similar process in my own journey. It is all now social...I am no longer the 'lone ranger' trying to seek out the best content/writings on a subject, furiously interrogating Google & online databases. Now I 'shout out' a question/need as it comes up & someone with greater knowledge always replies back....But I also know that it took a lot of work & time to establish this environment /network from the start.

How do I set up these dynamic and fruitful learning environments in my classes? How should staff be helped to do the same??How do we turn our learning environments into truly rigorous and purposeful, dynamic learning places?

I KNOW we will- we have a great staff at our school...I'm looking forward to the journey.... but we've just got to keep working on the first steps!!

Learning & leadership-the 5 Temptations & simple wisdom

2008-10-20T09:47:00.007+11:00

Not about Learning....I say think again!! I read the summary of the model and reflected about the roles I am part of in our school....but also to my own teaching & classroom interactions.What temptations do I succumb to? Where should I focus my energies?

The Last statements in the summary (found on this page),I want to keep as a constant reminder

Why is trust so important? Because it makes employees feel comfortable when it comes to engaging in productive conflict. Conflict makes decision-making easier because a leader knows that he or she has heard the real opinions of employees. Clear decisions with buy-in make it easier for a CEO to hold employees accountable for doing what they said they would do. And accountability makes results a matter of predictability and planning, not speculation and hope.

Is this easy? Not by a long shot. Is it complicated? No way. Avoiding the five temptations, and embracing their opposite behaviors, is just plain difficult to do. But it doesn't take an advanced degree to do it. It takes discipline, courage, humility, and a willingness to make things simple.

Just out of interest I changed the words....

Why is trust so important? Because it makes students feel comfortable when it comes to engaging in productive conflict. Conflict makes decision-making easier because a teacher knows that he or she has heard the real opinions of students. Clear decisions with buy-in make it easier for a TEACHER to hold students accountable for doing what they said they would do. And accountability makes results a matter of predictability and planning, not speculation and hope.

Is this easy? Not by a long shot. Is it complicated? No way. Avoiding the five temptations, and embracing their opposite behaviors, is just plain difficult to do. But it doesn't take an advanced degree to do it. It takes discipline, courage, humility, and a willingness to make things simple.

Not about learning eh...!!!

Assessment

2008-10-20T08:44:00.005+11:00

"Formative assessment is a process wherein teachers collect evidence to suggest how well students are learning and where gaps in understandings and in skill development might exist. Teachers formatively assess their students so that they may better attend to their needs before they are ever asked to demonstrate mastery on a summative assessment. Rick Stiggins describes formative assessment as a “seemless part of instruction”. It occurs during that phase of learning defined by Madeline Hunter as a “check for understanding.” Larry Ainsworth describes formative assessment as brief in nature. I think we can all agree that the value lies not within the tool itself but in what we are doing with it in response."

I was just reading Angela Stockman's blog & a post about formative assessment. At the same time, Tom Barrett posted about an idea for using Google Docs as a reporting tool. I've linked to both posts as I want to be able to go back and re read & apply!!

Mmmmmm both ideas resonate with me. Just recently I was involved in Year 6 assessment of their wiki. I think we are starting to step on to the path towards meaningful assessment as we tried a few approaches.

Throughout the lessons, we, (the colleague I team teach with -Mark) & I ,were available to consult with the kids about how they were going. We also had a 'group' discussion- viewing the pages & collaboratively discussing & suggesting ideas -2/3 through the project timeline. We had established the purpose of the wiki at the beginning- a class discussion about why & how & we tried to make the final assessment rubric with the students' input (unfortunately at a limited level-time was against us!)

The final assessment (which is still going) was done as a collaboration with the students. We sat down with the rubric & student work & together assessed their work.

It's only a starting point- but I like the direction we tried to take. I will keep an eye on Tom Barrett's ideas & see what we can apply to our situation at HFS.

I like the idea that the students take an ACTIVE part in the assessment process....he also includes parents-.... yep! We've got to work towards this in a better capacity!!

In the beginning!!

2008-10-20T07:54:00.000+11:00

I've created this blog to help clarify my thoughts on learning & education as HFS Conversations was always a vehicle for staff PD about using Web2.0 tools & therefore not really 'My Blog'. In this blog I hope to clarify my position...especially for myself.. on the topics and threads I pick up as I read the comments & thoughts from online & f2f contacts.I want to go broader than Web2.0 as teaching & the roles that I am in are far more diverse than simply engaging in web2.0!!

I definitely would appreciate the chance to engage in conversations, but at the moment I am simply hoping to crystalize & articulate thoughts! This is 'MY SPACE'!!

Personal Thoughts about Learning

Functional use of technology/Web2.0

The future of books- really exciting!

Want to be a great teacher? Don’t go to PD.

Priceless

Reading in a Whole New way!

Bounty Boulevard State School

Assessment for learning???

Working Spaces

Digital Footprints...

What makes a great teacher?

Thinking & rethinking directions for improved student outcomes....

Media Literacy

What is it all about???...It is the music along the way ...that's the point!!

Learning Stories & Assessment

Boring Powerpoints???

The library of the Future

Service Based Learning

Digital Stories thanks to NECC

The future is now...

Will 'future school' /'future library' be an experience or a place?

Working Spaces

Ways of knowing are not mutually exclusive

Clarifying ideas through the thoughts of others

Connections are the focus

PBL- REAL tasks for REAL kids

Learning Spaces

5 Weeks.... too long!!

Learning Communities

Learning Communities...some initial thoughts & resources...

Library spaces? How do we re-establish their priority in schools?

Words to start the year with....

7 things- a bit of fun!

The Future of Education

Foundational statements

"Creativity cannot be taught - but it can be killed."

Re-focus!

Discernment & blogging...what should we be teaching students?

A Whole New Mind....brilliant thoughts & message

Best Practice Example-Flat Classroom Project

Pedagogy-???

"Too many “technology-enabled” assignments involve using the computer as a $1,000 pencil."

If You want to know how you're REALLY going-teach your own kids!

PBL /What is a recipe for success?

Learning & leadership-the 5 Temptations & simple wisdom

Assessment

In the beginning!!

"C reativity cannot be taught - but it can be killed."